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AbstractRelational event network data are becoming increasingly available. Consequently, statistical models for such data have also surfaced. These models mainly focus on the analysis of single networks; while in many applications, multiple independent event sequences are observed, which are likely to display similar social interaction dynamics. Furthermore, statistical methods for testing hypotheses about social interaction behavior are underdeveloped. Therefore, the contribution of the current paper is twofold. First, we present a multilevel extension of the dynamic actor-oriented model, which allows researchers to model sender and receiver processes separately. The multilevel formulation enables principled probabilistic borrowing of information across networks to accurately estimate drivers of social dynamics. Second, a flexible methodology is proposed to test hypotheses about common and heterogeneous social interaction drivers across relational event sequences. Social interaction data between children and teachers in classrooms are used to showcase the methodology.

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Ethnically diverse settings provide opportunities for interethnic friendship but can also increase the preference for same-ethnic friendship. Therefore, same-ethnic friendship preferences, or ethnic homophily, can work at cross-purposes with policy recommendations to diversify ethnic representation in social settings. In order to effectively overcome ethnic segregation, we need to identify those factors within diverse settings that exacerbate the tendency toward ethnic homophily. Using unique data and multiple network analyses, the authors examine 529 adolescent friendship networks in English, German, Dutch, and Swedish schools and find that the ethnic composition of school classes relates differently to immigrant and native homophily. Immigrant homophily disproportionately increases as immigrants see more same-ethnic peers, and friendship density among natives has no effect on this. By contrast, native homophily remains relatively low until natives see dense groups of immigrants. The authors' results suggest that theories of interethnic competition and contact opportunities apply differently to ethnic majority and minority groups.

Adolescent societies—whether arising from weak, short-term classroom friendships or from close, long-term friendships—exhibit various levels of network clustering, segregation, and hierarchy. Some are rank-ordered caste systems and others are flat, cliquish worlds. Explaining the source of such structural variation remains a challenge, however, because global network features are generally treated as the agglomeration of micro-level tie-formation mechanisms, namely balance, homophily, and dominance. How do the same micro-mechanisms generate significant variation in global network structures? To answer this question we propose and test a network ecological theory that specifies the ways features of organizational environments moderate the expression of tie-formation processes, thereby generating variability in global network structures across settings. We develop this argument using longitudinal friendship data on schools (Add Health study) and classrooms (Classroom Engagement study), and by extending exponential random graph models to the study of multiple societies over time.