Frank Kenneth A, Muller Chandra, Schiller Kathryn S, Riegle-Crumb Catherine, Mueller Anna Strassmann, Crosnoe Robert, Pearson Jennifer
Michigan State University.
AJS. 2008 May;113(6):1645-1696. doi: 10.1086/587153.
This study examines how high school boys' and girls' academic effort, in the form of math coursetaking, is influenced by members of their social contexts. The authors argue that adolescents' social contexts are defined, in part, by clusters of students (termed "local positions") who take courses that differentiate them from others. Using course transcript data from the recent Adolescent Health and Academic Achievement Study, the authors employ a new network algorithm to identify local positions in 78 high schools in the National Longitudinal Study of Adolescent Health. Incorporating the local positions into multilevel models of math coursetaking, the authors find that girls are highly responsive to the social norms in their local positions, which contributes to homogeneity within and heterogeneity between local positions.
本研究考察了高中男生和女生以选修数学课程形式表现出的学业努力是如何受到其社会环境成员影响的。作者认为，青少年的社会环境部分是由选修课程使其与他人有所区别的学生群体（称为“局部位置”）所界定的。作者利用近期青少年健康与学业成就研究的课程成绩单数据，采用一种新的网络算法，在青少年健康全国纵向研究中的78所高中里识别局部位置。将局部位置纳入数学课程选修的多层次模型后，作者发现女生对其局部位置中的社会规范反应强烈，这导致了局部位置内部的同质性和局部位置之间的异质性。
