Jeanine Grütter
Biographic Data
| ID | 5878089 |
|---|---|
| NAME | Jeanine Grütter |
| GIVEN NAMES | Jeanine |
| FAMILY NAME | Grütter |
| SIGNATURE | GRÜTTER J |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0002-3010-3217 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Children’s and adolescents’ reasoning about distributive fairness and educational inequalities
To investigate children’s and adolescents’ reasoning about distributive fairness in a rural area of Nepal, we asked participants (53% girls, N = 706, M age = 13.48; SD age = 1.79) to distribute educational resources to schools that varied by social class (SC) and to justify their allocation. Most participants allocated equally or equitably; only a minority rewarded the higher-SC school with extra resources. Novel results revealed multiple forms o…
Children’s reasoning about challenging social exclusion of peers with learning difficulties
Inclusive classrooms aim to promote the social participation of children with learning difficulties (LD). Research shows that children without LD view it as fair to include their peers with LD into the classroom community. Still, children with LD often face social exclusion. This study addressed this gap by investigating how children reason about challenging LD-based exclusion. One objective was to document the distinction between children’s pers…
Teachers as facilitators of positive intergroup dynamics and inclusion
Schools with diverse student bodies provide important opportunities for intergroup contact, but diversity alone is not enough to promote positive intergroup dynamics and inclusion. While many interventions target student biases, the role of teachers is often not included. This review of theories and evidence synthesizes educational and developmental approaches and recent evidence to understand the specific role of teachers in positive intergroup …
Adolescents’ beliefs about caste-essentialism and their social location in Nepal
Social essentialism plays a significant role in legitimizing power imbalances within hierarchical societies, such as the caste system. We investigated whether adolescents endorsed caste essentialist beliefs and whether these beliefs about the stability of caste correlate with their perceived social mobility and social location (caste, SES). We interviewed 590 students between the ages of 10 and 18 years ( M age = 14 years; SD age = 1 year 7 month…
Pluralistic Ignorance in Students’ Perception of Inclusive Classroom Norms
Classroom norms are important in shaping individual students’ prosocial behavior. Research documents that students often misperceive classroom norms by underestimating their classmates’ prosocial intentions – a phenomenon known as pluralistic ignorance. The current study investigated whether 5 th - and 6 th -grade students in Germany ( N = 234, 10-13 years, 51% female) expressed varying degrees of pluralistic ignorance regarding same- and opposit…
Inclusive classroom norms and children's expectations of inclusion of peers with learning difficulties in their social world
We examined whether inclusive classroom norms predicted children's reasoning and expectations about the inclusion of peers with learning difficulties from different perspectives (i.e., self, friends, and unfamiliar story protagonist). Swiss elementary school children (N = 1019; 51% girls; Mage = 10.20 years; Grades 3–6) shared their perceptions of inclusive classroom norms and answered questions regarding the inclusion of a character with learnin…
Socioeconomic status biases among children and adolescents
Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N = 605, 52% girls, Mage = 13.21, SDage = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were more likely to expect inclusion of a low SES character than were students attending high SES schools.…
Parental educational aspirations and children’s academic self-concept
The dynamic interplay of parental educational aspirations and children's academic self-concept was examined from late childhood through mid-adolescence within a transactional socialization framework. Parental and child data were gained from a representative Swiss sample within 3-year intervals (NT1 = 1118; 51% females; 28% migration background; Mage T1 = 9.26, Mage T2 = 12.14, Mage T3 = 15.32). Results from a random intercept cross-lagged panel m…
Cohort differences in the development of civic engagement during adolescence
Investigating whether changing societal circumstances have altered the development of civic engagement, this study compared developmental changes from mid- to late adolescence (i.e., age 15–18) across two cohorts of representative Swiss samples (born in 1991, N = 1258, Mage T1 = 15.30, 54% female, 33% migration background representing diverse ethnicities; born in 2000, N = 930, Mage T1 = 15.32, 51% female; 33% migration background). Findings from…
Beyond Ethnic Diversity
Drawing on the role of teachers for peer ecologies, we investigated whether students favored ethnically homogenous over ethnically diverse relationships, depending on classroom diversity and perceived teacher care. We specifically studied students' intra- and interethnic relationships in classrooms with different ethnic compositions, accounting for homogeneous subgroups forming on the basis of ethnicity and gender diversity (i.e., ethnic-demograp…
Developmental antecedents of young adults’ solidarity during the Covid-19 pandemic
This study explored characteristics of young adults’ solidarity during the Covid-19 pandemic by identifying three different profiles, characterized by low (23%), average (54%), and high solidarity (23%). Based on longitudinal Swiss panel data (NT1 = 797, Mage T1 = 12.15 years, 51% female; 28% migration background representing diverse ethnicities; NT2 = 707, Mage T2 = 15.33 years; NT3 = 596, Mage T3 = 18.31 years), the study combined person- and v…
Civic Competencies During Adolescence
Adolescents’ own and parental expectations for cross‐group friendship in the context of societal inequalities
This study investigated adolescents’ expectations about friendships between peers from different socioeconomic status (SES) in Nepal. Overall, Nepalese adolescents ( N = 389, M age = 14.08; grades: 7–10) attributed more negative intentions to high‐SES than to low‐SES peers and expected that parents of high‐SES targets would disapprove of cross‐group friendships, referencing social hierarchies and reputation. Expectation about parents of low‐SES t…
Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement
Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement
Adolescents’ own and parental expectations for cross‐group friendship in the context of societal inequalities
