Feasible, Rigorous, and Relevant

Validation of a Measure of Friendship Homophily for Diverse Classrooms

Dados Bibliográficos

ID11670872
AutoresMeghan P Mccormick (0009-0009-5774-7395, New York University, New York City, USA, autor correspondente), Elise Cappella (0000-0002-3768-6443, New York University, New York City, USA), Diane L Hughes (0000-0002-2605-1186, New York University, New York City, USA), Emily K Gallagher (0000-0002-3019-7583, New York University, New York City, USA)
Ano2014
Volume35
Fascículo5-6
Páginas817-851
Data de publicação2014-08-13
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoThe Journal of Early Adolescence (JOURNAL)
Identificadores do periódicoISSN: 0272-4316 • E-ISSN: 1552-5449
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431614547051
OpenAlexW2114213819
IdiomaEN
Citações recebidas10
Referências citadas90

Peers become increasingly influential in children’s development during late childhood and early adolescence. A large body of research has documented children’s proclivity for forming friendships with peers who share similar attributes to themselves, a phenomenon termed homophily. Researchers have used multiple procedures to operationalize homophily. However, a measure of homophily that accounts for the diversity of children in classrooms has yet to be validated in elementary and middle school settings. Using social network data collected from a racially diverse sample of 553 elementary and middle school students (53 classrooms; 7 schools), this study aims to validate a measure of friendship homophily that accounts for differential opportunity structures in classroom contexts. Using race and gender as grouping attributes, we find evidence for the reliability, as well as the convergent and predictive validity, of the friendship homophily measure. Implications for researchers and educators are discussed

Diversity (politics · Friendship · Homophily · Operationalization · Phenomenon · Sociology · Bullying, Victimization, and Aggression · Child Development and Digital Technology · Parental Involvement in Education · Psychology · Social Psychology