| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w23020 |
| 来源ID | Working 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 |
| URL | https://www.nber.org/papers/w23020 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/580693 |
| 推荐引用方式 GB/T 7714 | Leonardo Bursztyn,Georgy Egorov,Robert Jensen. Cool to be Smart or Smart to be Cool? Understanding Peer Pressure in Education. 2017. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w23020.pdf（652KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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