Carmen Barth
Biographic Data
| ID | 6367050 |
|---|---|
| NAME | Carmen Barth |
| GIVEN NAMES | Carmen |
| FAMILY NAME | Barth |
| SIGNATURE | BARTH C |
| AFFILIATIONS | University of Konstanz |
| ORCID | 0000-0001-6868-9084 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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 …
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…
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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…
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 (3 works) · Psychology (3 works) · Social Psychology (3 works) · Bullying, Victimization, and Aggression (2 works) · Child and Animal Learning Development (2 works) · Education, Achievement, and Giftedness (2 works) · Peer group (2 works) · Perception (2 works) · Social and Intergroup Psychology (2 works) · Children's Rights and Participation (1 work)