Position: Principal Investigator
Projects:
RISS Project No. 2: Internalized Gender and Parenting Norms: Assessing Reconfigurations between Gender, Socio-Economic Status and Immigrant Background
RISS Project No. 4: The Role of Internalized Efficacy Beliefs for Participation in Education and Political Life
Role: Birgit Becker is especially interested in the question of how the reconfiguration between socio- economic status and immigrant background affects individuals' identities, preferences and behaviors, and how these contribute to a reproduction of social inequalities. The area of application for these questions are, on the one hand, parenting preferences and behaviors (RISS Project No.2) and, on the other hand, academic efficacy beliefs and educational decisions (RISS Project No.4).
About: Birgit Becker studied social sciences (diploma in 2003) and received her PhD in sociology (in 2009) at the University of Mannheim. She worked as a research assistant at the University of Mannheim, before moving to Goethe University Frankfurt as a junior professor in 2011. Since 2014 she is a professor of sociology with a focus on empirical educational research at Goethe University Frankfurt in the Department of Social Sciences.
Selected Publications:
Becker, B. (2022). Educational ICT Use Outside School in the European Union: Disparities by Social Origin, Immigrant Background, and Gender. Journal of Children and Media,16(1),120.
Online Version
Becker, B., & Klein, O. (2021). The Primary Effect of Ethnic Origin– Rooted in Early Childhood? An Analysis of the Educational Disadvantages of Turkish- origin Children during the Transition to Secondary Education in Germany. Research in Social Stratification and Mobility, 75, 100639. Online Version
Becker, B. (2019). Early Educational Inequality– Growing Up in Different Learning Environments. In R. Becker (Ed.), Research Handbook on the Sociology of Education (pp. 233-252). Edward Elgar. Online Version
Becker, B., & Schober, P. S. (2017). Not Just Any Child Care Center? Social and Ethnic Disparities in the Use of Early Education Institutions with a Beneficial Learning Environment. Early Education and Development, 28 (8), 1011-1034. Online Version
