Educational psychologyEducational policySociology of education
Thank you for your interest in my work.
My broad research interests are in the areas of sociology of education, psychology of education, and educational policy.
The primary goals of my current work are to understand (1) how education policies amplify or minimize social inequalities, (2) how education can enhance child development, and (3) how children’s rights to education, development and non-discrimination can best be realized in education.
Previous work has focused on the major causes of disparities in administration, funding and attendance of early childhood education institutions in different Western countries. This research has also outlined the major functions of early education services, including (but not limited to) supporting child development, countering exclusion of young immigrant children, addressing issues of child poverty and educational disadvantage, and contributing to the reconciliation of work and family responsibilities. Furthermore, using large-scale survey data, my research has identified socioeconomic gradients in education enrollment rates and in the effects of education on children. Such gradients impair the principle of equal educational opportunity and pose a threat to the realization of children’s rights to education and development on the basis of genuine non-discrimination.
Some of my research has also examined the role that international relations and policy transfer play in the development of educational institutions and in the advancement of educational theory and practice. This research has demonstrated, for instance, the importance of international cooperation and policy dialogue as a means to design effective systems of education.
In addition, I have analyzed how education policies affect the intergenerational transmission of educational advantage across European countries. Children of less educated parents tend to end up being less educated themselves. However, social differentials in educational attainment vary across countries. This suggests that country-specific (policy) contexts impact on educational inequality. My research reveals indeed that policies such as the annual instruction time, educational tracking, and social sorting of students between schools may moderate educational inequality and impact on social stratification and mobility.
Findings from a different project also show how children view their own rights and how these views relate to children’s well-being, participation and interpersonal relationships in Switzerland.
Currently I am mainly studying how educational trajectories can be affected by characteristics of the child, the family and wider institutional and socio-political contexts, including education systems and policies.
Below you find some of my publications.
Please feel free to contact me at: kaspar.burger[at]unige.ch
The Role of Perceived Stress and Self-Efficacy in Young People’s Life Satisfaction: A Longitudinal Study