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A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students' success. This study investigates how students in learning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students' achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higher-achieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential.

How can we reduce ethnic friendship segregation in ethnically heterogeneous schools? The Common Ingroup Identity Model suggests that interethnic friendships are promoted by those intervention programs that focus on the interests students have in common. The authors argue that the outcome of these common interest interventions may crucially depend on sufficient consensus in participants' opinions regarding the shared interest. Such an intervention may backfire and increase ethnic segregation if participants from different ethnic groups have different opinions about the common interest. The authors test their argument analyzing the dynamics of friendship networks and opinions in 48 school classes with an actor-based stochastic model. Their findings suggest that salient common interests in ethnically mixed school classes can indeed reduce ethnic segregation. However, they also found that friendship selection on the basis of similar opinions can foster ethnic segregation. This occurred when ethnicity was correlated with the opinions that students held regarding the salient interest, even when these students did not prefer intra-ethnic friendship per se. (Contains 1 figure, 6 tables and 5 notes.)

Meritocratic matching solves the problem of cooperation by ensuring that only prosocial agents group together while excluding proselfs who are less inclined to cooperate. However, matching is less effective when estimations of individual merit rely on group-level outcomes. Prosocials in uncooperative groups are unable to change the nature of the group and are themselves forced to defect to avoid exploitation. They are then indistinguishable from proselfs, preventing them from accessing cooperative groups. We investigate informal social networks as a potential solution. Interactions in dyadic network relations provide signals of individual cooperativeness which are easier to interpret. Network relations can thus help prosocials to escape from uncooperative groups. To test our intuitions, we develop an ABM modeling cooperative behavior based on a stochastic learning model with adaptive thresholds. We investigate both randomly and homophilously formed networks. We find that homophilous networks create conditions under which meritocratic matching can function as intended. Simulation experiments identify two underlying reasons. First, dyadic network interactions in homophilous networks differentiate more between prosocials and proselfs. Second, homophilous networks create groups of prosocial agents who are aware of each other’s behavior. The stronger this prosociality segregation is, the more easily prosocials cooperate in the group context. Further analyses also highlight a downside of homophilous networks. When prosocials successfully escape from uncooperative groups, non-cooperatives have fewer encounters with prosocials, diminishing their chances to learn to cooperate through those encounters. [ABSTRACT FROM AUTHOR]

Prosocial peer relationships, such as defending against victimization, are beneficial for integration. Using the concept of multiple categorization, this study considers the extent to which similarity in gender, being in the same classroom, and similarity in network position regarding bullying or victimization contributes to the formation of cross-ethnic defending relationships among children. Longitudinal social network models were applied to complete school-level networks of 1,325 children in eight multi-ethnic elementary schools. Although same-ethnic peers were more likely to defend each other than cross-ethnic peers, similarity in gender, being in the same classroom, and similarity in network position in bullying fostered cross-ethnic defending. Moreover, being in the same classroom increased the likelihood of cross-ethnic defending even more than it did same-ethnic defending. A better understanding of how multiple categorization contributes to positive relationships between peers of different ethnic backgrounds may help to promote interethnic integration in multi-ethnic classrooms. [ABSTRACT FROM AUTHOR]

Research has shown that adolescents' intergroup attitudes are subject to friends' influence, but it remains unknown if certain friends are more influential than others. Popular adolescents may be especially influential of their friends' intergroup attitudes because they can set peer norms. We examined several indicators of popularity in social networks as possible determinants of social influence: sociometric popularity, prestige popularity, being a clique leader, and frequency of contact with friends. Longitudinal analysis of adolescents' friendship networks (12–13 years, N = 837) allowed estimating influence of friends on adolescents' intergroup attitudes, while controlling for the tendency of adolescents to befriend peers with similar intergroup attitudes. Results showed that adolescents' intergroup attitudes changed in the direction of friends' intergroup attitudes. Only peers who are popular in terms of having many friends (sociometric popular) were especially influential of their friends' intergroup attitudes. These findings may inform future interventions aiming to reduce prejudice. [ABSTRACT FROM AUTHOR]

Online social networks play an increasingly important role in communication between friends, colleagues, business partners, and family members. This development sparked public and scholarly debate about how these new platforms affect dynamics of cultural diversity. Formal models of cultural dissemination are powerful tools to study dynamics of cultural diversity but they are based on assumptions that represent traditional dyadic, face-to-face communication, rather than communication in online social networks. Unlike in models of face-to-face communication, where actors update their cultural traits after being influenced by one of their network contacts, communication in online social networks is often characterized by a one-to-many structure, in that users emit messages directly to a large number of network contacts. Using analytical tools and agent-based simulation, we show that this seemingly subtle difference can have profound implications for emergent dynamics of cultural dissemination. In particular, we show that within the framework of our model online communication fosters cultural diversity to a larger degree than offline communication and it increases chances that individuals and subgroups become culturally isolated from their network contacts. [ABSTRACT FROM AUTHOR]

The current study hypothesized that extended intergroup friendships improve outgroup attitudes in particular for people with initially unfavorable outgroup attitudes, and for those without direct intergroup friendships. In contrast, building on structural balance theory, it was hypothesized that extended contact in small social settings may also be related to less favorable outgroup attitudes. Hypotheses were tested longitudinally among Dutch students (n = 661) who just entered multiethnic middle schools. Adopting concepts from social network analysis, an extended intergroup friendships measure was proposed which excludes direct intergroup friendships. Multilevel panel analyses showed that the effect of extended intergroup friendships with Turkish peers did not depend on whether adolescents had direct Turkish friends. Extended intergroup friendships were only related to improved outgroup attitudes for students with relatively unfavorable outgroup attitudes. Additional analyses show, in line with structural balance theory, that extended friendships within classrooms can also be related to outgroup attitudes negatively for students with favorable initial attitudes. [ABSTRACT FROM PUBLISHER]

