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1、PeerEffectsandGenderintheCollegeClassroomBy:KristinRotiJones,HartwickCollege;CarlenaFicano,HartwickCollegeIntroductionandContextThepresenceofpeereffectsinhighereducationhasbeeninvestigatedinanextensiveempiricaliliterature.Studieshaveaddressedtheimpactofpeeracademicabilityonownacademicperforma
2、nce;theiiiiieffectsofotherpeercharacteristicssuchasfamilyincome,leadershipabilityorfitnessonownacademicperformance;andtheeffectsofpeercharacteristicsonotherbehaviorssuchasthedecisiontoivvjoinaGreekorganizationorathleticteam,academicmajor.Thepresenceorabsenceofpeereffectscouldhaveimportantrami
3、ficationsfordecisionsabout“schoolchoice,affirmativeaction,busing,vidistancelearning,mainstreaming,selectiveadmissions,andtheriseofmeritscholarships”.Studentsmaybenefitfromhigherabilitypeersifthepeersimprovecomprehensionofcoursematerialthroughviiviiiclassdiscussionorstudygroupsorifstudentsmimi
4、cthestudyhabitsofhigherabilitypeers.Peerixeffectsmayalsojustifycollegeselectivity.Inthispaper,weestimatetheeffectsofaveragepeeracademicabilityonownGPAinthefirstsemesterofcollegeusingdataontwocohortsofstudentsfromasmall,selectiveliberalartscollege.Wedefinethreedifferenttypesofpeergroups--roomm
5、ates,dormitoryfloormates,andclassmates--bothoverallandbygender.Wefindnopeereffectsfromroommates,floormates,orclassmatesingeneral.However,wedofindevidenceofselectiveclassroompeereffectswhenweseparatelyconsiderone’sown-genderedandother-genderedpeers.Specifically,malestudentsperformsignificantly
6、betterwhentheirmaleclassmateshavehigheraverageacademicperformancebutdonotrespondtofemalepeeracademicperformance.Femalesrespondtoneitherown-genderorgeneralpeerperformance.Theexistingempiricalevidenceofpeereffectsismixed.Sacerdote(2001),WinstonandZimmerman(2003),andStinebricknerandStinebrickner
7、(2005)findthatroommateacademicability(measuredthroughSATscoresandotherpre-collegemeasures)hasasignificantandpositiveeffectonownGPA.Zimmerman(2003)findsnoeffectofroommatetotalSATbutdoesfindasmallbutpositiveandsignificanteffectofroommateverbalS
