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TOO COOL FOR SCHOOL? VIOLENCE, PEER STATUS, AND HIGH SCHOOL DROPOUT*
Jeremy Staff1, Derek A Kreager1
1The Pennsylvania State University.
Social Forces; a Scientific Medium of Social Study and Interpretation
|December 9, 2014
Summary
High peer status in violent adolescent groups significantly increases dropout risks for disadvantaged boys. This finding highlights the negative impact of group violence on educational attainment.
Area of Science:
- Sociology
- Criminology
- Developmental Psychology
Background:
- Adolescent peer status generally correlates positively with academic success and social adjustment.
- Subculture theories and ethnographies suggest that disadvantaged boys may achieve peer status through violence.
- Membership in violent peer groups can negatively impact educational outcomes.
Purpose of the Study:
- To investigate the relationship between peer status within violent groups and high school dropout risk among adolescent males.
- To test the hypothesis that high status in violent groups exacerbates dropout risks for disadvantaged boys.
Main Methods:
- Utilized peer network data from the National Longitudinal Study of Adolescent Health (Add Health).
- Analyzed the association between peer status in highly violent groups and high school dropout rates.
Main Results:
- Disadvantaged boys with high status in violent groups face significantly elevated risks of high school dropout.
- Findings support the subcultural argument linking violence-based peer status to adverse educational outcomes.
Conclusions:
- High peer status within violent adolescent groups is a critical risk factor for high school dropout, particularly for disadvantaged males.
- Interventions targeting group dynamics and violence may be crucial for improving educational attainment in at-risk populations.