Family Language Transmission under Institutional Language Regimes Shapes Adolescent Mental Health through Peers. EdWorkingPaper No. 26-1516
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| Title: | Family Language Transmission under Institutional Language Regimes Shapes Adolescent Mental Health through Peers. EdWorkingPaper No. 26-1516 |
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| Language: | English |
| Authors: | Renyu Jiang, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2026. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 41 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Middle School Students, Family Environment, Language of Instruction, Language Usage, Language Role, Peer Influence, Educational Environment, Native Language, Mandarin Chinese, Mental Health, Adolescents |
| Geographic Terms: | China |
| Abstract: | In many societies, institutional languages shape participation, recognition, and belonging, while families transmit language backgrounds across generations. These inherited backgrounds may contribute to children's communication and, once children enter shared peer environments, to the experiences of their classmates. I show evidence that family language backgrounds travel across households through classroom peer exposure and affect adolescent well-being. Using nationally representative data from China and the random assignment of students to middle-school classrooms, I estimate the effect of being assigned peers whose family language aligns with the language of instruction. Exposure to language-of-instruction-aligned peers reduces students' mental-health symptoms by 0.18 standard deviations ([β with circumflex] = -0.181; 95% CI, -0.316 to -0.046; P = 0.009) and improves peer relations, classroom climate, teacher feedback, school satisfaction, and other noncognitive outcomes. The findings show how institutional language environments can turn inherited family language backgrounds into peer-mediated spillovers that shape adolescent development beyond the household. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | ED681942 |
| Database: | ERIC |
| Abstract: | In many societies, institutional languages shape participation, recognition, and belonging, while families transmit language backgrounds across generations. These inherited backgrounds may contribute to children's communication and, once children enter shared peer environments, to the experiences of their classmates. I show evidence that family language backgrounds travel across households through classroom peer exposure and affect adolescent well-being. Using nationally representative data from China and the random assignment of students to middle-school classrooms, I estimate the effect of being assigned peers whose family language aligns with the language of instruction. Exposure to language-of-instruction-aligned peers reduces students' mental-health symptoms by 0.18 standard deviations ([β with circumflex] = -0.181; 95% CI, -0.316 to -0.046; P = 0.009) and improves peer relations, classroom climate, teacher feedback, school satisfaction, and other noncognitive outcomes. The findings show how institutional language environments can turn inherited family language backgrounds into peer-mediated spillovers that shape adolescent development beyond the household. |
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