Gender homophily from spatial behavior in a primary school: A sociometric study

We investigate gender homophily in the spatial proximity of children (6–12 years old) in a French primary school, using time-resolved data on face-to-face proximity recorded by means of wearable sensors. For strong ties, i.e., for pairs of children who interact more than a defined threshold, we find statistical evidence of gender preference that increases with grade. For weak ties, conversely, gender homophily is negatively correlated with grade for girls, and positively correlated with grade for boys. This different evolution with grade of weak and strong ties exposes a contrasted picture of gender homophily.     

A systemic approach to sociometric group research: Advancing the work of Leslie Day Zeleny, 1939-1947

This paper contributes to the exploration and analysis of compatibility and diversity across multiple, interrelated, structural configurations of groups geared toward the attainment of some objective requiring cooperative activity. The systemic nature of such contexts is addressed through a requisite approach that conforms to sociometric principles and methodological and measurement standards. Indexical properties, formulations, and computations are discussed in detail, and the provision of sample interpretations, along with an extensive array of visuals, fosters informed implementation. A classic data set is tackled with precision regarding its conception, construction and assimilation. The questions that this data set raises proffer innovative computational advancements, serving to promote it as one of the archetypes to be used in the teaching and research of social network analysis.     

The school class as a social network and contextual effects on childhood and adult health: Findings from the Aberdeen Children of the 1950s cohort study

Little is known about the health consequences of the school class as a social network. The present study asked whether overall school-class structure has contextual effects on psychiatric problems in childhood and adult self-rated health. From longitudinal data on a Scottish cohort, measures of school-class structure (centralisation, degree of reciprocity and proportion of isolates) were constructed based on sociometric information. Multilevel analysis demonstrated significant effects of centralisation on both health outcomes. It is suggested that highly centralised classes are characterised by inequality, resulting in a low level of integration, with subsequent negative consequences for health.