The peer influence process

Hallinan, Maureen T.

doi:10.1016/0191-491x(81)90007-9

Cited by 13 publications

(13 citation statements)

References 38 publications

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“…An abundance of past research has shown the importance of human, social and cultural capital formation in students' educational development (Bourdieu 1986;Coleman 1988;Lin 1999;Paulsen 2001;Perna 2000), and the role of interpersonal influence in the formation of values, aspirations, and educational choices (Hallinan 1982;Vreeland and Bidwell 1966;Weidman 1989). Combining elements from these studies, we incorporated four different scaled indices to understand how capital formation and peer influence during high school affect college performance.…”

Section: Variablesmentioning

confidence: 98%

“…Perspectives influential to this research include human capital theory (Becker 1993), theories of class reproduction and status attainment models (Blau and Duncan 1967;Otto and Haller 1979), the constructs of social and cultural capital (Bourdieu 1986;Coleman 1988;Lin 1999), theories of peer influence (Hallinan 1982;Sewell et al 1969), and models of student socialization (Vreeland and Bidwell 1966;Weidman 1989). St.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

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Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Wolniak

Engberg

2010

Res High Educ

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This study aims to improve our understanding of the postsecondary impacts of high schools by investigating whether or not exposure to different high school contexts may explain academic performance once in college. Drawing on a sample of 3,750 participants from the National Longitudinal Survey of Freshmen, descriptive and multivariate analyses examine relationships between students' precollege characteristics, the high school context, and first year college grades. Results indicate that the quality of the high school infrastructure and exposure to violence at school-two operationalized dimensions of the high school context-affect first year college grades above and beyond precollege academic achievement and a variety of other background characteristics. Results also provide evidence of the conditional nature of these effects, where the high school context reinforces advantages of students with relatively greater economic resources prior to college. Implications for policy are discussed along with a call for a more holistic and interdependent perspective in examining the secondary-postsecondary nexus.Keywords Academic achievement Á College grades Á First year of college Á High school contexts For more than 40 years social scientists have been concerned about the effectiveness of America's high schools, and over a century of policy debates have centered on the nature and function of the high school. Since the publication of the Coleman report (Coleman et al. 1966) we have generally accepted that, when focusing on academic achievement as a means of reducing social inequality, the differences among students and their families

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Section: Variablesmentioning

confidence: 98%

Section: Theoretical Perspectivesmentioning

confidence: 99%

Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Wolniak

Engberg

2010

Res High Educ

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“…Peer intluences may facilitate or hinder the learning process in school (Coleman, 1959;Hallinan, 1982). When the activities of clique members are school relnted, the social support of a clique may help a student retain interest in schoolwork and carry it to completion.…”

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confidence: 99%

Classroom Characteristics and Student Friendship Cliques

Hallinan

Smith

1989

Social Forces

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This paper examines the effects of classroom characteristics on the friendship cliques of preadolescent students. It is argued that structural and organizational features of a classroom constrain the interaction patterns of students in such a way as to affect the probability of dyadic friendship relationships and the network of social ties that evolve within a classroom. It is further argued that the organization of instruction and the classroom climate affect clique properties. Hypotheses about the determinants of clique size, number of cliques, clique stability and the achievement, sex, and racial composition of cliques were tested on a large, longitudinal data-set containing information on fourth through seventh grade students. Results show that the formation of student friendship cliques was more closely linked to classroom characteristics and to pedagogical practices than had previously been recognized. The processes governing the establishment of cliques changed over the school year as different features of the classroom experience became more salient to students.

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“…Moreover, neidi schools for Tibetans in the Chinese capital have a history that extends back to the Qing dynasty and republican government eras. 9 Thus, state-sponsored schooling that dislocates Tibetans is plausibly buoyed by a folk theory of 7 These include several explanations, e.g., (1) capital deficiency (Schultz 1963;Becker 1964;Jenks et al 1979;Bordieu 1986;Fischer et al 1996); (2) oppositional culture (Ogbu 1978;Suarez-Orosco 1991;Kao and Tienda 1998); (3) stereotype imposition (Steele 1992); (4) peer influence (Sewell et al 1969;Halliman 1982); (5) social detachment (Tinto 1993;Johnson et al 2001); (6) ethnic segregation (Steele 1998); (7) social class reproduction (Bowles and Gintis 1976;Willis 1977); (8) school effects (Coleman 1966); and (9) preparation for university (Nettles 1991). 8 The unsubstantiated assertion that these schools "forcibly assimilate" Tibetans is found on an official Web site.…”

Section: Dislocated Educationmentioning

confidence: 99%

Dislocated Education: The Case of Tibet

Postiglione¹

2009

Comparative Education Review

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The peer influence process

Cited by 13 publications

References 38 publications

Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Classroom Characteristics and Student Friendship Cliques

Dislocated Education: The Case of Tibet

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