Going to College with a Posse: How Having High School Peers on Campus Supports College Achievement

Autor/inn/en	Binning, Kevin R.; Blatt, Lorraine R.; Chen, Susie; Votruba-Drzal, Elizabeth
Titel	Going to College with a Posse: How Having High School Peers on Campus Supports College Achievement
Quelle	In: AERA Open, 7 (2021) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Binning, Kevin R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Friendship; Academic Achievement; Social Support Groups; Student Adjustment; Undergraduate Students; Predictor Variables; Peer Influence; First Generation College Students; Hierarchical Linear Modeling; Social Capital; Sense of Community; School Holding Power + Suchen Sie Ihr Suchwort? Freundschaft; Schulleistung; Social support; Soziale Unterstützung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Prädiktor; Sozialkapital
Abstract	The social experience of transitioning to a 4-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N = 43,240) of undergraduates spanning 7.5 years at a public university, we examine what factors predict high school peer prevalence (HSPP) on campus and whether HSPP predicts college achievement above and beyond such factors. Analyses found that HSPP was predicted by variables associated with societal privilege (e.g., being White, continuing generation). Above and beyond these variables, HSPP independently predicted higher grades in gateway STEM (science, technology, engineering, and mathematics) courses and, among first-generation college students, higher retention. The role of HSPP in fostering equity and inequity is discussed. A preprint of this article is available at https://psyarxiv.com/xhpuc/. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01