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Experience sampling (ES)—also referred to as ecological momentary assessment (EMA)—is a data collection method that involves asking study participants to report on their thoughts, feelings, behaviors, activities, and environments in (or near) real time. ES/EMA is typically administered using an intensive longitudinal design (repeated assessments within and across days). Although use of ES/EMA is widespread in psychology and health sciences, uptake of the method among sociologists has been limited. We argue that ES/EMA offers key advantages for the investigation of sociologically relevant phenomena, particularly in light of recent disciplinary emphasis on investigating the everyday mechanisms through which social structures and micro (individual and relational) processes are mutually constitutive. We describe extant and potential research applications illustrating the advantages of ES/EMA regarding enhanced validity, illuminating micro-temporal processes, and the potential for linkage with spatially and temporally referenced data sources. We also consider methodological challenges facing sociological research using ES/EMA. [ABSTRACT FROM AUTHOR]

Robust literatures separately estimate school effects and neighborhood effects on children's educational, economic, health, and other outcomes that measure well-being. A growing body of research acknowledges that both contexts matter and considers neighborhoods and schools jointly. In this review, we synthesize the array of results that emerge from these studies and critique the tendency for researchers to evaluate which matters more, neighborhoods versus schools. We propose a reorientation of this scholarship that incorporates research on neighborhood and school selection and segregation processes. We argue that contextual effects research would be enriched by considering local neighborhood–school structures: the ways that families choose neighborhoods and schools and that neighborhoods and schools mutually and cyclically constitute one another. We conclude with recommendations for bringing neighborhood–school structures to bear on both outcomes-oriented studies of neighborhood and school effects as well as studies of contextual selection and segregation. [ABSTRACT FROM AUTHOR]