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The Link between Social and Structural Integration: Co- and Interethnic Friendship Selection and Social Influence within Adolescent Social Networks

Georg Lorenz, Zerrin Salikutluk, Zsófia Boda, Malte Jansen, Miles Hewstone

Sociological Science November 22, 2021
10.15195/v8.a19


Assimilation theories argue that social ties with majority-group members enhance the structural integration of ethnic minority members, whereas under certain conditions, coethnic social ties can also benefit minority members’ socioeconomic outcomes. We examine these propositions through a social network perspective, focusing on friendship networks and educational expectations in adolescence, during which peer socialization is crucial. Longitudinal data from 1,992 adolescents in 91 classrooms allow us to investigate co- and interethnic social selection and social influence processes as well as their aggregated outcomes. In terms of friendship selection, we find that Turkishorigin minority adolescents in Germany have distinct preferences for friends with high educational expectations, among both co- and interethnic peers. In contrast, social influence on Turkish-minority adolescents’ educational expectations is not uniform: only majority-group friends exert a significant (positive) influence. Our results emphasize that bridging social capital gained from social ties with majority-group members enhances ethnic minority adolescents’ educational integration.
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Georg Lorenz: Institute for Educational Quality Improvement (IQB), Humboldt-Universität zu Berlin
E-mail: Georg.Lorenz@iqb.hu-berlin.de

Zerrin Salikutluk: Berlin Institute for Integration and Migration Research (BIM), Humboldt-Universität zu Berlin
E-mail: Zerrin.Salikutluk@hu-berlin.de

Zsófia Boda: Department of Sociology and Institute for Social and Economic Research, University of Essex
E-mail: zsofia.boda@essex.ac.uk

Malte Jansen: Institute for Educational Quality Improvement (IQB), Humboldt Universität zu Berlin, Centre for International Student Assessment (ZIB)
E-mail: Malte.Jansen@iqb.hu-berlin.de

Miles Hewstone: University of Oxford
E-mail: Miles.Hewstone@new.ox.ac.uk

Acknowledgments: The authors acknowledge financial support from the Volkswagen Foundation (project ISONET, funding number 93 489). The responsibility for the content of this publication lies with the authors.

  • Citation: Lorenz, Georg, Zerrin Salikutluk, Zsófia Boda, Malte Jansen, and Miles Hewstone. 2021. “The Link between Social and Structural Integration: Coand Interethnic Friendship Selection and Social Influence within Adolescent Social Networks.” Sociological Science 8: 371-396.
  • Received: March 3, 2021
  • Accepted: May 19, 2021
  • Editors: Jesper Sørensen, Arnout van de Rijt
  • DOI: 10.15195/v8.a19


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Yes, Denmark Is a More Educationally Mobile Society than the United States: Rejoinder to Kristian Karlson

Stefan B. Andrade, Jens-Peter Thomsen

Sociological Science November 17, 2021
10.15195/v8.a18


In this rejoinder to Kristian Bernt Karlson (KBK), we maintain that there are substantial differences in intergenerational educational mobility between Denmark and the United States. In fact, when we include additional parental information from the National Longitudinal Survey of Youth 1997 (NLSY97) for the United States, as suggested by KBK, the gap between Denmark and the United States increases. To confirm our findings, we show that the same conclusion about markedly higher educational mobility in Denmark holds when data from the General Social Survey are substituted for the NLSY97.
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Stefan B. Andrade: The Danish National Centre for Social Science Research
E-mail: sba@vive.dk

Jens-Peter Thomsen: The Danish National Centre for Social Science Research
E-mail: jpt@vive.dk

  • Citation: Andrade, Stefan B., and Jens-Peter Thomsen. 2021. “Yes, Denmark Is a More Educationally Mobile Society than the United States: Rejoinder to Kristian Karlson.” Sociological Science 8: 359-370.
  • Received: September 19, 2021
  • Accepted: September 21, 2021
  • Editors: Jesper Sørensen, Filiz Garip
  • DOI: 10.15195/v8.a18


