The Varying Effect of Socioeconomic Segregation Among Organisation for Economic Co-operation and Development Nations and the Mediating Role of Peer Noncognitive Characteristics

• In Event: Socioeconomic Segregation in Schools and Student Achievements: Cross-National Comparisons, Differential Effects, and School Choice

Abstract

The negative consequences of socioeconomic segregation in schools on student achievement have been documented in several countries. Furthermore, peer influences have been identified as a key mediating mechanism, but there is little understanding of which peer characteristics matter most. This study begins addressing this gap in the literature by examining variation in the effect of school socioeconomic segregation on math achievement among 34 OCED nations and the degree to which malleable peer noncognitive characteristics mediate that effect. The results show that school socioeconomic segregation strongly predicts math achievement in most nations, but its effect varies considerably. Moreover, peer noncognitive characteristics mediate that effect substantially in some countries. Behavioral Engagement, Math Self-concept, Self-efficacy, and Attitudes Towards School were the strongest mediators. These findings suggest that school-wide interventions targeting these malleable non-cognitive characteristics have good potential for reducing the negative consequences of attending a segregated and low socioeconomic status school in some nations.

Author

• Gregory J. Palardy, University of California - Riverside