Abstract
Friends are an important influence on adolescents’ educational outcomes. However, because of their similarity on numerous attributes, it is difficult to estimate whether friends influence each other, or whether they select friends who are similar to them. To address this endogeneity, this study uses instrumental variable estimation on panel data from the High School Longitudinal Study of 2009 to estimate the effect of friends’ plans for college on adolescents’ educational expectations. Results from two-stage least squares models indicate that friends’ plans for college has a significant effect on educational expectations. This effect does not significantly vary by gender. Results suggest the need for policies that focus on ways to diversify adolescent peer networks in order to provide greater access to resource-rich peers.
Highlights
A consistent body of prior research has confirmed that educational expectations have a direct or intervening effect on academic achievement and educational and occupational attainment (Kao & Thompson, 2003; Reynolds & Johnson, 2011; Sewell, Haller, & Ohlendorf, 1970)
This study addresses these issues by using instrumental variable (IV) estimation (Bollen, 2012; Bowden & Turkington, 1984) to estimate the effect of friends’ plans for college on adolescents’ educational expectations
In contrast with most peer influence studies that focus on the adoption of negative behaviours or attitudes, this study focused on how adolescent friendships serve as a context that promotes the adoption of normative expectations towards educational attainment
Summary
A consistent body of prior research has confirmed that educational expectations have a direct or intervening effect on academic achievement and educational and occupational attainment (Kao & Thompson, 2003; Reynolds & Johnson, 2011; Sewell, Haller, & Ohlendorf, 1970). Hinduja & Patchin, 2013; Schaefer, 2012; Schwinn & Schinke, 2014), a growing literature recognizes that peer influence processes extend to the development of pro-social attitudes, behaviours, and expectations (Allen & Antonishak, 2008; Wentzel, 1994), including academic achievement (Wentzel, Barry, & Caldwell, 2004), and educational attainment (Kiuru et al, 2012). More recent work recognizes that not all peer relations exert the same influence, generating a research agenda that delineates among the effects associated with best friends (Prinstein, Brechwald, & Cohen, 2011), romantic partners (Kreager & Haynie, 2011), and classmates (Ladd, Herald-Brown, & Reiser, 2008). Advances in peer relations research has established that close friends exert a stronger influence on adolescents than other peers (Payne & Cornwell, 2007)
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