Citations (39)
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Léon Marbach & Agnès van Zanten. (2023) With a little help from my family and friends: social class and contextual variations in the role of personal networks in students’ higher education plans. British Journal of Sociology of Education 0:0, pages 1-22.
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Stephen Gorard. (2023) Segregation and the attainment gap for permanently disadvantaged pupils in England. Educational Review 75:6, pages 1039-1062.
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Manuel T. Valdés. (2023) Looking at the future from the periphery of the system: low-ability grouping and educational expectations. Educational Review 75:5, pages 952-975.
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Olav Nygård. (2022) Pre-Migration Status, Social Capital, and the Educational Aspirations of Children of Immigrants in Disadvantaged Swedish Schools. Scandinavian Journal of Educational Research 66:4, pages 580-593.
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Georg Lorenz, Zsófia Boda & Zerrin Salikutluk. (2021) Oppositional culture revisited. Friendship dynamics and the creation of social capital among Turkish minority adolescents in Germany. Journal of Ethnic and Migration Studies 47:17, pages 3986-4005.
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Janina Beckmann. (2021) Gendered career expectations in context: the relevance of normative and comparative reference groups. British Journal of Sociology of Education 42:7, pages 968-988.
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Jörg Dollmann & Frida Rudolphi. (2020) Classroom composition and language skills: the role of school class and friend characteristics. British Journal of Sociology of Education 41:8, pages 1200-1217.
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Articles from other publishers (32)
Katja Pomianowicz. (2023) Educational Expectation Gaps Between Second-Generation Immigrant and Ethnic Majority Students in a Comparative Perspective: The Moderating Role of Educational Tracking. International Migration Review 58:2, pages 644-679.
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Marlen Holtmann, Camilla Rjosk, Malte Jansen & Oliver Lüdtke. (2024) The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds. Studies in Educational Evaluation 81, pages 101350.
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Chi Nguyen. (2024) Going or Not Going to College? Explaining the College Expectations Gap between Rural and Nonrural Vietnamese High School Students. Comparative Education Review 68:1, pages 63-84.
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Danyelle Nilin Gonçalves, Irapuan Peixoto Lima Filho & Harlon Romariz Rabelo Santos. (2024) Public schools and meritocratic discourse: high school reform proposals and student expectations. Educação e Pesquisa 50.
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Thorsten Schneider. (2023) Hinrich Wildfang, Spiel nicht mit den Schmuddelkindern? Eine multiskalare Analyse von Effekten der sozialen Komposition auf die Bildungswahlentscheidung am Ende der Grundschulzeit. Baden-Baden: Nomos 2022, 281 S., kt., 59,00 €. Soziologische Revue 46:4, pages 381-385.
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Georg Lorenz, Sarah Lenz & Camilla Rjosk. (2023)
Effizienz und soziale Ungleichheit in strikt leistungsdifferenzierenden Bildungssystemen. Eine kritische Betrachtung des Mo
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Julia Künstler-Sment, Aleksander Kocaj, Georg Lorenz & Malte Jansen. (2023) Are adolescents more socially integrated in all-day schools than in half-day schools?. Zeitschrift für Pädagogische Psychologie.
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Demos Michael & Leonidas Kyriakides. (2023) Mediating effects of motivation and socioeconomic status on reading achievement: a secondary analysis of PISA 2018. Large-scale Assessments in Education 11:1.
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Katharina Reschke, Ricarda Steinmayr & Birgit Spinath. (2023) Predicting students’ math self-concepts to explain gender differences through teachers’ judgments and students’ perceived teachers’ judgments. Frontiers in Education 8.
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Stephen Gorard. (2023) The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras. Research in Education 116:1, pages 111-123.
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Tobias Ackermann & Robin Benz. (2023) Diverging Educational Aspirations Among Compulsory School-Leavers in Switzerland. Swiss Journal of Sociology 49:2, pages 339-366.
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Sven Lenkewitz. (2023) Limited opportunities: Adolescents’ access to social capital in secondary schools in three European countries. Social Networks 74, pages 245-258.
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Robin Busse, Christian Michaelis & Richard Nennstiel. (2023) To what extent do secondary effects shape migrants’ educational trajectories after lower-secondary education?. Empirical Research in Vocational Education and Training 15:1.
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Zsófia Boda, Georg Lorenz, Malte Jansen, Petra Stanat & Aileen Edele. (2023) Ethnic diversity fosters the social integration of refugee students. Nature Human Behaviour 7:6, pages 881-891.
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Barbara Zimmermann & Rolf Becker. (2023) The Social Structure on Perception and Attitudes on Education in Switzerland. Swiss Journal of Sociology 49:1, pages 153-177.
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Manuel T Valdés. (2022) Understanding the stickiness in high-SES students’ educational expectations: The role of private schools. Rationality and Society 35:1, pages 110-136.
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Yanwen Ouyang, Zirui Ouyang & Xizheng Xu. (2023) Parental and Adolescent Educational Expectations and Adolescent Problem Behaviors: The Role of Deviant Peer Affiliations. International Journal of Environmental Research and Public Health 20:3, pages 2005.
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Vincent Boucher, F. Antoine Dedewanou & Arnaud Dufays. (2022) Peer-induced beliefs regarding college participation. Economics of Education Review 90, pages 102307.
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Tracy M. Sweet & Samrachana Adhikari. (2022) A hierarchical latent space network model for mediation. Network Science 10:2, pages 113-130.
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Sebastian Neumeyer, Melanie Olczyk, Miriam Schmaus & Gisela Will. (2022) Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in GermanyVerringerung oder Vergrößerung der Unterschiede? Die Entwicklung von Bildungsaspirationen und -erwartungen von türkischen und Mehrheitsfamilien in der Sekundarstufe I in Deutschland. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie 74:2, pages 259-285.
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Sonia Alfonso, António M. Diniz, Angeles Conde & Mar García-Señorán. (2022) Determinants of Major Choice and Academic Expectations: Testing a Prediction Model Across Gender. Frontiers in Psychology 13.
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René Veenstra & Lydia Laninga-Wijnen. (2022) Peer network studies and interventions in adolescence. Current Opinion in Psychology 44, pages 157-163.
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Emil Smith & Ida Gran Andersen. (2022) Do Same-Gender Peers in the Classroom Have Heterogeneous Impacts on Male and Female Students?. Socius: Sociological Research for a Dynamic World 8, pages 237802312211053.
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Deirdre McGillicuddy. (2021) “They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school. Learning and Instruction 75, pages 101492.
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Georg Lorenz, Zerrin Salikutluk, Zsófia Boda, Malte Jansen & Miles Hewstone. (2021) The Link between Social and Structural Integration: Co- and Interethnic Friendship Selection and Social Influence within Adolescent Social Networks. Sociological Science 8, pages 371-396.
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