Sunbelt XXXI International Network for Social Network ... - INSNA

The Effects Of Social Networks, Procedural Justice, And Negative Affectivity On Workplace Social Exclusion Behavior: The Moderating Role Of FormalHierarchical RankGrosser, Travis J.; Sterling , Christopher M.; Labianca, Giuseppe (Joe)Organizational NetworksIntra‐organizational Networks, Organizational Behavior, Power‐Approach Theory, Social ExclusionSAT.AM1We examine the structural, perceptual, and affective antecedents of workplace social exclusion behavior. We define workplace social exclusion behavior as thephysical exclusion or avoidance of others in the workplace. Data were collected from 153 employees of an organization located in the United States. Findingsindicate that Burt’s (1992) measure of constraint in the network of instrumental social ties is negatively related to social exclusion behavior. We also find thatperceptions of procedural justice are negatively related to social exclusion behavior while negative affectivity is positively related. Additionally, we find thatformal organizational rank moderates the relationship between network constraint and social exclusion behavior such that network constraint has a strongereffect for individuals of low rank. The same moderation effect holds for the relationship between indegree centrality and social exclusion behavior. Finally, wefind that rank moderates the relationship between procedural justice perceptions and social exclusion behavior such that procedural justice perceptions have astronger effect for individuals of high rank. Results provide general support for Power‐Approach Theory (Keltner, Gruenfeld, & Anderson, 2003).The Effects Of Teachers' Network On Students’ Non‐random AssignmentKim, Chong Min; Frank, Kenneth A.; Spillane, James P.Education, knowledge and learning networksSocial Network, Education, teachers’ social network, students’ non‐random assignment, academic achievement and economic statusSUN.AM1Research has shown that class composition impact students’ learning contributing to different academic achievement and that there are students’ non‐randomassignment between and within schools. Additionally, studies indicate that the gain score could be affected by students’ non‐random assignment, which mightproduce selection bias and misleading conclusions (Rothstein, 2009). Although random assignment is an essential condition for statistical control especiallywhen conducting value‐added models, value‐added models have not taken teachers’ social network into consideration; networks might affect non‐randomassignment and thereby violate a core assumption of value added modeling. We examine yet another source of non‐random assignment; that is, the effects ofteachers’ social network on the non‐random assignment of students to classrooms. Our research question is this: Do teachers’ social ties affect non‐randomassignment of students to teachers with respect to students’ previous academic achievement and their socio‐economic status? The results indicated thatteachers’ social networks affected non‐random assignment of students to teachers with respect to students’ previous academic achievement but not theirsocio‐economic status. Specifically, teachers’ advice network about English/Language Arts (ELA) was a significant factor in explaining the non‐randomassignment of students to their teachers with regard to mathematics and ELA academic achievement. Our findings indicate that teachers’ social network canaffect students’ learning by influencing class composition, which are non‐random assignment of students to their teachers with regard to previous academicachievement.