Evolving homophily in higher education: how university settings transform international student relationships

British Journal of Sociology of Education, pp. 1–22

Abstract

Homophily research traditionally examines which similarities predict tie formation. This study extends this perspective by investigating how the foundations of homophilous relationships evolve over time through sustained institutional interaction. Drawing on in-depth interviews with international students at a German university, we analyse how educational settings enable relationships—initially grounded in one similarity (e.g. nationality, language)—to develop additional bases (e.g. shared values, emotional bonds). We identify four mechanisms—shared vulnerability, language lock-in, ritual anchoring, and material frictions—through which strategic connections evolve into multidimensional relationships. Rather than a sign of integration failure, co-national ties often serve as staging grounds for broader network development. Our findings suggest that curricular design and institutional temporality, not merely contact opportunities, shape meaningful cross-group connections that enhance belonging and academic success.

Authors 3

1. Thomas Grund corresponding Aachen Institute of Sociology

   RWTH Aachen University

   Affiliation as printed

   Institute of Sociology, RWTH Aachen University

2. Aisling Tiernan Aachen Institute of Sociology

   RWTH Aachen University

   Affiliation as printed

   Institute of Sociology, RWTH Aachen University

3. Briana-Andreea Negrea Aachen Institute of Sociology

   RWTH Aachen University

   Affiliation as printed

   Institute of Sociology, RWTH Aachen University