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1. Effects of Heterogeneity and Homophily on Cooperation

   The article provides a micro-behavioral model and an experimental design to understand the effect of heterogeneity in social identities on cooperation while accounting for endogenous sorting. Social identity is induced exogenously using the minimal group paradigm. The experiment manipulates sorting with three treatments: having subjects interact with both in- and outgroup members, giving them the choice to interact either with ingroup or outgroup members, and isolating the groups from the outset.

2. Understanding the Selection Bias: Social Network Processes and the Effect of Prejudice on the Avoidance of Outgroup Friends

   Research has found that prejudiced people avoid friendships with members of ethnic outgroups. Results of this study suggest that this effect is mediated by a social network process. Longitudinal network analysis of a three-wave panel study of 12- to 13-year-olds (N = 453) found that more prejudiced majority group members formed fewer intergroup friendships than less prejudiced majority group members. This was caused indirectly by the preference to become friends of one’s friends’ friends (triadic closure).

3. Stopping the Drama: Gendered Influence in a Network Field Experiment

   Drawing on theories of social norms, we study the relative influence of female and male students using a year-long, network-based field experiment of an anti-harassment intervention program in a high school. A randomly selected subset of highly connected students participated in the intervention. We test whether these highly connected females and males influenced other students equally when students and teachers considered the problem of "drama"—peer conflict and harassment—to be associated with girls more than with boys.

4. Student Accountability in Team-based Learning Classes

   Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team’s performance. Therefore, TBL promotes accountability. As part of the course grade, students assess the performance of their teammates. The evaluation forces students to rank their teammates and to provide rationale for the highest and lowest rankings. These evaluations provide rich data on small-group dynamics.

5. Group Pleasures

   Sociological Theory, Volume 35, Issue 1, Page 64-86, March 2017.
   

6. Status, Networks, and Opinion Change: An Experimental Investigation

   Social Psychology Quarterly, Volume 80, Issue 2, Page 153-173, June 2017.
   

7. Behavior Patterns, Performance Expectations, Gender, and Task Focus: A Replication and Extension

   Behavior Patterns, Performance Expectations, Gender, and Task Focus: A Replication and Extension Murray Webster, Lisa Slattery Walker

8. Brashears and Simpson Will Edit Social Psychology Quarterly

   Dawn T. Robinson, University of Georgia

9. 2018 ASA President Eduardo Bonilla-Silva

   by David G. Embrick, University of Connecticut

   Eduardo Bonilla-Silva, Professor of Sociology at Duke University, is more than a dedicated scholar. He is a mentor to many.

10. Neighborhoods as Arenas of Conflict in the Neoliberal City: Practices of Boundary Making Between “Us” and “Them”

    This paper is concerned with processes of place making among middle class residents in Santiago de Chile, and focuses on the ways in which neighborhood groups seek to receive heritage status for their areas of residence, as a way to contest the demolition of houses in order to build high‐rise buildings. I focus on the tensions inherent in reconciling a critical view of neoliberal residential politics with a securing of their individual or family class position.