Geven
Biographic Data
| ID | 18105 |
|---|---|
| NAME | Geven |
| FAMILY NAME | Geven |
| SIGNATURE | GEVEN |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0003-1449-6513 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Cultural and Human Capital Signals in Hiring—A Factorial Survey Experiment Across Contexts
When evaluating candidates, hiring agents may draw on signals of human as well as cultural capital. While these processes have been considered separately, an open question is how the two types of signals interact. As signals of social class, cultural capital signals relate to human capital as they evoke stereotypes about competence, polish, and discipline, and can indicate different patterns of social mobility in combination with human capital si…
Tracking Procedures and Criteria and the SES Bias in Teacher Track Recommendations
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 information from 221 teachers in 69 Dutch schools, I find that teachers in the same school vary in their in…
Track Differences in Civic and Democratic Engagement During Secondary Education
Whether students educated in different ability tracks in secondary education develop different levels of civic and democratic engagement is yet unclear. To explore this issue, we focus on how schools bring students of different tracks and family backgrounds together, and whether such between-school differences are associated with varying growth rates in civic and democratic engagement during secondary education. Using newly collected 4-year panel…
Students' Interactional Cultural Capital and Academic Performance in Test- and Teacher-Based Assessments
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 relationship with academic performance. Using data on over 1200 Dutch students in their final year of prim…
Knowing me, knowing you
Students of different socio-economic status (SES) backgrounds are sorted into different schools. While integrating schools seems an easy solution to enhance inter-group interaction, this is yet an empirical question as we know little about how networks structure along SES lines in school. We examine the tendency for friendship and parental networks in primary school to structure by SES. We furthermore explore the role of the local school context.…
Let’s Stick Together
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 register data from the Netherlands, covering six cohorts of students (2013–2019), that enable us to accou…
Who benefits from school-to-work linkages in the labour market? A comparison between natives, migrants educated abroad, and those educated domestically
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 with a migration background who hold a foreign qualification, and individuals with a migration backgrou…
The digital divide in online education
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. Elaborating on the literature on the digital divide, we study inequalities in multi-level digital …
The adaptation of educational expectations in response to ability tracking
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 expectations are possibly also sorted into lower tracks. Moreover, the extent to which track placement influe…
How teachers form educational expectations for students
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 life. Moreover, research has neglected the role of the institutional context, yet tracking procedures,…
Intergenerationale netwerken en de schoolprestaties van leerlingen in Nederland en Duitsland
Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community
Social inequality in shadow education
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 systems. More specifically, we argue that the effect of socio-economic background on participation in …
The Role of Intergenerational Networks in Students' School Performance in Two Differentiated Educational Systems
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 both Germany and the Netherlands, we compare estimates based on between-student differences in inter…
The impact of school tracking on school misconduct
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 misconduct could vary across students. Based on the literature on the immigrant aspiration-achievement …
De etnische samenstelling van scholen en het schoolspecifieke probleemgedrag van leerlingen in vier Europese landen
Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community
Gender Differences in Resistance to Schooling
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 to schooling (i.e., arguing with teachers, skipping class, not putting effort into school, receiving …
The ethnic composition of schools and students’ problem behaviour in four European countries
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 in England, Germany, The Netherlands, and Sweden and find that children display less problem behavio…
The influence of friends on adolescents’ behavior problems at school
Social inequality in shadow education
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 systems. More specifically, we argue that the effect of socio-economic background on participation in …
The Role of Intergenerational Networks in Students' School Performance in Two Differentiated Educational Systems
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 both Germany and the Netherlands, we compare estimates based on between-student differences in inter…
The ethnic composition of schools and students’ problem behaviour in four European countries
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 in England, Germany, The Netherlands, and Sweden and find that children display less problem behavio…
How teachers form educational expectations for students
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 life. Moreover, research has neglected the role of the institutional context, yet tracking procedures,…
Gender Differences in Resistance to Schooling
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 to schooling (i.e., arguing with teachers, skipping class, not putting effort into school, receiving …
Let’s Stick Together
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 register data from the Netherlands, covering six cohorts of students (2013–2019), that enable us to accou…
The adaptation of educational expectations in response to ability tracking
