Teachers' Social Networks, College-Going Practices, and the Diffusion of a School-Based Reform Initiative

• In Event: 28.084 - Social and School Context

Abstract

This study examines the association between high school teachers’ collegial networks and their own familiarity with, and practices related to, supporting students’ admission to college. Using survey data collected at two time points from 163 teachers in four mid-Michigan high schools, this study: 1) employs cluster analysis to map collegial networks by school, and 2) uses social network influence modelling to examine how teachers may be influenced by their closest colleagues. Results of the cluster analysis find that all schools surveyed show evidence of distinct clustering by subgroups; however, the impact of teachers’ exposure to colleagues is not significantly associated with a change in familiarity or practices related to college going.

Authors

• Michael Broda, Virginia Commonwealth University

• Eric Ekholm, Virginia Commonwealth University

• Amy C Hutton, Virginia Commonwealth University

• Barbara Schneider, Michigan State University