Summarize the differences between how physical and social scientists study social networks.

2) Amy is close friends with John and she is also close friends with Edward—but John and Edward hate each other. What are three options Amy has in order to make this triad structurally balanced?
3) How is economic exchange different from social exchange?
4) Cite three advantages and three limitations of using marriage data to study patterns of mate choice.
5) Explain the difference between racial homophily and racial homogeneity, and provide three examples of micro-mechanisms other than racial homophily that can create or amplify patterns of racial homogeneity in friendship networks.
Long response
1) In an imaginary scenario, last year UCSD saw a record number of drop-outs among students living in the Revelle College residence halls. Further imagine that UCSD has recruited two social scientists to try to understand this problem: one, a “mainstream” sociologist; the other, a network analyst. First, explain how the network approach to understanding social phenomena differs from the approach usually taken by mainstream sociologists. Second, speculate on how each of the two social scientists might try to explain the “epidemic” of drop-outs at Revelle, and what kind of data each would collect.
2) If anything, Facebook makes it easier to keep in touch with acquaintances than ever before—in other words, to maintain “weak ties” that might have disappeared completely in a previous age. Drawing on Granovetter’s arguments in “The strength of weak ties,” what implications might this have for 1) individual Facebook users and 2) American society as a whole? Use concrete examples (whether real or imaginary) to illustrate your claims.
3) In “Chains of affection,” how does the authors’ approach differ from that typically taken by social scientists who study romantic and sexual contact? What type of network structure did they find, and why was this surprising? According to the authors, what is the micro-mechanism that gave rise to this observed structure? Finally, what are the policy implications of these findings, and how is the intervention that the authors recommend different from the prevailing wisdom on sexual education?

 
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