Kim Stienstra
Biographic Data
| ID | 4206712 |
|---|---|
| NAME | Kim Stienstra |
| GIVEN NAMES | Kim |
| FAMILY NAME | Stienstra |
| SIGNATURE | STIENSTRA K |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0002-9877-6215 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The development of inequality during primary education
Are differences in educational performance between pupils at the start of schooling—and their underlying genetic and environmental sources—reproduced, accumulated, or compensated over the primary school career? I investigate this using reading comprehension and mathematics test scores of over 4,000 same-sex and opposite-sex twin pairs, identified in the Netherlands Cohort Study on Education (Grades 1–5). Biometric latent growth models show, first…
The role of gender in gene by family SES interactions – A twin study across four European countries
Studies of gene-by-family socioeconomic status (GxSES) interactions in educational outcomes have yielded mixed findings. Building on a socio-contextual perspective, this study emphasizes that genetic influences are shaped not only by family environments but also by broader social forces, including gender and institutional context. Prior sociogenetic research, for example, suggests that early school tracking may suppress genetic influences. Using …
De wisselwerking tussen scholen, gezinnen en genen in onderwijsongelijkheid
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
Are classrooms equalizers or amplifiers of inequality? A genetically informative investigation of educational performance
We investigate the influence of the classroom environment on educational performance and its dependency on parental socio-economic status (SES). The classroom environment can have a compensatory effect and decrease educational inequality, in which case the classroom context is more important for children originating from lower SES families. Alternatively, there can be an amplifying effect, in which case the classroom environment is more important…
The nature-nurture of academic achievement at the intersection between gender, family background, and school context
We investigate the role of gender, family SES, school SES, and their intersection in educational achievement using a twin design. Drawing on theories of gene-environment interaction, we test whether high-SES environments compensate genetic risks or enhance genetic potential, and its dependency on gender. Using data on 37,000 Danish twin and sibling pairs from population-wide administrative registers, we report three main findings. First, for fami…
De invloed van leerkrachtverwachtingen op het onderpresteren van jongens in lezen
The effect of teacher expectations on boys’ underperformance in reading Prior research indicates a gender gap in reading performance among primary school students in which boys underperform compared to girls. Based on theories on gender differences in teacher expectations and how low teacher expectations lead to low student reading performance, we, firstly, examined to what extent teacher expectations can explain this gender gap in reading perfor…
Indirect pathways of multigenerational persistence
Recent research into intergenerational social mobility has examined the association between the socioeconomic position of grandparents (G1) and their grandchildren (G3), but it remains unclear why G1-G3 associations arise. Prevailing explanations focus on whether grandparents have a true direct influence on their grandchildren or an indirect one via omitted parental characteristics. We argue that there may be other important indirect pathways of …
Een multilevel onderzoek naar het effect van tablet gebruik in Nederlandse basisscholen op leesprestaties
A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements This study utilized data from the 2016 Progress in International Reading Literacy Study to examine the effect of the frequency of tablet usage in school on children’s reading achievements. It further addressed the gender gap in achievements by exploring whether gender moderates the relationship between tablet use and achievements. The sample consiste…
Resource Compensation or Multiplication? The Interplay between Cognitive Ability and Social Origin in Explaining Educational Attainment
While previous research has conclusively established that children with higher cognitive ability and those originating from advantaged socioeconomic status (SES) backgrounds have better educational outcomes, the interplay between the influences of cognitive ability and social origin has been largely overlooked. The influence of cognitive ability might be weaker in high-SES families as a result of resource compensation, and stronger in high-SES fa…
Resource Compensation or Multiplication? The Interplay between Cognitive Ability and Social Origin in Explaining Educational Attainment
While previous research has conclusively established that children with higher cognitive ability and those originating from advantaged socioeconomic status (SES) backgrounds have better educational outcomes, the interplay between the influences of cognitive ability and social origin has been largely overlooked. The influence of cognitive ability might be weaker in high-SES families as a result of resource compensation, and stronger in high-SES fa…
The nature-nurture of academic achievement at the intersection between gender, family background, and school context
