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Cool to be Smart or Smart to be Cool? Understanding Peer Pressure in Education

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  • Leonardo Bursztyn
  • Georgy Egorov
  • Robert Jensen

Abstract

Concerns about social image may negatively affect schooling behavior. We identify two potentially important peer cultures: one that stigmatizes effort (thus, where it is “smart to be cool”) and one that rewards ability (where it is “cool to be smart”). We build a model showing that either may lower the takeup of educational activities when takeup and performance are potentially observable to peers. We design a field experiment allowing us to test whether students are influenced by these concerns at all, and then which they are more influenced by. We examine high schools in two settings: a low-income, high minority share area and a higher-income, lower minority share area. In both settings, peer pressure reduces takeup of an SAT prep package. We show that this is consistent with a greater concern for hiding effort in the lower-income school, and a greater concern with hiding low ability in the higher-income schools.

Suggested Citation

  • Leonardo Bursztyn & Georgy Egorov & Robert Jensen, 2017. "Cool to be Smart or Smart to be Cool? Understanding Peer Pressure in Education," NBER Working Papers 23020, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:23020
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    More about this item

    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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