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Is Denmark a Much More Educationally Mobile Society than the United States? Comment on Andrade and Thomsen, "Intergenerational Educational Mobility in Denmark and the United States" (2018)

Kristian Bernt Karlson

Sociological Science November 17, 2021
10.15195/v8.a17


I evaluate Andrade and Thomsen (A&T)’s (2018) study, which concludes that Denmark is significantly more educationally mobile than the United States. I make three observations. First, A&T overstate the difference in educational mobility between Denmark and the United States. Both in international comparison and compared with differences in intergenerational income mobility, A&T’s reported country differences in educational mobility are negligible. For example, whereas income mobility estimates reported in the literature differ by 300 to 600 percent between the two countries, the corresponding educational mobility estimates that A&T report differ by 10 to 20 percent. Second, I provide evidence suggesting that A&T’s use of crude categorical education measures leads them to overstate these negligible differences. Third, A&T’s empirical analyses of the U.S. data contain several statistical and data-related flaws, some so severe that they potentially undermine the credibility of their analyses. In sum, A&T’s results are perfectly consistent with the existence of a mobility paradox very similar to what Sweden–United States comparisons show: although Denmark and the United States are dissimilar with respect to income mobility, they are similar with respect to educational mobility. Understanding the nature of this paradox should be a key concern for future mobility research.
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Kristian Bernt Karlson: Department of Sociology, University of Copenhagen
E-mail: kbk@soc.ku.dk

  • Citation: Karlson, Kristian Bernt. 2021. “Is Denmark a Much More Educationally Mobile Society than the United States? Comment on Andrade and Thomsen, ‘Intergenerational Educational Mobility in Denmark and the United States’ (2018).” Sociological Science 8: 346-358.
  • Received: June 11, 2021
  • Accepted: July 11, 2021
  • Editors: Jesper Sørensen, Filiz Garip
  • DOI: 10.15195/v8.a17


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Filial Intelligence and Family Social Class, 1947 to 2012

Lindsay Paterson

Sociological Science October 20, 2021
10.15195/v8.a16


Intelligence, or cognitive ability, is a key variable in reproducing social inequality. On the one hand, it is associated with the social class in which a child grows up. On the other, it is a predictor of educational attainment, labor-market experiences, social mobility, health and well-being, and length of life. Therefore measured intelligence is important to our understanding of how inequality operates and is reproduced. The present analysis uses social surveys of children aged 10 to 11 years in Britain between 1947 and 2012 to assess whether the social-class distribution of intelligence has changed. The main conclusions are that, although children’s intelligence relative to their peers remains associated with social class, the association may have weakened recently, mainly because the average intelligence in the highest-status classes may have moved closer to the mean.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

Lindsay Paterson: School of Social and Political Science, University of Edinburgh
E-mail: lindsay.paterson@ed.ac.uk

Acknowledgments: The research was funded by a Leverhulme Major Research Fellowship (grant number MRF-2017-002). I am grateful to Professor Ian J. Deary, director of the Lothian Birth Cohorts, University of Edinburgh, for data from the 1947 survey; to the Medical Research Council (MRC) Unit for Lifelong Health and Ageing, University College London, and the principal investigators of the MRC National Survey of Health and Development (doi: 10.5522/NSHD/Q101), for data from the 1957 survey; and to the UK Data Archive for data from the 1969, 1980, and 2012 surveys. I thank the study participants in all these surveys for their data, and also members of the scientific and data collection teams who have been involved in the data collection. I am grateful to Ian J. Deary and Roxanne Connelly for comments on a draft of the article.

  • Citation: Paterson, Lindsay. 2021. “Filial Intelligence and Family Social Class, 1947 to 2012.” Sociological Science 8: 325-345.
  • Received: August 13, 2021
  • Accepted: August 25, 2021
  • Editors: Jesper Sørensen, Richard Breen
  • DOI: 10.15195/v8.a16


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Crisis and Uncertainty: Did the Great Recession Reduce the Diversity of New Faculty?

