Race, School Integration, and Friendship Segregation in America1

By James Moody. American Journal of Sociology, 2001

1,334 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2630f0e9019f980d9c6479a5c45823a40de77ec6

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Citations in the corpus

Using network analysis to explore co-occurrence patterns in soil microbial communities (2011, background): “, 2005) have been widely used by biologists, mathematicians, social scientists, and computer scientists to explore interactions between entities, whether those entities are individuals in a school (Moody, 2001), species in a food web (Krause et al.”
Student Engagement, Peer Social Capital, and School Dropout Among Mexican American and Non-Latino White Students (2008, background): “Moody (2001) reported that a 1 SD increase in exposure to extracurricular activities decreases racial segregation by about one-third of 1 SD. 30.”
Young Children Making Sense of Racial and Ethnic Differences (2011, background): “and created visual data displays for each focal student that allowed me to see cumulative patterns of exclusion that presented themselves over time (Moody, 2001).”
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “Such segregation limits the opportunities for students to interact with one another, precluding them from befriending ethnic outgroup peers (Moody, 2001).”
Religion and Volunteering in Context (2012, background): “For example, studies have found that people in racially diverse communities or organizations show a stronger preference for their own racial groups in friendship choices than do individuals in less diverse environments (e.g., Moody 2001; Putnam 2007; Quillian and Campbell 2003).”
Motives and Contexts of Identity Change: A Case for Network Effects (2005, background): “…of students in the school who are of the same race as the respondent.10 We argue that race influences perceptions of identity inconsistency and identity change when the individual students belong to a numerical racial minority in their school (Abrams et al. 1990; Moody 2001; Simmel 1950).”
Fungal networks in yield-invigorating and -debilitating soils induced by prolonged potato monoculture. (2013, methodology): “Network analysis is proven to be a powerful tool in revealing the interactions among entities in a system, such as individuals in a school (Moody, 2001), species in food webs (Krause et al., 2003; Woodward et al., 2012), nodes on a computer network (PastorSatorras and Vespignani, 2001; Volchenkov…”
Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School (2005, background): “…if between-school segregation was eliminated or greatly reduced, it would not necessarily reduce within-school segregation in learning opportunities and friendship patterns (Michelson, 2001; Moody, 2001; Oakes & Guiton, 1995; Oakes et al., 1997; Wells & Oakes, 1996; Yonezawa, Wells, & Serna, 2002).”
Beyond and Below Racial Homophily: ERG Models of a Friendship Network Documented on Facebook1 (2010, methodology): “Much of the existing scholarship, however, finds a large degree of racial homophily even after taking school racial composition into account (Hallinan and Williams 1989; Moody 2001; Quillan and Campbell 2003).”
How Peer Norms of Inclusion and Exclusion Predict Children's Interest in Cross‐Ethnic Friendships (2014, background): “Greater diversity in school environments can provide new opportunities for children from different racial and ethnic groups to come into contact and develop friendships with each other (Moody, 2001).”
ggClusterNet: An R package for microbiome network analysis and modularity‐based multiple network layouts (2022, background): “…by biologists, mathematicians, social scientists, and computational scientists to explore interactions between entities, be they individuals in a school [3], species in a food web [4], nodes on a computer network [5], proteins in metabolic pathways [6], and group comparisons in Venn network [7].”