Sibling, Peer, Neighbor, and Schoolmate Correlations as Indicators of the Importance of Context for Adolescent Development
Référence bibliographique 
Duncan, Greg J., Boisjoly, Johanne et Harris, Kathleen Mullan. 2001. «Sibling, Peer, Neighbor, and Schoolmate Correlations as Indicators of the Importance of Context for Adolescent Development ». Demography, vol. 38, no 3, p. 437-447.
Intentions : Estimer l’importance des corrélations entre fraterie, pairs, voisinage et collègues d’école dans le développement de l’adolescent.
Échantillon/Matériau : « Our data from the National Longitudinal Study of Adolescents in grades 7 through 12 in 132 U.S. schools in 1995 (Bearman, Jones, and Udry 1997) [...]. A random sample of some 200 students from each high school/feeder school pair was then selected for in-home interviews and produced the core in-home sample about 12, 000 adolescents. A number of special samples (e.g., ethnic and genetic) were also selected on the basis of in-school responses. The core plus the special samples produced a total sample size of 20, 745 adolescents in Wave 1. » (p. 440)
Instruments : - Measures of achievement (the Add Health Picture Vocabulary Test) - Measures of behavior (a delinquency scale) - Interviewer-measured height
Type de traitement des données : Analyse statistique
« We use nationally representative data to calculate correlations in achievement and delinquency between genetically differentiated siblings within a family, between peers as defined by adolescents’ ''best friend'' nominations, between schoolmates living in the same neighborhood, and between grademates within a school. We find the largest correlations between siblings, especially identical twins. Grademate and neighbor correlations are small. Peer-based correlations are considerably larger than grademate and neighbor correlations but not larger than most sibling correlations. The data suggest that family-based factors are several times more powerful than neighborhood and school contexts in affecting adolescents’ achievement and behavior. » (p. 437)