It’s not what you know but who you know: Heterogeneous peer effects at a Colombian University

Diaz, Ana Maria; Penagos, Ignacio

doi:10.13043/dys.80.2

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…Importantly, our analysis focused on the stability of the peer group, though we are observing neither the intensity of contacts between particular students nor the nature of these contacts. Yet, as demonstrated by earlier studies (e.g., Díaz & Penagos, 2018), the strength of within‐group relations may have a significant impact on educational peer effects and thus it would be (if the data allowed us) a valuable addition to our research.…”

Section: Discussion Of Results and Limitationsmentioning

confidence: 73%

“…As many studies show, peers matter, but the magnitude of the measured effects is vastly context‐specific. For example, the importance of peers depends on students' age (stronger effects are observed among young students) and on the intensity of interactions between agents (Carrell et al, 2009; Burke & Sass, 2013; Díaz & Penagos, 2018; Paloyo, 2020).…”

Section: Impact Of Social Relations On School Outcomesmentioning

confidence: 99%

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The effect of peer group stability on achievements: Evidence from Poland

Herbst

Sobotka

Wójcik

2022

Euro J of Education

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Section: Discussion Of Results and Limitationsmentioning

confidence: 73%

Section: Impact Of Social Relations On School Outcomesmentioning

confidence: 99%

The effect of peer group stability on achievements: Evidence from Poland

Herbst

Sobotka

Wójcik

2022

Euro J of Education

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“…Academic performance as determinate of student dropout has been described in most of the literature about this topic (García de Fanelli 2014, Himmel 2002, Tinto 1975, Centro de Estudios sobre Desarrollo Económico 2014. Likewise, literature found a strong relation between students' academic performance and academic performance of student peers (Díaz and Penagos 2018, Martínez 2010, Patacchini, Rainone, and Zenou 2017, Lin 2010. The lack of previous studieses on dropout in higher education from a peer effects approach puts this study in the pioneering field.…”

Section: Introductionmentioning

confidence: 83%

Dropout from Higher Education in Colombia: A Peer Effects Approach

Rocha-Ruiz¹,

Árias²,

Espinel³

2018

Proceedings of the 10th International RAIS Conference on Social Sciences and Humanities (RAIS 2018)

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Higher education dropout in Colombia has been an issue. One of each three students has not continued their undergrad studies. It is relevant to analyze associated factors with dropout in Colombian higher education. This study could be useful to analyze and mitigate this social problem. Literature about higher education dropout focuses in individual and socioeconomic characteristics associated with students' dropout. However, peer effects in academic performance and dropout has been less studied. In that way, social relationships and peer interactions could influence student dropout. This article analyzes the incidence of peer effects on student dropout from undergraduate students in Colombia. We used SPADIES data from 1998 to 2015 (Sistema para la Prevención de la Deserción en las Instituciones de Educación Superior). The logit model estimated the incidence of peer effect on dropout undergraduate students. We found a statistically significant relationship between peers dropout and the probability to dropout of a Colombian undergraduate student.

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Peer Effects on First-Year University Students’ Results: The Role of Classmates’ Academic Performance and Socioeconomic Status

Serrano

Villarraga-Orjuela

2021

Mathematics

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Peer effects in the context of higher education have lately received increased attention. Higher diversity in the composition of new cohorts of students, generated mainly in countries where public and institutional policies have enabled access to students from low socioeconomic conditions and races who unusually attend postsecondary education, make these effects even more relevant. This research estimates and analyzes the effect of peers’ academic performance and course composition by socioeconomic origin on students’ academic achievement at a private Colombian university between 2008 and 2019. The estimates, by Ordinary Least Squares and Multilevel models, support the existence of significant peer effects. There was a positive effect of peers’ performance on Calculus I academic results, principally of medium and high-performance peers, and a null effect of the socioeconomic level in Calculus I, but a significant effect in Communication Skills I, although with a limited impact. By introducing heterogeneities, it is evident that students perceived a greater benefit from performance improvements from peers who are in the same performance category or socioeconomic level. These results provide evidence of the existence, direction, and magnitude of peer effects in Colombian higher education. Additionally, they suggest that the most relevant characteristic of classmates is their academic performance and not their socioeconomic origin.

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It’s not what you know but who you know: Heterogeneous peer effects at a Colombian University

Cited by 3 publications

References 16 publications

The effect of peer group stability on achievements: Evidence from Poland

The effect of peer group stability on achievements: Evidence from Poland

Dropout from Higher Education in Colombia: A Peer Effects Approach

Peer Effects on First-Year University Students’ Results: The Role of Classmates’ Academic Performance and Socioeconomic Status

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