Publications

Refereed articles

• Zwier, D. & Geven, S. (2023). Knowing me, knowing you: Socio-economic status and (segregation in) peer and parental networks in primary school. Social Networks, 74, 127-138.
  
• Batruch, A., Geven, S., Kessenich, E., van de Werfhorst, H.G. (2023). Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions. Teaching and Teacher Education, 123, 103985. [first and second author contributed equally to the manuscript]
  
• Geven, S. & Spörlein, C. (2022). Who benefits from school-to-work linkages in the labor market? A comparison between natives, foreign- and domestically-educated migrants. European Sociological Review. Online first [both authors contributed equally to the manuscript]
  
• Van de Werfhorst, H.G., Kessenich, E., & Geven, S. (2022). The Digital Divide in Online Education. Inequality in Digital Preparedness of Students and Schools before the Start of the COVID-19 Pandemic. Computers and Education Open, 3, 100100.
  
• Zwier, D., & Geven, S., Bol, T., & van de Werfhorst, H.G. (2022). Let’s Stick Together: Peer Effects in Secondary School Choice and Variations by Student Socio-Economic Background. European Sociological Review. Online first.
  
• Geven, S., & Forster, A.G. (2021). The adaptation of educational expectations in response to ability tracking: variations by migration background. British Journal of Sociology, 72 (5), 1284-1310.
  
• Geven, S., Wiborg, O., Fish, R., & van de Werfhorst, H.G. (2021). How teachers form future expectations for students: a comparative factorial survey experiment in New York, Amsterdam and Oslo. Social Science Research, 100, 102599.
  
• Zwier, D., Geven, S., & Van de Werfhorst, H. (2021). Social inequality in shadow education: the role of high-stakes testing. International Journal of Comparative Sociology, 61 (6), 412-440.
  
• Geven, S., & Van de Werfhorst, H.G. (2020). The role of intergenerational networks in students’ school performance in two differentiated educational systems: a comparison of between- and within-individual estimates. Sociology of Education, 93 (1), 40-64.
  
• Geven, S. (2019). The Impact of School Tracking on School Misconduct: Variations by Migration Background in England, The Netherlands, and Sweden. Journal of Ethnic and Migration Studies, 45 (15), 2864-2887.
  
• Geven, S., Jonsson, J. O., & Van Tubergen, F. (2017). Gender Differences in Resistance to Schooling: The Role of Dynamic Peer-Influence and Selection Processes. Journal of Youth and Adolescence, 46 (12), 2421-2445.
  
• Geven, S., Kalmijn, M., & Van Tubergen, F. (2016). The ethnic composition of schools and students’ problem behaviour in four European countries: the role of friends. Journal of Ethnic and Migration Studies, 42 (9), 1473-1495.
  
• Geven, S., Weesie, J., & Van Tubergen, F. (2013). The influence of friends on adolescents’ behavior problems at school: The role of ego, alter and dyadic characteristics. Social Networks, 35 (4), 583-592.

Book chapters

• Bol, T. & Geven, S. (2022). We maken een kringetje – Kansenongelijkheid in de Nederlandse onderwijssociologie. In J. van den Berg, R. Bosman, M. Ham en G. Engbersen (Ed.) Raadselen van de Sociologie: Honderd jaar academische sociologie in Nederland. Amsterdam: Uitgeverij van Gennep.
  
• Gaikhorst, L., Geven, S., Baan, J. (2019). Diverse leerlingen, diverse competenties, diverse verwachtingen? De rol van basisschoolleerkrachten in het creeren van kansengelijkheid. In H. van de Werfhorst & E. van Hest (Ed.) Gelijke kansen in de stad (pp. 36-54). Amsterdam: Amsterdam University Press.

Non-refereed publications / Popular scientific publications

• Van de Werfhorst, H.G., Kessenich, E., & Geven, S. (2020). The Digital Divide in Online Education: Who Was Prepared for Online Education Before the COVID-19 Pandemic Took Place? International Education Blog, 16 November 2020
  
• Geven, S. (2020). Intergenerationale netwerken en de schoolprestaties van leerlingen in Nederland en Duitsland. Mens & Maatschappij, 95 (2), pp. 158-162(5)
  
• Geven, S. (2020). Afblazen basisischool-eindtoets leidt tot verwarring en mogelijk ongelijke kansen. Sociale Vraagstukken. *This article also appeared in ‘Schoolmanagement’, june 2020
  
• Geven, S., Batruch, A. & van de Werfhorst, H. (2018). Inequality in Teacher Judgements, Expectations and Track Recommendations: A Review Study. Amsterdam: Universiteit van Amsterdam.
  
• Geven, S. (2017). De etnische samenstelling van scholen en het schoolspecifieke probleemgedrag van leerlingen in vier Europese landen: de rol van vrienden. Mens & Maatschappij, 92 (3), 314-316.

Articles under review, Revise/resubmit

• Geven (Under Review). Tracking procedures and criteria and the SES bias in teacher track recommendations.