The ties that belong: Tie formation in preservice teacher identification networks

Abstract

Belonging is a fundamental human need. Despite its importance, relatively little work has explored antecedents to and outcomes of sense of belonging in teacher education programs. Grounded in theory of social networks, we explored social processes related to belonging via the development of social ties in preservice teacher identification networks. We used exponential random graph models (ERGMs) and separable temporal ERGMs (STERGMs) to explore tie formation over one academic year. Feelings of belonging, structural features, perceived similarities (homophily), and increased opportunities for interaction (propinquity) were all related to tie formation in the network.