Overview
My research interests and projects focus on topics in the field of social stratification and mobility. I study processes within families and schools that contribute to the impact of socioeconomic background or social class on academic and cognitive abilities, school outcomes and educational attainment of children and young people. I study questions mostly from a sociological perspective, at the level of individual interactions within families and schools, and across different countries and education systems. I mainly use large-scale survey data but also collect quantitative and qualitative data for mixed-methods projects.
In my PhD, which I conducted at the Graduate School of Economics and Social Sciences at the University of Mannheim, I assessed social class differentials in students’ transition from lower to upper secondary education in France. Since then I have been working on projects on social stratification in parental involvement and parenting values using French and British survey data, primary data projects on teacher students’ social justice attitudes and evaluations of education policy and systems with German data spanning over several decades. During my work as Q-Step Lecturer at the School of Education at the University of Glasgow (2014-2018) I also studied quantitative skills development of students in Initial Teacher Education.
Katherin is a core member of the Centre for Social Mobility.
Qualifications
Fellow of the Higher Education Academy (2020)
Career
- Since 2018 Lecturer in Education, Graduate School of Education, University of Exeter
- 2014-2018 Lecturer in Quantitative Social Sciences, Q-Step Centre and School of Education, University of Glasgow
- 2013/14 Research Assistant, School of Education, University of Glasgow
- 2010-2013 Teaching and Research Associate, Faculty of Social Sciences, University of Mannheim
Research group links
Publications
Key publications | Publications by category | Publications by year
Publications by category
Journal articles
Baker W, Barg K (In Press). Parental values in the U.K.
British Journal of Sociology Full text.
Barg K, Benham-Clarke S, Mountford-Zimdars A (2020). Investigating the Imagination of Possible and ‘Like-to-Avoid’ Selves among Higher Education Students from Different Socioeconomic Backgrounds at a Selective English University. Social Science
Barg K (2019). An analysis of social class differentials in parent-initiated contact with teachers.
British Journal of Sociology of Education Full text.
Klein M, Barg K, Kühhirt M (2019). Inequality of Educational Opportunity in East and West Germany: Convergence or Continued Differences?.
Sociological Science,
6, 1-26.
Full text.
Barg K (2018). Why are middle-class parents more involved in school than working-class parents?.
Research in Social Stratification and Mobility,
59, 14-24.
Full text.
Barg K (2015). Educational Choice and Cultural Capital: Examining Social Stratification within an Institutionalized Dialogue between Family and School. Sociology, 49(6), 1113-1132.
Barg K (2013). The Influence of Students' Social Background and Parental Involvement on Teachers' School Track Choices: Reasons and Consequences. European Sociological Review, 29(3), 565-579.
Barg K, Beblo M (2012). Does "Sorting into Specialization" Explain the Differences in Time Use between Married and Cohabiting Couples? an Empirical Application for Germany. Annals of Economics and Statistics(105/106), 127-127.
Barg K, Beblo M (2009). Does marriage pay more than cohabitation?. Journal of Economic Studies, 36(6), 552-570.
Barg K, Beblo M (2007). The male marital wage premium in Germany: selection versus specialisation. Journal of Applied Social Sciences Studies, 59-73.
Publications by year
In Press
Baker W, Barg K (In Press). Parental values in the U.K.
British Journal of Sociology Full text.
2020
Barg K, Benham-Clarke S, Mountford-Zimdars A (2020). Investigating the Imagination of Possible and ‘Like-to-Avoid’ Selves among Higher Education Students from Different Socioeconomic Backgrounds at a Selective English University. Social Science
2019
Barg K (2019). An analysis of social class differentials in parent-initiated contact with teachers.
British Journal of Sociology of Education Full text.
Klein M, Barg K, Kühhirt M (2019). Inequality of Educational Opportunity in East and West Germany: Convergence or Continued Differences?.
Sociological Science,
6, 1-26.
Full text.
2018
Barg K (2018). Why are middle-class parents more involved in school than working-class parents?.
Research in Social Stratification and Mobility,
59, 14-24.
Full text.
2015
Barg K (2015). Educational Choice and Cultural Capital: Examining Social Stratification within an Institutionalized Dialogue between Family and School. Sociology, 49(6), 1113-1132.
2013
Barg K (2013). The Influence of Students' Social Background and Parental Involvement on Teachers' School Track Choices: Reasons and Consequences. European Sociological Review, 29(3), 565-579.
2012
Barg K, Beblo M (2012). Does "Sorting into Specialization" Explain the Differences in Time Use between Married and Cohabiting Couples? an Empirical Application for Germany. Annals of Economics and Statistics(105/106), 127-127.
2009
Barg K, Beblo M (2009). Does marriage pay more than cohabitation?. Journal of Economic Studies, 36(6), 552-570.
2007
Barg K, Beblo M (2007). The male marital wage premium in Germany: selection versus specialisation. Journal of Applied Social Sciences Studies, 59-73.
katherin_barg Details from cache as at 2020-09-24 20:25:16
Refresh publications
Teaching
Supervision
I invite students to contact me who are interested in conducting MA or PhD dissertation projects on topics related to the association between children's or young people's social background and educational pathways, social inequalities in school performance, cognitive and academic development, educational decision-making and attitudes, parental involvement and parenting values. I supervise quantitative studies that involve the use of secondary (survey) data and collection of quantitative data, as well as qualitative and mixed-methods projects. International projects are very welcome, and evaluations of education systems and policies.
Modules
2020/21