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 expectations are possibly also sorted into lower tracks. Moreover, the extent to which track placement influe…
The impact of school tracking on school misconduct
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 misconduct could vary across students. Based on the literature on the immigrant aspiration-achievement …
Tracking Procedures and Criteria and the SES Bias in Teacher Track Recommendations
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 information from 221 teachers in 69 Dutch schools, I find that teachers in the same school vary in their in…
Track Differences in Civic and Democratic Engagement During Secondary Education
Whether students educated in different ability tracks in secondary education develop different levels of civic and democratic engagement is yet unclear. To explore this issue, we focus on how schools bring students of different tracks and family backgrounds together, and whether such between-school differences are associated with varying growth rates in civic and democratic engagement during secondary education. Using newly collected 4-year panel…
Students' Interactional Cultural Capital and Academic Performance in Test- and Teacher-Based Assessments
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 relationship with academic performance. Using data on over 1200 Dutch students in their final year of prim…
The influence of friends on adolescents’ behavior problems at school
The ethnic composition of schools and students’ problem behaviour in four European countries
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 in England, Germany, The Netherlands, and Sweden and find that children display less problem behavio…
De etnische samenstelling van scholen en het schoolspecifieke probleemgedrag van leerlingen in vier Europese landen
Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community
Gender Differences in Resistance to Schooling
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 to schooling (i.e., arguing with teachers, skipping class, not putting effort into school, receiving …
The impact of school tracking on school misconduct
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 misconduct could vary across students. Based on the literature on the immigrant aspiration-achievement …
Intergenerationale netwerken en de schoolprestaties van leerlingen in Nederland en Duitsland
Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community
Social inequality in shadow education
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 systems. More specifically, we argue that the effect of socio-economic background on participation in …
The Role of Intergenerational Networks in Students' School Performance in Two Differentiated Educational Systems
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 both Germany and the Netherlands, we compare estimates based on between-student differences in inter…
The adaptation of educational expectations in response to ability tracking
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 expectations are possibly also sorted into lower tracks. Moreover, the extent to which track placement influe…
How teachers form educational expectations for students
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 life. Moreover, research has neglected the role of the institutional context, yet tracking procedures,…
The digital divide in online education
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. Elaborating on the literature on the digital divide, we study inequalities in multi-level digital …
Knowing me, knowing you
Students of different socio-economic status (SES) backgrounds are sorted into different schools. While integrating schools seems an easy solution to enhance inter-group interaction, this is yet an empirical question as we know little about how networks structure along SES lines in school. We examine the tendency for friendship and parental networks in primary school to structure by SES. We furthermore explore the role of the local school context.…
Let’s Stick Together
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 register data from the Netherlands, covering six cohorts of students (2013–2019), that enable us to accou…
Who benefits from school-to-work linkages in the labour market? A comparison between natives, migrants educated abroad, and those educated domestically
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 with a migration background who hold a foreign qualification, and individuals with a migration backgrou…
Tracking Procedures and Criteria and the SES Bias in Teacher Track Recommendations
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 information from 221 teachers in 69 Dutch schools, I find that teachers in the same school vary in their in…
Track Differences in Civic and Democratic Engagement During Secondary Education
Whether students educated in different ability tracks in secondary education develop different levels of civic and democratic engagement is yet unclear. To explore this issue, we focus on how schools bring students of different tracks and family backgrounds together, and whether such between-school differences are associated with varying growth rates in civic and democratic engagement during secondary education. Using newly collected 4-year panel…
Students' Interactional Cultural Capital and Academic Performance in Test- and Teacher-Based Assessments
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 relationship with academic performance. Using data on over 1200 Dutch students in their final year of prim…
Cultural and Human Capital Signals in Hiring—A Factorial Survey Experiment Across Contexts
When evaluating candidates, hiring agents may draw on signals of human as well as cultural capital. While these processes have been considered separately, an open question is how the two types of signals interact. As signals of social class, cultural capital signals relate to human capital as they evoke stereotypes about competence, polish, and discipline, and can indicate different patterns of social mobility in combination with human capital si…
Psychology (13 works) · School Choice and Performance (12 works) · Social Psychology (10 works) · Sociology (10 works) · Political science (9 works) · Mathematics education (8 works) · Economics (7 works) · Parental Involvement in Education (7 works) · Computer Science (6 works) · Demographic economics (6 works)