Bastian Betthaeuser

Contact: bastian.betthaeuser(at)sciencespo.fr
Office: B.209

Associate Member:
Nuffield College, University of Oxford
Leverhulme Centre for Demographic Science, University of Oxford
Department of Social Policy and Intervention, University of Oxford

Download the Resume (pdf, 215 Ko)

PUBLICATIONS - SOCIAL MEDIA

 

research interests and academic background

Bastian Betthäuser’s research focuses on social inequality, how it accumulates over the life-course, and how it is transmitted across generations. More specifically, he investigates (1) how different dimensions of individuals’ socio-economic background shape their early childhood development, education, labour market position, and life chances, (2) through which micro-level mechanisms these different social background characteristics affect important social outcomes and (3) whether and how education and labour market policies and social interventions at the meso- and macro-level can limit the extent to which individuals’ life chances depend on their social background.

Dernières publications - Latest Publication

• 2024 (with Miriam Siglreitmaier & Anette E. Fasang), "Change and Inequality in German Teenagers’ Typical Time-Use Sequences Between 1991 and 2013", Journal of Time Use Research, October. [Open Access] 
• 2023 (with Nhat An Trinh & Anette Eva Fasang), "The temporal dimension of parental employment: Temporary contracts, non-standard work schedules, and children’s education in Germany", European Sociological Review, jcad073, Published 23 November.
• 2023 (with Anders Malthe Bach-Mortensen and Per Engzell), "A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic", Nature Human Behaviour, 7, p. 375-385. [Open Access]
• 2021 (with Caspar Kaiser and Nhat An Trinh), "Regional Variation in Inequality of Educational Opportunity across Europe", Socius, First Published July 23. [Open Access]
• 2021 (with Erzsébet Bukodi and Mollie Bourne), "The case for studying the intergenerational transmission of social (dis)advantage: A reply to Gary Marks", British Journal of Sociology, vol. 72, n° 2, p. 233-238. Paper available online
• 2020, "Left behind? Over-time change in the social mobility of children from unskilled working-class backgrounds in Germany", Acta Sociologica, vol. 63, n° 2, p. 133-155.
• 2020 (with Mollie Bourne and Erzsébet Bukodi), "Understanding the mobility chances of children from working‐class backgrounds in Britain: How important are cognitive ability and locus of control?", The British Journal of Sociology, First Published 19 January.
• 2020 (with Erzsébet Bukodi, Mollie Bourne and John H. Goldthorpe), "Social origins, cognitive ability, educational attainment and Social Class Position in Britain: A birth cohort and life-course perspective", SocArXiv. [OA]
• 2019, "The Effect of the Post-Socialist Transition on Inequality of Educational Opportunity: Evidence from German Unification", European Sociological Review, vol. 35, n° 4, p. 461-473.
• 2018 (with Erzsébet Bukodi and Mollie Bourne), "Cognitive Ability, Lifelong Learning, and Social Mobility in Britain: Do Further Qualifications Provide Second Chances for Bright People from Disadvantaged Backgrounds?", European Sociological Review, vol. 35, n° 1, p. 49-64.
• 2018 (with Mollie Bourne, Erzsébet Bukodi and John Goldthorpe) "‘Persistence of the Social’: The Role of Cognitive Ability in Mediating the Effects of Social Origins on Educational Attainment in Britain", Research in Social Stratification and Mobility, vol. 58, p. 11-21.
• 2017, "Fostering Equality of Opportunity? Compulsory Schooling Reform and Social Mobility in Germany", European Sociological Review, vol. 33, n° 5, p. 633-644.
• 2017, "Protecting Outsiders? Corporatism and the Dualisation of Unemployment Protection in Germany and Austria", European Journal of Social Security, vol.19, n° 3, p. 209-224.
• 2017 (with Erzsébet Bukodi and Mollie Bourne), "Wastage of Talent? Social Origins, Cognitive Ability and Educational Attainment in Britain", Advances in Life Course Research, vol. 34, p. 34-42.  Open access version

CONTRATS DE RECHERCHE - FUNDED PROJECTS

LEARN - Understanding the Consequences of Health Crises for Education: Learning from the COVID-19 Pandemic, ERC Started Grant 2024.
Health crises, natural disasters, and violent conflicts increasingly threaten children’s educational development. Such disruptive events are becoming more frequent and severe due to climate change and the growing instability of the global security architecture. But we lack a systematic understanding of how major disruptive events affect children’s educational development, largely because such events tend to also disrupt the collection of high-quality data on children’s education. Because of the global scale of the COVID-19 pandemic and extensive data collection efforts as it unfolded, the COVID-19 pandemic offers a unique opportunity to improve our understanding of the consequences of major health crises for children’s educational development.

The LEARN project will leverage this opportunity to provide a systematic account of how the pandemic has affected the educational development of children in different world regions. To this end, LEARN will generate and apply high-quality, cross-national data and advanced quantitative and meta-analytical techniques. This research programme aims to substantially improve our understanding of how large health crises affect children’s educational development and provide a basis for policy makers to future-proof education systems to meet the growing threats posed by major disruptive events.

ENSEIGNEMENTS - TEACHING

• 2022, Sociology of Education. Course for the Bachelor of Arts at the Sciences Po Undergraduate College.
• 2022, Sociology of Social Inequality. Course for the Bachelor of Arts at the Sciences Po Undergraduate College. 
• 2017-2021, Comparative Education Policy. Course for the M.Sc. in Comparative Social Policy Department of Social Policy and Intervention, University of Oxford (Developed and taught course for three consecutive years).
• 2020, Introduction to Social Policy. Course for the B.A. in Philosophy, Politics and Economics (PPE), B.A. in History and Politics, and the B.A. in Human Sciences, University of Oxford (Designed and delivered lectures).
• 2019, Master Class in Sociology. Workshop for PhD Candidates in Sociology. Interuniversity Center for Social Science Theory and Methodology (ICS) Radboud University Nijmegen (Developed and taught jointly with Prof. Janne Jonsson).
• 2017, Quantitative Research Methods. Course for the M.Sc. in Comparative Social Policy Department of Social Policy and Intervention, University of Oxford (Taught jointly with Prof. Erzsébet Bukodi).
• 2015-2017, Social Policy in the 21st Century. Course for the Master of Public Policy (MPP) Blavatnik School of Government, University of Oxford (Developed and taught for three consecutive years, jointly with Prof. Martin Seeleib-Kaiser).
• 2014, Evidence & Evaluation. Seminar for the Master of Public Policy (MPP)  Blavatnik School of Government, University of Oxford  (Developed and taught seminars).
• 2013, Social Policy and Welfare States in the 21st Century. International Online Course Department for Continuing Education, University of Oxford (Designed online course).