Homophily in Friendship Networks in Inclusive Classrooms: Theoretical Considerations and Empirical Findings

• In Event: Peer Supports in Special and Inclusive Education Communities

Abstract

Previous research findings indicated that students tend to choose peers with similar characteristics or sociocultural backgrounds as friends. This phenomenon is known as homophily. As a consequence, students’ characteristics such as gender, migration background or special educational needs (SEN) might influence their social networks in classrooms and also their social participation. Using social network data from n = 821 students in 52 inclusive classrooms, our study examined the extent to which students form group-internal friendships with peers with and without SEN and compared those potential homophily biases to corresponding gender- or origin-related effects. We found evidence of homophily with regard to gender, migration background and SEN as well as significant differences in the extent of homophily between different classrooms.

Authors

• Katja Scharenberg, University of Education Freiburg

• Hannah Decker, University of Education - Freiburg

• Sebastian Röhl, University of Tübingen