Kwan Woo Kim, Alexandra Kalev, Frank Dobbin, Gal Deutsch

Sociological Science October 14, 2021
10.15195/v8.a15


The demographic composition of the U.S. professoriate affects student composition and, thus, the pipeline for professional and managerial jobs. Amid concern about the effects of the COVID-19 crisis on the labor market, much remains unknown about how economic downturns affect faculty hiring and the demographic makeup of hires. We examine the effects of the Great Recession on faculty hiring. That crisis walloped the U.S. academic labor market. Tenure-track hires in four-year colleges and universities declined by 25 percent between 2007 and 2009, recovering slowly through 2015. Hires of black, Hispanic, and Asian American faculty declined disproportionately. Public institutions and research-oriented institutions, which faced the greatest resource challenges and uncertainty about the future, made the biggest cuts in the hiring of people of color. Our findings suggest that financial uncertainty led to a reversal in progress on faculty diversity. Faculty and administrators making hiring decisions in the years following the COVID-19 crisis should be aware of this pattern.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

Kwan Woo Kim: Department of Sociology, Harvard University
E-mail: kwanwookim@fas.harvard.edu

Alexandra Kalev: Department of Sociology and Anthropology, Tel Aviv University
E-mail: akalev@tauex.tau.ac.il

Frank Dobbin: Department of Sociology, Harvard University
E-mail: frank_dobbin@harvard.edu

Gal Deutsch: Department of Sociology and Anthropology, Tel Aviv University
E-mail: galdeutsch@mail.tau.ac.il

Acknowledgments: We thank the National Science Foundation (DGE-1444586) and Alfred P. Sloan Foundation (2013-10-26, G-2019-12369) for funding. Direct correspondence to KwanWoo Kim, Department of Sociology, Harvard University: kwanwookim@fas.harvard.edu.

  • Citation: Kim, Kwan Woo, Alexandra Kalev, Frank Dobbin, and Gal Deutsch. 2021. “Crisis and Uncertainty: Did the Great Recession Reduce the Diversity of New Faculty?” Sociological Science 8: 308-324.
  • Received: June 11, 2021
  • Accepted: July 3, 2021
  • Editors: Jesper Sørensen, Sarah Soule
  • DOI: 10.15195/v8.a15


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Estimating Homophily in Social Networks Using Dyadic Predictions

George Berry, Antonio Sirianni, Ingmar Weber, Jisun An, Michael Macy

Sociological Science August 2, 2021
10.15195/v8.a14


Predictions of node categories are commonly used to estimate homophily and other relational properties in networks. However, little is known about the validity of using predictions for this task. We show that estimating homophily in a network is a problem of predicting categories of dyads (edges) in the graph. Homophily estimates are unbiased when predictions of dyad categories are unbiased. Node-level prediction models, such as the use of names to classify ethnicity or gender, do not generally produce unbiased predictions of dyad categories and therefore produce biased homophily estimates. Bias comes from three sources: sampling bias, correlation between model errors and node degree, and correlation between node-level model errors along dyads. We examine three methods for estimating homophily: predicting node categories, predicting dyad categories, and a hybrid “ego–alter” approach. This analysis indicates that only the dyadic prediction approach is unbiased, whereas the node-level approach produces both high bias and high overall error. We find that node-level classification performance is not a reliable indicator of accuracy for homophily. Although this article focuses on a particular version of homophily, results generalize to heterophilous cases and other dyadic measures. We conclude with suggestions for research design. Code for this article is available at https://github.com/georgeberry/autocorr.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

George Berry: Department of Sociology, Cornell University
E-mail: geb97@cornell.edu

Antonio Sirianni: Department of Sociology, Dartmouth College
E-mail: antonio.d.sirianni@dartmouth.edu

Ingmar Weber: Qatar Computing Research Institute
E-mail: iweber@hbku.edu.qa

Jisun An: School of Computer and Information Systems, Singapore Management University
E-mail: jisun.an@acm.org

Michael Macy: Department of Sociology, Cornell University
E-mail: mwm14@cornell.edu

Acknowledgments: We thank Thomas Davidson, Mario Molina, Pablo Barberá, Christopher Cameron, Rebecca A. Johnson, Benjamin Cornwell, and Steven Strogatz; participants in the 2020 American Sociological Association section on Mathematical Sociology; the members of the Cornell Social Dynamics Lab; and the members of the Dartmouth Junior Faculty Writing Group for helpful comments and discussions.

