Why Am I Late for School? Peer Effects on Delayed School Entry in Rural Northwestern China

Autor/in	Chen, Qihui
Titel	Why Am I Late for School? Peer Effects on Delayed School Entry in Rural Northwestern China
Quelle	In: Education Economics, 29 (2021) 6, S.624-650 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Qihui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2021.1926932
Schlagwörter	Foreign Countries; Rural Areas; School Entrance Age; Age Differences; Peer Influence; Family Characteristics; Parent Background; Educational Attainment; Socioeconomic Status; Cultural Influences; Individual Characteristics; Environmental Influences; China + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Einschulungsalter; Age; Difference; Age difference; Altersunterschied; Elternhaus; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Cultural influence; Kultureinfluss; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Environmental influence; Umwelteinfluss
Abstract	This paper estimates peer effects on children's school entry age, using a dataset on 4,165 children from rural northwestern China (Gansu province). Instrumental-variable estimation, exploiting variations in (older) peers' home-to-school distance to identify the effect of their school entry age, reveals that a one-year increase in (older) peers' school entry age raises a child's school entry age by 0.43 years. This effect is much stronger than the effects of family-background factors such as parental education and family wealth, suggesting that the dominant driving force of delayed school enrollment lies outside of the family. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01