Sara Geven

• Doctor of Philosophy
• Associate Professor at University of Amsterdam

Qualitative work highlights the significance of students' interactional cultural capital in educational settings—that is, cultural resources that help to navigate/interact with educational institutions and gatekeepers. We make a first attempt to measure expressions of students' interactional cultural capital quantitatively, and examine their relati...

Using register data and linked student-level sociometric survey data from the Netherlands, this study examines whether the impact of the COVID-19 pandemic on schooling outcomes (track recommendation and track enrollment in the seventh and ninth grades) is conditional on students’ academic and social embeddedness in the school setting. We estimated...

The allocation of students to ability tracks is often based on teacher recommendations. These recommendations tend to be biased in favor of students from higher socioeconomic status (SES) backgrounds. While tracking procedures and criteria have been proposed to play a role herein, empirical research is lacking. Using a survey experiment and informa...

Using a unique combination of student-level sociometric survey data and register data from the Netherlands, this study examines whether the impact of the COVID-19 pandemic on schooling outcomes is conditional on students’ academic and social embeddedness in the school setting. We estimate the impact of the pandemic on track recommendation and track...

Sorting students on the basis of their academic performance into hierarchically ordered curriculums (i.e., between-school tracking) is common practice in various educational systems. International studies show that this form of tracking is associated with increased educational inequalities. As track placement is often based on teacher recommendatio...

Recent research suggests that people with more occupation-specific qualifications (i.e. qualifications that link to a smaller set of occupations) experience greater benefits in the labour market. Based on human capital, signalling and credentialing theory, we argue that these benefits may vary between the native majority population, individuals wit...

Despite the vast body of research focusing on peer effects in education, the role of the immediate peer environment in school choice has been understudied to date. We study the extent to which students from the same primary school cluster in the same secondary school, and how this effect varies by a student’s socio-economic background. We use regis...

The COVID-19 pandemic has disordered the educational process across the globe, as schools suddenly had to provide their teaching in an online environment. One question that raised immediate concern is the potential impact of this forced and rapid digitalization on inequalities in the learning process by social class, migration background and gender...

In various educational settings, students are allocated to ability tracks by teacher recommendations. These recommendations tend to be biased in favor of students from advantaged socio-economic backgrounds, yet variations exists across schools and teachers. While scholars argue that schools’ and teachers’ tracking procedures and criteria play a rol...

Sorting students into hierarchically ordered tracks or streams on the basis of their academic performance (i.e., tracking) is ubiquitous in educational systems, and oftentimes based on teachers’ track recommendations. International surveys indicate that tracking is associated with educational inequalities. To determine if inequalities in tracking m...

In various educational systems, students are sorted into separate secondary schools on the basis of their academic ability. Research suggests that this type of tracking impacts students' educational expectations, as expectations generally align with students' ability track. However, most research is cross‐sectional and students with lower expectati...

While schools are thought to use meritocratic criteria when evaluating students, research indicates that teachers hold lower expectations for students from disadvantaged backgrounds. However, it is unclear what the unique impact is of specific student traits on teacher expectations, as different traits are often correlated to one another in real li...

Against the background of the worldwide expansion of shadow education, research shows that students from high socio-economic status (SES) backgrounds participate more in shadow education than students from disadvantaged SES backgrounds. We relate these social inequalities in shadow education participation to institutional features of educational sy...

Dutch students are allocated to different tracks in secondary school on the basis of teacher track recommendations in primary school. Usually, teachers form an initial track recommendation, and can upwardly adjust this recommendation on the basis of a final standardized test. Due to the COVID-19 outbreak, this test was cancelled. During the outbrea...

The COVID-19 pandemic has disordered the educational process across the globe, as schools suddenly had to provide their teaching in an online environment. One question that raised immediate concern is the potential effects of this forced and rapid digitalization on inequalities in the learning process by social class, migration background and sex....

While schools are thought to use meritocratic criteria when evaluating students, research indicates that teachers hold lower expectations for students from disadvantaged backgrounds. However, it is unclear what the unique impact is of specific student traits on teacher expectations, as different traits are often correlated to one another in real li...

We ask primary school staff about the impact of the coronacrisis on education and teaching in the Netherlands. How do they teach from a distance? How do they stay in touch with parents and children? Which digital means do they use? How does the crisis affect their teaching, and education more generally?

In this article, we study the relationship between intergenerational networks in classrooms (i.e., relationships among parents in classrooms, and between parents and their children’s classmates) and students’ grades. Using panel data on complete classroom networks of approximately 3,000 adolescents and their parents in approximately 200 classes in...

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According to the differentiation-polarisation hypothesis, educational tracking will cause a polarisation of students’ school attitudes and behaviours: while students in high tracks will develop pro-school attitudes and behaviours, students in low tracks come to reject school. This hypothesis may be too crude, as the effect of tracking on school mis...

Boys engage in notably higher levels of resistance to schooling than girls. While scholars argue that peer processes contribute to this gender gap, this claim has not been tested with longitudinal quantitative data. This study fills this lacuna by examining the role of dynamic peer-selection and influence processes in the gender gap in resistance t...

This study examines the relation between the proportion of co-ethnics in school and adolescents’ problem behaviour in school (e.g. skipping class and arguing with teachers) and whether friendship patterns are underlying this relationship. We use data from the Children of Immigrants Longitudinal Survey in Four European Countries on ±16,000 students...

This paper deals with the influence of friends in class on adolescents’ problematic school behavior (i.e. inattention in class and not doing homework). We examine whether this influence is moderated by ego (i.e. the adolescent's indegree), alter (i.e. friends’ indegree) and dyadic characteristics (i.e. friendship reciprocity). Influence processes a...