  • Citation: Berry, George, Antonio Sirianni, Ingmar Weber, Jisun An, and Michael Macy. 2021. “Estimating Homophily in Social Networks Using Dyadic Predictions.” Sociological Science 8: 285-307.
  • Received: January 24, 2021
  • Accepted: April 4, 2021
  • Editors: Jesper Sørensen, Filiz Garip
  • DOI: 10.15195/v8.a14


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Direct and Indirect Effects of Grandparent Education on Grandchildren's Cognitive Development: The Role of Parental Cognitive Ability

Markus Klein, Michael Kühhirt

Sociological Science July 26, 2021
10.15195/v8.a13


The social stratification literature is inconclusive about whether there is a direct effect of grandparent resources on grandchildren’s educational outcomes net of parental characteristics. Some of this heterogeneity may be due to differences in omitted variable bias at the parental level. Our article accounts for a more extensive set of parent characteristics and explores the mediating role of parental cognitive ability in more detail. It further tackles methodological challenges (treatmentinduced mediator–outcome confounders, treatment–mediator interaction) in assessing any direct influences of grandparents by using a regression-with-residuals approach. Using the 1970 British Cohort Study, our results show that the direct effect of grandparent education on grandchildren’s verbal and numerical ability is small and statistically nonsignificant. Parental cognitive ability alone can account for more than two-thirds (numerical ability) or half (verbal ability) of the overall grandparent effect. These findings stress the importance of cognitive ability for intergenerational social mobility processes.
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Markus Klein: School of Education, University of Strathclyde
E-mail: markus.klein@strath.ac.uk

Michael Kühhirt: Institute of Sociology and Social Psychology, University of Cologne, and Department of Social Sciences, Goethe-University Frankfurt
E-mail: michael.kuehhirt@uni-koeln.de

Acknowledgments: The authors gratefully acknowledge the participants in the 1970 British Cohort Study (BCS70) for providing their information; the Centre for Longitudinal Studies at the Institute of Education, University of London, for collecting and managing the data; the Economic and Social Research Council for funding BCS70; and the UK Data Service for storing the data and making them available. Earlier versions of this research were presented at the International Sociological Association (ISA) World Congress in 2018 and the ISA RC28 Spring Meeting in 2021.

  • Citation: Klein, Markus, and Michael Kühhirt. 2021. “Direct and Indirect Effects of Grandparent Education on Grandchildren’s Cognitive Development: The Role of Parental Cognitive Ability.” Sociological Science 8:265-284.
  • Received: May 24, 2021
  • Accepted: June 22, 2021
  • Editors: Jesper Sørensen, Richard Breen
  • DOI: 10.15195/v8.a13


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Genres, Objects, and the Contemporary Expression of Higher-Status Tastes

Clayton Childress, Shyon Baumann, Craig M. Rawlings, Jean-François Nault

Sociological Science July 14, 2021
10.15195/v8.a12


Are contemporary higher-status tastes inclusive, exclusive, or both? Recent work suggests that the answer likely is both. And yet, little is known concerning how configurations of such tastes are learned, upheld, and expressed without contradiction. We resolve this puzzle by showing the affordances of different levels of culture (i.e., genres and objects) in the expression of tastes. We rely on original survey data to show that people of higher status taste differently at different levels of culture: more inclusively for genres and more exclusively for objects. Inclusivity at the level of genres is fostered through familial socialization, and exclusivity at the level of objects is fostered through formal schooling. Individuals’ taste configurations are mirrored in and presumably reinforce their adult social-structural positions. The results have important implications for understanding the subtle maintenance of status in an increasingly diverse and putatively meritocratic society.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

