I am an assistant professor at the Sociology Department at the University of Amsterdam, affiliated with the Amsterdam Institute for Social Science Research (AISSR), the Amsterdam Centre for Inequality Studies, and the programme group Institutions, Inequalities and Life courses (IIL).
Currently, I work on my NWO-VENI project "What do you expect? Studying teacher expectations through an institutional lens." For a full description, please see the tab below. Furthermore I am part of the research team of the PRIMS project to study the transition from primary to secundary education in the Netherlands.
Before this, I worked as a postdoctoral researcher as part of the NWO-VICI project "Between institutions and social mechanisms: education and inequality in comparative perspective" led by Herman van de Werfhorst, and as a Ph.D. student at the Interuniversity Center of Social Science Theory and Methodology (ICS) at the Department of Sociology at Utrecht University.
My research interests include:
For more information about my research, please visit my website
Refereed academic publications
S. Geven, & Forster, A.G. (2021). The adaptation of educational expectations in response to ability tracking: variations by migration background. British Journal of Sociology. Online first.
S. Geven, 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. Online first.
D. Zwier, Geven, S., & Van de Werfhorst, H. (2021). Social inequality in shadow education: the role of high-stakes testing. International Journal of Comparative Sociology. Online first.
S. Geven & 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
S. Geven (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
S. Geven, J. O. Jonsson & F. Van Tubergen (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
S. Geven, M. Kalmijn & F. Van Tubergen (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
S. Geven, J. Weesie & F. Van Tubergen (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
Gaikhorst, L., Geven, S., Baan, J. (2019). Diverse leerlingen, diverse competenties, diverse verwachtingen? De rol van basisschoolleerkrachten in het creëren van kansengelijkheid. In H. van de Werfhorst & E. van Hest (Ed.) Gelijke kansen in de stad (pp. 36-54). Amsterdam: Amsterdam University Press. http://oapen.org/search?identifier=1004972
Non-refereed academic publications / popular academic publications
S. Geven (2020). Intergenerationale netwerken en de schoolprestaties van leerlingen in Nederland en Duitsland. Mens & Maatschappij, 95 (2), pp. 158-162(5)
S. Geven (2020). Afblazen basisischool-eindtoets leidt tot verwarring en mogelijk ongelijke kansen. Sociale Vraagstukken.
* This article also appeared in 'Schoolmanagement', june 2020
S. Geven, Batruch, A. & van de Werfhorst, H. (2018). Inequality in Teacher Judgements, Expectations and Track Recommendations: A Review Study. Amsterdam: Universiteit van Amsterdam. https://zoek.officielebekendmakingen.nl/blg-864911
S. Geven (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.
S. Geven. Adolescent problem behavior in school: the role of peer networks. Utrecht University (281 pag.). Supervisor(s): F. Tubergen & J. Weesie.
In 2018 I received an NWO-VENI grant for the project "What do you expect? Studying teacher expectations through an institutional lens."
Teacher expectations and track recommendations for similarly achieving children are higher when they come from more affluent families. What is the role of the national and school context on the formation of these expectations? Using vignette experiments and observational data, this project provides insights on how to tackle educational inequality.