Peer Bonds in Urban School Communities

An Exploratory Study

Bibliographic Data

ID15694657
AuthorsNicole Leach (0000-0002-8409-0167, Mississippi State University, corresponding author)
Year2018
Volume7
Issue1
Pages64-64
Publication date2018-02-27
Open AccessYes
TypeARTICLE
VenueQualitative Research in Education (JOURNAL)
Journal identifiersISSN: 2014-6418 • E-ISSN: 2014-6418
PublisherHipatia Press (PUBLISHER • ES)
DOI10.17583/qre.2018.3062
OpenAlexW2793728771
LanguageEN
Citations received2
References cited13

The literature identifies three main types of peer associations: cliques, crowds, and dyadic friendships. When schools create learning communities, an additional type of peer association may emerge that is not based on interactions but instead is based on membership in a shared community. The aim of this study is to qualitatively explore the nature and characteristics of this association, labeled peer bonds. Observational data (n=432) and semi-structured interviews (n=33) were collected in two urban high schools over the course of three academic years. Data were analyzed using the constant comparison method. Findings suggest that there are six characteristics of peer bonds: investment in peer success, shared identity, shared values, pedagogical caring, shared success, and shared failure. The scholarly significance of this study is the expansion of theoretical conceptualizations of peer associations in learning communities while the practical significance is the potential use of a largely underutilized source for academic interventions, peers, by creating school community

Association (psychology · Crowds · Friendship · Identity (music · Mathematics education · Observational study · Pedagogy · Peer group · Peer review · Political science · Psychological intervention · Computer Science · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies · Youth Development and Social Support

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Open DOIOpen Access