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Classroom peer effects, effort, and ...

Edelman, Brent M.

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Classroom peer effects, effort, and race.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Classroom peer effects, effort, and race./
作者:	Edelman, Brent M.
面頁冊數:	189 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4100.
Contained By:	Dissertation Abstracts International71-11A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423205
ISBN:	9781124239095

Classroom peer effects, effort, and race.
Edelman, Brent M.

Classroom peer effects, effort, and race. - 189 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4100.

Thesis (Ph.D.)--Temple University, 2010.

This dissertation develops a theoretical model of educational peer effects and then empirically tests whether or not they exist. In the theoretical model, each student selects an effort level to maximize utility; this effort choice depends on his peer group's effort and race. The students' equilibrium effort expression results in hypotheses that can be directly investigated empirically, a definition of the social multiplier, and conditions under which a social multiplier exists. The empirical model uses student-level data with observations on complete classrooms and two measures of effort, self-assessed effort and time spent studying, to investigate whether or not peer effects exist. The estimation results of the empirical model, interpreted using a simulation-based technique, find a positive relationship between the amount of time a student spends studying and time spent studying by peers who share his race; for self-assessed effort, the results are ambiguous. Simulations of policy experiments show that effort is higher in more racially homogeneous classrooms and that a social multiplier exists for both a reduction in the time a student spends working at a part time job and an increase in the student's socioeconomic status.

ISBN: 9781124239095Subjects--Topical Terms:

626654
Education, Sociology of.

Classroom peer effects, effort, and race.
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500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 4100.
500 $a Adviser: Dimitrios I. Diamantaras.
502 $a Thesis (Ph.D.)--Temple University, 2010.
520 $a This dissertation develops a theoretical model of educational peer effects and then empirically tests whether or not they exist. In the theoretical model, each student selects an effort level to maximize utility; this effort choice depends on his peer group's effort and race. The students' equilibrium effort expression results in hypotheses that can be directly investigated empirically, a definition of the social multiplier, and conditions under which a social multiplier exists. The empirical model uses student-level data with observations on complete classrooms and two measures of effort, self-assessed effort and time spent studying, to investigate whether or not peer effects exist. The estimation results of the empirical model, interpreted using a simulation-based technique, find a positive relationship between the amount of time a student spends studying and time spent studying by peers who share his race; for self-assessed effort, the results are ambiguous. Simulations of policy experiments show that effort is higher in more racially homogeneous classrooms and that a social multiplier exists for both a reduction in the time a student spends working at a part time job and an increase in the student's socioeconomic status.
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