Clayton Childress: Department of Sociology, University of Toronto
E-mail: clayton.childress@utoronto.ca

Shyon Baumann: Department of Sociology, University of Toronto
E-mail: shyon.baumann@utoronto.ca

Craig M. Rawlings: Department of Sociology, Duke University
E-mail: craig.rawlings@duke.edu

Jean-François Nault: Department of Sociology, University of Toronto
E-mail: jf.nault@mail.utoronto.ca

Acknowledgments: All authors contributed equally to this work. Prior versions of this article were presented at the Toronto TheoryWorkshop and at the Sociology of Culture panel at the Annual Meeting of the American Sociological Association. We are grateful to attendees and fellow presenters in both of these venues for their trenchant feedback and comments. In particular, we also thank Jordan Foster, Jennifer Lena, Ann Mullen, Dan Silver, and Omar Lizardo for their time and attention in improving this work. The G7 workshop, per usual, also substantially contributed to the improvement of this work. All mistakes are our own. Direct correspondence to Craig M. Rawlings, Duke University Sociology Department, Reuben-Cooke Building Rm. 270, Durham, NC 27708; craig.rawlings@duke.edu.

  • Citation: Childress, Clayton, Shyon Baumann, Craig M. Rawlings, and Jean-François Nault. 2021. “Genres, Objects, and the Contemporary Expression of Higher-Status Tastes.” Sociological Science 8: 230-264.
  • Received: January 9, 2021
  • Accepted: February 4, 2021
  • Editors: Jesper Sørensen, Gabriel Rossmann
  • DOI: 10.15195/v8.a12


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Competitive Exclusion versus Mimetic Isomorphism: An Identified Empirical Test

William P. Barnett, Xiao Xiao, Yi Zhou

Sociological Science June 21, 2021
10.15195/v8.a11


Why are organizations sometimes so similar, and in other cases so different? For decades this question has been central to research on organizations, and two leading theories have answered the question very differently. Neo-institutional theory points to the importance of mimetic isomorphism, where organizations imitate one another as they navigate decisions in the context of uncertainty over what is regarded as legitimate action. By contrast, ecological theory argues that competitive exclusion explains the differences we see around us, as organizations repel one another when they vie for the same resources. Decades of empirical work have tended to confirm one or the other prediction, with little acknowledgement of their opposition. Furthermore, much of the existing empirical work is limited to descriptive studies that make little or no attempt to empirically identify their findings, leaving the empirical record open to concerns over endogeneity. This article conducts an identified empirical test in a context where the two arguments make opposing predictions. In an analysis of auditor selection after the collapse of Arthur Andersen, we find evidence of competitive exclusion but no evidence of mimetic isomorphism. Implications for the continued progress of organization theory are discussed.
Creative Commons LicenseThis work is licensed under a Creative Commons Attribution 4.0 International License.

William P. Barnett: Graduate School of Business, Stanford University
E-mail: william.barnett@stanford.edu

Xiao Xiao: Guanghua School of Management, Peking University
E-mail: xxiao@gsm.pku.edu.cn

Yi Zhou: Center for Social Research, Peking University
E-mail: yizhou.ccer@gmail.com

Acknowledgments: Order of authorship is alphabetical. Correspondence to William Barnett (william.barnett@stanford.edu), or, for questions regarding the data analysis, correspondence to Yi Zhou (yizhou@pku.edu.cn). Research support was provided by the Stanford Graduate School of Business and by Peking University. Thanks for useful advice and comments from Jon Atwell, Özgecan Koçak, Balázs Kovács, Jesper Sørensen, and Olav Sorenson.

  • Citation: Barnett, William P., Xiao Xiao, and Yi Zhou. 2021. “Competitive Exclusion versus Mimetic Isomorphism: An Identified Empirical Test.” Sociological Science 8: 211-229.
  • Received: April 2, 2021
  • Accepted: May 5, 2021
  • Editors: Gabriel Rossman
  • DOI: 10.15195/v8.a11


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