Code for: Uncovering Peer Effects in Social and Academic Skills

Principal Investigator(s): View help for Principal Investigator(s) Román Andrés Zárate, University of Toronto

Name	File Type	Size	Last Modified
logs			10/18/2022 08:29:PM
surveys-baseline			10/15/2022 09:48:PM
surveys-endline			10/15/2022 09:50:PM
surveys-midline			10/15/2022 09:49:PM
1a-surveys_baseline.do	text/plain	26.8 KB	07/08/2022 04:10:AM
1b-networks_centrality.R	text/x-rsrc	3.8 KB	07/08/2022 04:12:AM
1c-data_baseline.do	text/plain	18.8 KB	07/08/2022 04:13:AM
2a-allocation4y5.do	text/plain	12.4 KB	07/08/2022 04:14:AM
2b-allocation3.do	text/plain	42.2 KB	07/08/2022 04:16:AM
3a-exporting_surveys_midline.R	text/x-rsrc	5.3 KB	07/08/2022 04:16:AM

Project Citation:

Zárate, Román Andrés. Code for: Uncovering Peer Effects in Social and Academic Skills. Nashville, TN: American Economic Association [publisher], 2023. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-06-20. https://doi.org/10.3886/E181521V1

Project Description

Summary: This paper explores the impact of adolescent peers who are central in their social network on the formation of social skills and the academic performance of fellow students. I study a large-scale field experiment at selective public boarding schools in Peru that varies the type of peer defined by the median of social centrality and academic achievement. Students are assigned to (i) more socially central versus less socially central peers and (ii) higher-achieving versus lower-achieving peers. Peer effects are more pronounced for social skills than academic performance, and both vary by gender. While socially central peers lead boys to better social skills and improve their later-life outcomes, there are no effects for girls. Meanwhile, higher-achieving peers do not affect boys' academic performance but decrease girls' test scores. Gender differences in how beliefs about one's abilities respond to peer interactions explain both findings, revealing the importance of self-confidence in peer allocation policies.

Funding Sources: Weiss Family Fund

Scope of Project

JEL Classification:
C93 Field Experiments
I20 Education and Research Institutions: General

Geographic Coverage: Peru

Universe: Students at selective public boarding schools in Peru in 2017.

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Published Versions

V1 [2023-06-20]

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