Peer Group Influence and Social Stratification in Secondary Schools: A Sociological Study of Southern Taraba, Nigeria

This study explores how group membership peer and social stratification factors influence academic engagement, aspirations, and self-concept among secondary school students in Southern Taraba. Analysis of survey data from 270 students reveals significant differences across peer groups in academic outcomes. One-way ANOVA results indicate that students in academic-focused peer groups report the highest academic engagement (M = 85.4, SD = 6.2) and aspirations (M = 4.3 on a 5-point scale), significantly exceeding those in sports-focused, social/leisure, and mixed groups (p < 0.001). Additionally, academic self-concept varied significantly by peer group, with academic-focused groups scoring highest (M = 3.9), followed by sports-focused (M = 3.2), social/leisure (M = 2.7), and mixed groups (M = 3.3), highlighting peer influence on students’ academic self-perceptions. Cluster analysis identified three peer group patterns reflecting social stratification: a predominantly male, low socioeconomic Kuteb cluster; a balanced gender, middle/high socioeconomic Jukun cluster; and a predominantly female, low socioeconomic Tiv cluster. These clusters demonstrate that peer affiliations reflect and reinforce ethnic, socioeconomic, and gender divisions within the school context. The study concludes that peer group membership critically shapes academic behaviors and aspirations, underscoring the importance of inclusive policies to mitigate social segregation. Recommendations include fostering diverse peer interactions through structured activities, providing targeted mentorship for less engaged groups, training educators on peer dynamics, and engaging families and communities to support inclusive values. Ongoing research is advised to track peer group dynamics and intervention impacts to promote equitable educational outcomes in Southern Taraba schools.