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来源类型Working Paper
规范类型报告
DOI10.3386/w23020
来源IDWorking Paper 23020
Cool to be Smart or Smart to be Cool? Understanding Peer Pressure in Education
Leonardo Bursztyn; Georgy Egorov; Robert Jensen
发表日期2017-01-09
出版年2017
语种英语
摘要Concerns about social image may negatively affect schooling behavior. We identify two potentially important peer cultures: one that stigmatizes effort (thus, where it is “smart to be cool”) and one that rewards ability (where it is “cool to be smart”). We build a model showing that either may lower the takeup of educational activities when takeup and performance are potentially observable to peers. We design a field experiment allowing us to test whether students are influenced by these concerns at all, and then which they are more influenced by. We examine high schools in two settings: a low-income, high minority share area and a higher-income, lower minority share area. In both settings, peer pressure reduces takeup of an SAT prep package. We show that this is consistent with a greater concern for hiding effort in the lower-income school, and a greater concern with hiding low ability in the higher-income schools.
主题Econometrics ; Experimental Design ; Microeconomics ; Economics of Information ; Health, Education, and Welfare ; Education
URLhttps://www.nber.org/papers/w23020
来源智库National Bureau of Economic Research (United States)
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条目标识符http://119.78.100.153/handle/2XGU8XDN/580693
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Leonardo Bursztyn,Georgy Egorov,Robert Jensen. Cool to be Smart or Smart to be Cool? Understanding Peer Pressure in Education. 2017.
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