Author's Keywords: race, ethnicity, adolescence, peers, academic performance, oppositional culture	Convention All Academic Convention is the premier solution for your association's abstract management solutions needs. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p106655_index.html Direct Link: HTML Code:

Stoner-Eby, Scott. "Academic Performance and Status among Peers in U.S. Middle and High Schools" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA, Aug 16, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p106655_index.html>

Stoner-Eby, S. , 2003-08-16 "Academic Performance and Status among Peers in U.S. Middle and High Schools" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p106655_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: I investigate whether academic performance is associated with status among peers in U.S. middle schools and high schools for non-Hispanic Whites, non-Hispanic Blacks, and Hispanics. I use data from the in-school wave of the National Longitudinal Study of Adolescent Health (Add Health) (n=50,507). These data provide a unique opportunity to test hypotheses derived from the qualitative work of researchers who suggest that "involuntary" minority students who achieve academically are penalized by their peers. Add Health data are nationally representative of students in grades 7-12, include independent measures of popularity, and allow racial/ethnic comparisons. I estimate negative binomial regression models separately for males and females predicting the number of friendship nominations adolescents receive from other students in their school. I do this first for nominations from all students and then from students of the same sex and race. I focus on the effect of grade point average, and I use interaction terms to test for racial/ethnic differences. Next, I run separate models by student race and sex and racial/ethnic composition of their school. I find that overall, academic performance and popularity are positively associated among U.S. adolescents, but this relation is not particularly strong. Among Hispanics and non-Hispanic Blacks, friendships with students of the same race and sex are not significantly related to performance except among females in high minority schools. However, among Blacks and Hispanics the association is never negative and statistically significant, so there does not appear to be an oppositional culture towards school among these minority groups.

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