This study investigated adolescents’ expectations about friendships between peers from different socioeconomic status (SES) in Nepal. Overall, Nepalese adolescents ( N = 389, M age = 14.08; grades: 7–10) attributed more negative intentions to high‐SES than to low‐SES peers and expected that parents of high‐SES targets would disapprove of cross‐group friendships, referencing social hierarchies and reputation. Expectation about parents of low‐SES t…
Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement
Beyond Ethnic Diversity
Drawing on the role of teachers for peer ecologies, we investigated whether students favored ethnically homogenous over ethnically diverse relationships, depending on classroom diversity and perceived teacher care. We specifically studied students' intra- and interethnic relationships in classrooms with different ethnic compositions, accounting for homogeneous subgroups forming on the basis of ethnicity and gender diversity (i.e., ethnic-demograp…
Developmental antecedents of young adults’ solidarity during the Covid-19 pandemic
This study explored characteristics of young adults’ solidarity during the Covid-19 pandemic by identifying three different profiles, characterized by low (23%), average (54%), and high solidarity (23%). Based on longitudinal Swiss panel data (NT1 = 797, Mage T1 = 12.15 years, 51% female; 28% migration background representing diverse ethnicities; NT2 = 707, Mage T2 = 15.33 years; NT3 = 596, Mage T3 = 18.31 years), the study combined person- and v…
Civic Competencies During Adolescence
Adolescents’ own and parental expectations for cross‐group friendship in the context of societal inequalities
This study investigated adolescents’ expectations about friendships between peers from different socioeconomic status (SES) in Nepal. Overall, Nepalese adolescents ( N = 389, M age = 14.08; grades: 7–10) attributed more negative intentions to high‐SES than to low‐SES peers and expected that parents of high‐SES targets would disapprove of cross‐group friendships, referencing social hierarchies and reputation. Expectation about parents of low‐SES t…
Socioeconomic status biases among children and adolescents
Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N = 605, 52% girls, Mage = 13.21, SDage = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were more likely to expect inclusion of a low SES character than were students attending high SES schools.…
Parental educational aspirations and children’s academic self-concept
The dynamic interplay of parental educational aspirations and children's academic self-concept was examined from late childhood through mid-adolescence within a transactional socialization framework. Parental and child data were gained from a representative Swiss sample within 3-year intervals (NT1 = 1118; 51% females; 28% migration background; Mage T1 = 9.26, Mage T2 = 12.14, Mage T3 = 15.32). Results from a random intercept cross-lagged panel m…
Cohort differences in the development of civic engagement during adolescence
Investigating whether changing societal circumstances have altered the development of civic engagement, this study compared developmental changes from mid- to late adolescence (i.e., age 15–18) across two cohorts of representative Swiss samples (born in 1991, N = 1258, Mage T1 = 15.30, 54% female, 33% migration background representing diverse ethnicities; born in 2000, N = 930, Mage T1 = 15.32, 51% female; 33% migration background). Findings from…
Inclusive classroom norms and children's expectations of inclusion of peers with learning difficulties in their social world
We examined whether inclusive classroom norms predicted children's reasoning and expectations about the inclusion of peers with learning difficulties from different perspectives (i.e., self, friends, and unfamiliar story protagonist). Swiss elementary school children (N = 1019; 51% girls; Mage = 10.20 years; Grades 3–6) shared their perceptions of inclusive classroom norms and answered questions regarding the inclusion of a character with learnin…
Adolescents’ beliefs about caste-essentialism and their social location in Nepal
Social essentialism plays a significant role in legitimizing power imbalances within hierarchical societies, such as the caste system. We investigated whether adolescents endorsed caste essentialist beliefs and whether these beliefs about the stability of caste correlate with their perceived social mobility and social location (caste, SES). We interviewed 590 students between the ages of 10 and 18 years ( M age = 14 years; SD age = 1 year 7 month…
Pluralistic Ignorance in Students’ Perception of Inclusive Classroom Norms
Classroom norms are important in shaping individual students’ prosocial behavior. Research documents that students often misperceive classroom norms by underestimating their classmates’ prosocial intentions – a phenomenon known as pluralistic ignorance. The current study investigated whether 5 th - and 6 th -grade students in Germany ( N = 234, 10-13 years, 51% female) expressed varying degrees of pluralistic ignorance regarding same- and opposit…
Children’s and adolescents’ reasoning about distributive fairness and educational inequalities
To investigate children’s and adolescents’ reasoning about distributive fairness in a rural area of Nepal, we asked participants (53% girls, N = 706, M age = 13.48; SD age = 1.79) to distribute educational resources to schools that varied by social class (SC) and to justify their allocation. Most participants allocated equally or equitably; only a minority rewarded the higher-SC school with extra resources. Novel results revealed multiple forms o…
Children’s reasoning about challenging social exclusion of peers with learning difficulties
Inclusive classrooms aim to promote the social participation of children with learning difficulties (LD). Research shows that children without LD view it as fair to include their peers with LD into the classroom community. Still, children with LD often face social exclusion. This study addressed this gap by investigating how children reason about challenging LD-based exclusion. One objective was to document the distinction between children’s pers…
Teachers as facilitators of positive intergroup dynamics and inclusion
Schools with diverse student bodies provide important opportunities for intergroup contact, but diversity alone is not enough to promote positive intergroup dynamics and inclusion. While many interventions target student biases, the role of teachers is often not included. This review of theories and evidence synthesizes educational and developmental approaches and recent evidence to understand the specific role of teachers in positive intergroup …
Developmental psychology (12 works) · Psychology (12 works) · Social Psychology (11 works) · Bullying, Victimization, and Aggression (6 works) · Social and Intergroup Psychology (5 works) · Sociology (5 works) · Early Childhood Education and Development (4 works) · Education, Achievement, and Giftedness (4 works) · Peer group (4 works) · Youth Development and Social Support (4 works)