Do strong demographic faultlines breed opinion polarization in work teams? We integrate two theories that have been used to explain faultline effects. The first, the approach of Lau and Murnighan [Lau DC, Murnighan JK (1998) Demographic diversity and faultlines: The compositional dynamics of organizational groups. Acad. Management Rev. 23(2):325-340], suggests that in teams with strong faultlines the mechanisms of homophilous selection of interaction partners and persuasive influence cause subgroup polarization, defined as the split of the team into subgroups holding opposing opinions. The second, from sociological and anthropological traditions, emphasizes that crisscrossing actors bridge faultlines because they share demographic attributes with several subgroups. Demographically crisscrossing actors help to prevent polarization in social groups. We argue that Lau and Murnighan's theory implicitly factors in the effects of crisscrossing actors. However, we show that the authors overlooked crucial implications of their theory because they did not consider crisscrossing actors explicitly. Most importantly, we demonstrate that demographic crisscrossing implies that even teams with strong faultlines will overcome polarization in the long run, although they might suffer from it in the short term. We develop and analyze a formal computational model of the opinion and network dynamics in work teams to show the consistency of our reasoning with Lau and Murnighans' theory. The model also revealed another counterintuitive effect: strong faultlines lead to structures of interaction that make teams with strong faultlines faster in arriving at a stable consensus than teams with weak faultlines. [ABSTRACT FROM AUTHOR]

How can minority cultures resist assimilation into a global monolith in an increasingly “small world”? Paradoxically, Axelrod found that local convergence can actually preserve global diversity if cultural influence is combined with homophily, the principle that “likes attract.” However, follow-up studies showed that this diversity collapses under random cultural perturbation. The authors discovered a new source of this fragility—the assumption in Axelrod’s model that cultural influence is interpersonal (dyadic). The authors replicated previous models but with the more empirically plausible assumption that influence is social—people can be simultaneously influenced by several network neighbors. Computational experiments show that cultural diversity then becomes much more robust than in Axelrod’s original model or in published variations that included either social influence or homophily but not both. The authors conclude that global diversity may be sustained not by cultural experimentation and innovation but by the ability of cultural groups to discourage those activities. [ABSTRACT FROM AUTHOR]

Network models of collective action commonly assume fixed social networks in which ties influence participation through social rewards. This implies that only certain ties are beneficial from the view of individual actors. Accordingly, in this study we allow that actors strategically revise their relations. Moreover, in our model actors also take into account possible network consequences in their participation choices. To handle the interrelatedness of networks and participation, we introduce new equilibrium concepts. Our equilibrium analysis suggests that structures that tend to segregate contributors from free riders are stable, but costless network change only promotes all-or-nothing participation and complete networks. [Copyright &y& Elsevier]

Small-world and power-law network structures have been prominently proposed as models of large networks. However, the assumptions of these models usually lack sociological grounding. We present a computational model grounded in social exchange theory. Agents search attractive exchange partners in a diverse population. Agent use simple decision heuristics, based on imperfect, local information. Computer simulations show that the topological structure of the emergent social network depends heavily upon two sets of conditions, harshness of the exchange game and learning capacities of the agents. Further analysis show that a combination of these conditions affects whether star-like, small-world or power-law structures emerge. [ABSTRACT FROM AUTHOR]

French (1977), Harary (1959), and Abelson (1964) initiated a prominent line of social influence models to explain social norms or collective decisions from the structure of influence networks. These models fail to generate unstable decision dynamics, a phenomenon that can be observed in collective decision-making. To capture instability, we assume that decision-makers raise their level of salience to reduce expected losses from decision-outcomes. Our model generates persistently unstable outcome patterns under conditions related to the social network and to intolerance for expected losses. A 6-actor example reveals stable outcomes for low intolerance, complex oscillations for intermediate levels of intolerance, and simple and regular oscillation for high intolerance. We discuss implications for the predictability of collective decision-making. [ABSTRACT FROM AUTHOR]

Recent research (Flache, 1996; Flache and Macy, 1996) suggests a "weakness of strong ties." Cohesive social networks may undermine group solidarity, rather than sustain it In the original analysis, simulations showed that adaptive actors learn cooperation in bilateral exchanges faster than cooperation in more complex group exchanges, favoring ties at the expense of the common good. This article uses game theory to demonstrate that cognitive simplicity is not a scope condition for the result. The game theoretical analysis identifies a new condition for the failure of group solidarity in a cohesive group. Task uncertainty may make rational cooperation increasingly inefficient in common good production. Accordingly, rational actors may increasingly sacrifice benefits from common good production in order to maintain social ties, as their dependence on peer approval rises. [ABSTRACT FROM AUTHOR]

Following Homans, exchange theorists have modeled informal social control as an exchange of peer approval for compliance with group obligations. The exchange model predicts higher compliance in cohesive networks with strong social tics. However, previous specifications failed to incorporate bilateral exchange of approval. Computer simulations using a Bush-Mosteller stochastic learning model show that bilateral exchanges evolve more readily than multilateral, causing social control to flow into the maintenance of interpersonal relationships at the expense of compliance with group obligations, a structural form of the "second-order free-rider problem." [ABSTRACT FROM AUTHOR]

In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students' academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance. • The higher university students perform, the more often they are approached for academic help and friendships. • Higher performing university students initiate more often academic help and friendship relationships. • University students help each other more often when they are friends and vice versa. • Peers did not influence university students' academic performance in a learning environment with learning communities. • Segregation based on academic performance can emerge in peer networks within and beyond learning communities. [ABSTRACT FROM AUTHOR]