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Do Same-Gender Peers in the Classroom Have Heterogeneous Impacts on Male and Female Students?
Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review
DOI
- https://doi.org/10.1177/23780231221105378
Forlagets udgivne version
The authors investigate if same-gender peers in the immediate learning context have heterogeneous associations with academic outcomes of male and female students. By applying within-student across-subjects models to data from 44 countries in the Trends in International Mathematics and Science Study, the authors examine “situational” within-classroom differences between immediate (peer) learning environments for the same student. The results show, first, that student outcomes are correlated primarily with traits of same-gender peers and, second, that different peer traits have diverse associations with student outcomes. Because of the empirical design, the authors are able to hold factors such as the socioeconomic composition of peers and friendships constant. These findings highlight the importance of gender in the peer influence process in the classroom as well as the diverse channels through which peer traits operate.
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | Socius |
| Vol/bind | 8 |
| DOI | |
| Status | Udgivet - jun. 2022 |
Bibliografisk note
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the VELUX Foundation, Denmark (grant 00017032).
Funding Information:
We thank David Reimer, Sedat Gumüs, Jan Heisig, Peter Skov, Kristian Karlson, and participants at the NSA conference 2018, ECER conference 2019, and the research unit Social Inequality and Beyond at the Danish School of Education. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the VELUX Foundation, Denmark (grant 00017032).
Publisher Copyright:
© The Author(s) 2022.
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