Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/228847 
Year of Publication: 
2020
Series/Report no.: 
ECONtribute Discussion Paper No. 044
Publisher: 
University of Bonn and University of Cologne, Reinhard Selten Institute (RSI), Bonn and Cologne
Abstract: 
Different lines of research have argued that specific groups, such as boys or ethnic minorities, are more prone to develop an anti-school culture than others, leading to group differences in the social acceptance of high performers. Taking an ecological view, we ask to what extent the school context promotes or prevents the emergence of group-specific oppositional cultures. Theoretically, we argue that group-based oppositional cultures become more likely in schools with low socio-economic resources and in schools where socio-economic differences align with demographic attributes. We test our hypotheses based on data from a large-scale, four-wave network panel survey among more than 3000 students in Germany. Applying stochastic actor-oriented models for the coevolution of networks and behavior, we find that group-based oppositional cultures in which students like high performers less are very rare. However, in line with theoretical expectations, boys tend to evaluate high-performing peers less positively than girls do in schools that are less resourceful. Moreover, ethnic minority boys tend to evaluate high performers less positively than majority boys do in schools where the former tend to come from socio-economically less resourceful families.
Subjects: 
gender
ethnicity
school performance
social networks
stochastic actor-oriented models
JEL: 
I24
Z13
Document Type: 
Working Paper

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