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ERIC Number: ED499283
Record Type: Non-Journal
Publication Date: 2006
Pages: 31
Abstractor: ERIC
Reference Count: 37
ISBN: N/A
ISSN: N/A
The Impact of Peers on College Preparation: A Review of the Literature
Center for Higher Education Policy Analysis, University of Southern California
This paper examines how peer relationships influence students' academic success. Beginning with a brief definition of peer groups, it turns to a more extensive discussion of a typology of peer groups and the ways in which peer groups function to influence academic success in general and college-going behavior specifically. To help all students better achieve their academic potential, college preparation programs should capitalize on the power of peer networks by: (1) Establishing cohorts of students, as research indicates that students perform the best through sustained interaction with a group of peers; (2) Making program identity visible--by giving students T-shirts, backpacks, folders, etc., emblazoned with the program name and logo so they can be identified as members of a discrete peer group; (3) Scheduling regular meetings over a sustained period of time so students will not only know how to prepare for college admission, but also begin to acquire an identity as college-bound; (4) Focusing on academic preparation over socializing; and (5) Equipping students with the necessary tools for college preparation, application, and acceptance. Most teenagers naturally seek out connections with their peers. Some of these connections are based on common interests while others are based on a desire to belong. College preparation programs can fulfill both of these roles for students. By gathering college-bound students together, they create a peer group in which students can support one another and motivate each other to succeed. College preparation programs should create environments that unite students based on a common academic identity and allow them to support one another to achieve the ultimate goal: admission to the colleges of their choice. (Contains 2 tables.) [This report was published by the Center for Higher Education Policy Analysis, Rossier School of Education, University of Southern California.]
Center for Higher Education Policy Analysis (CHEPA). University of Southern California, Rossier School of Education, 3470 Trousdale Parkway, Waite Phillips Hall 701, Los Angeles, CA 90089-4037. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: chepa@usc.edu; Web site: http://www.usc.edu/dept/chepa
Publication Type: Information Analyses
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Ewing Marion Kauffman Foundation, Kansas City, MO.
Authoring Institution: N/A