The social dynamics of mathematics coursetaking in high school
The social dynamics of mathematics coursetaking in high school
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DOI：
10.1086/587153
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发表时间：
2008-05-01
影响因子：
4.4
通讯作者：
Pearson, Jennifer
中科院分区：
文献类型：
--
作者：
Frank, Kenneth A.;Muller, Chandra;Pearson, Jennifer
本研究探讨了高中男生和女生的学术努力（以数学课程的形式）如何受到其社会背景成员的影响。作者认为，青少年的社会背景在一定程度上是由学生群体（称为“本地立场”）决定的，这些学生所修的课程使他们与其他人不同。作者利用最近的青少年健康和学术成就研究的课程成绩单数据，采用一种新的网络算法来确定国家青少年健康纵向研究中 78 所高中的本地位置。将当地职位纳入数学课程的多层次模型中，作者发现女孩对其当地职位的社会规范高度敏感，这有助于当地职位内部的同质性和当地职位之间的异质性。
This study examines how high school boys' and girls' academic effort, in the form of math coursetaking, is influenced by members of their social contexts. The authors argue that adolescents' social contexts are defined, in part, by clusters of students ( termed "local positions") who take courses that differentiate them from others. Using course transcript data from the recent Adolescent Health and Academic Achievement Study, the authors employ a new network algorithm to identify local positions in 78 high schools in the National Longitudinal Study of Adolescent Health. Incorporating the local positions into multilevel models of math coursetaking, the authors find that girls are highly responsive to the social norms in their local positions, which contributes to homogeneity within and heterogeneity between local positions.