We investigate the role of gender, family SES, school SES, and their intersection in educational achievement using a twin design. Drawing on theories of gene-environment interaction, we test whether high-SES environments compensate genetic risks or enhance genetic potential, and its dependency on gender. Using data on 37,000 Danish twin and sibling pairs from population-wide administrative registers, we report three main findings. First, for fami…
Indirect pathways of multigenerational persistence
Recent research into intergenerational social mobility has examined the association between the socioeconomic position of grandparents (G1) and their grandchildren (G3), but it remains unclear why G1-G3 associations arise. Prevailing explanations focus on whether grandparents have a true direct influence on their grandchildren or an indirect one via omitted parental characteristics. We argue that there may be other important indirect pathways of …
Een multilevel onderzoek naar het effect van tablet gebruik in Nederlandse basisscholen op leesprestaties
A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements This study utilized data from the 2016 Progress in International Reading Literacy Study to examine the effect of the frequency of tablet usage in school on children’s reading achievements. It further addressed the gender gap in achievements by exploring whether gender moderates the relationship between tablet use and achievements. The sample consiste…
Resource Compensation or Multiplication? The Interplay between Cognitive Ability and Social Origin in Explaining Educational Attainment
While previous research has conclusively established that children with higher cognitive ability and those originating from advantaged socioeconomic status (SES) backgrounds have better educational outcomes, the interplay between the influences of cognitive ability and social origin has been largely overlooked. The influence of cognitive ability might be weaker in high-SES families as a result of resource compensation, and stronger in high-SES fa…
De invloed van leerkrachtverwachtingen op het onderpresteren van jongens in lezen
The effect of teacher expectations on boys’ underperformance in reading Prior research indicates a gender gap in reading performance among primary school students in which boys underperform compared to girls. Based on theories on gender differences in teacher expectations and how low teacher expectations lead to low student reading performance, we, firstly, examined to what extent teacher expectations can explain this gender gap in reading perfor…
Indirect pathways of multigenerational persistence
Recent research into intergenerational social mobility has examined the association between the socioeconomic position of grandparents (G1) and their grandchildren (G3), but it remains unclear why G1-G3 associations arise. Prevailing explanations focus on whether grandparents have a true direct influence on their grandchildren or an indirect one via omitted parental characteristics. We argue that there may be other important indirect pathways of …
Are classrooms equalizers or amplifiers of inequality? A genetically informative investigation of educational performance
We investigate the influence of the classroom environment on educational performance and its dependency on parental socio-economic status (SES). The classroom environment can have a compensatory effect and decrease educational inequality, in which case the classroom context is more important for children originating from lower SES families. Alternatively, there can be an amplifying effect, in which case the classroom environment is more important…
The nature-nurture of academic achievement at the intersection between gender, family background, and school context
We investigate the role of gender, family SES, school SES, and their intersection in educational achievement using a twin design. Drawing on theories of gene-environment interaction, we test whether high-SES environments compensate genetic risks or enhance genetic potential, and its dependency on gender. Using data on 37,000 Danish twin and sibling pairs from population-wide administrative registers, we report three main findings. First, for fami…
De wisselwerking tussen scholen, gezinnen en genen in onderwijsongelijkheid
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
The development of inequality during primary education
Are differences in educational performance between pupils at the start of schooling—and their underlying genetic and environmental sources—reproduced, accumulated, or compensated over the primary school career? I investigate this using reading comprehension and mathematics test scores of over 4,000 same-sex and opposite-sex twin pairs, identified in the Netherlands Cohort Study on Education (Grades 1–5). Biometric latent growth models show, first…
The role of gender in gene by family SES interactions – A twin study across four European countries
Studies of gene-by-family socioeconomic status (GxSES) interactions in educational outcomes have yielded mixed findings. Building on a socio-contextual perspective, this study emphasizes that genetic influences are shaped not only by family environments but also by broader social forces, including gender and institutional context. Prior sociogenetic research, for example, suggests that early school tracking may suppress genetic influences. Using …
Psychology (7 works) · Developmental psychology (5 works) · Parental Involvement in Education (4 works) · Context (archaeology) (3 works) · Demography (3 works) · Economics (3 works) · Educational attainment (3 works) · Intergenerational and Educational Inequality Studies (3 works) · Mathematics (3 works) · Socioeconomic status (3 works)