Dropping out of high school: Effects of close and distant friendships

•Closeness of friendships is measured through both affect and shared activities.•Holding many close friendships in school decreases a student’s risk of dropping out.•Distant friendships with at-risk students increase a student’s risk of dropping out.•The importance of friends’ characteristics is inf...

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Bibliographic Details
Published in:Social science research 2013-09, Vol.42 (5), p.1254-1268
Main Authors: Carbonaro, William, Workman, Joseph
Format: Article
Language:English
Subjects:
Dropout
Emotions
Expectations
Friendship
Health Behavior
High School Students
High Schools
Peer effects
Risk
Risk assessment
Schools
Social Identity
Students
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Summary:•Closeness of friendships is measured through both affect and shared activities.•Holding many close friendships in school decreases a student’s risk of dropping out.•Distant friendships with at-risk students increase a student’s risk of dropping out.•The importance of friends’ characteristics is influenced most by shared activities. Prior research highlights the role of friends in influencing whether a student completes high school. Students who drop out tend to have fewer friends, as well as friends who are less oriented toward school success. We distinguish between close and distant friendships by developing a theoretical framework which predicts close and distant friends likely have distinct effects on dropping out. Close friendships provide valuable emotional support, and forging numerous close friendships at school should decrease one’s risk of dropping out. In contrast, the characteristics of distant friends help shape students’ social identities and beliefs about “what’s normative.” Our analyses of the Add Health data set confirm our expectations. Students with more close friendships are less likely to drop out, but close friends’ characteristics are unrelated to dropping out. Distant relationships (as measured by affect and regularity of interaction) with friends who have a high risk of dropping out significantly increase a student’s own risk of dropping out.
ISSN:0049-089X
1096-0317
DOI:10.1016/j.ssresearch.2013.05.003