Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks |
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| Institution: | 1. Department of Sociology, University of Groningen, Grote Rozenstraat 31, Groningen, 9712, TG, the Netherlands;2. Centro de Políticas y Prácticas en Educación (CEPPE UC), Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, 7820436, Santiago, Chile;3. Facultad de Educación, Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, 7820436, Santiago, Chile;4. Escuela de Psicología, Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, 7820436, Santiago, Chile;1. Lehigh University, United States of America;2. ServeMinnesota, United States of America;1. Faculty of Education, The University of Hong Kong, Hong Kong;2. Faculty of Education, University of Macau, Macau;3. Faculty of Education, East China Normal University, China;4. School of Humanities and Social Science, Chinese University of Hong Kong (Shenzhen), China;1. Arizona State University – T. Denny Sanford School of Social and Family Dynamics, 850 S. Cady Mall, Tempe, AZ 85287-3701, United States;2. University of California, Irvine – School of Education, 3200 Education Building, Irvine, CA 92697, United States;1. Department of Sociology, University of Wisconsin-Madison, United States of America;2. Department of Psychology, University of Chicago, United States of America;3. Department of Educational Leadership and Policy Analysis, University of Wisconsin-Madison, United States of America |
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| Abstract: | This paper examined the association between friendship and academic networks and how the connections these networks have with academic performance and school misconduct differ when comparing three types of classrooms where students were grouped based on their academic ability (i.e., high-, low-, and mixed-ability). The sample was composed of 528 seventh to ninth graders (Mage = 15; 64.1% girls) from 12 classrooms (four in each category of ability grouping) across two waves in five schools in Chile. The effects of academic performance and school misconduct on receiving academic and friendship nominations were examined, as well as the interplay between academic and friendship relationships. Furthermore, the extent to which similarity in adolescents' academic performance and school misconduct contributed to the formation and maintenance of academic and friendship relationships was examined. Sex, socioeconomic status, and structural network features were also taken into account. Longitudinal social network analyses (RSiena) indicated that (1) in high-ability classrooms students chose high-achieving peers as academic partners; (2) in high-ability classrooms students avoided deviant peers (i.e., those high in school misconduct) as academic partners; and (3) academic relationships led to friendships, and vice versa, in both high- and low-ability classrooms. Whereas the interplay of friendship and academic relationships was similar in high- and low-ability classrooms, the formation and maintenance of academic networks unfolded differently in these two types of classrooms. |
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