Dr. Cornelia Kristen is Professor of Sociology. She is also in charge of the migration pillar of the National Education Panel Study (NEPS). Her major research interests lie in the fields of migration and integration, social inequality, and sociology of education. She is currently directing several national and international projects on the processes of immigrants' and their children’s integration which involve primary data collections as well as the use of secondary data. Her research addresses the conditions which promote language acquisition. She also studies how language competencies, both in the language of the country of origin and in the language spoken in the destination country, affect immigrants’ integration in other domains such as education, labour market success or well-being. Another language related question concerns the labour market returns for accent speakers. Further topics include the establishment of interethnic contacts, the role of ethnic networks for structural success as well as discrimination. In addition to the research carried out in the fields of migration and integration another major area of her work addresses social and ethnic inequalities in education. She is interested in the conditions which promote educational success focussing on the intergenerational transmission of advantages and disadvantages.

Books

Kristen, C. (2005). School choice and ethnic school segregation: primary school selection in Germany. Münster: Waxmann.

Kristen, C., Römmer, A., Müller, W. and Kalter, F. (2005). Longitudinal studies for education reports – European and North American examples, Report commissioned by the Federal Ministry of Education and Research, Education Reform, Vol. 10. (German version: Kristen, C., Römmer, A., Müller, W. and Kalter, F. (2005). Längsschnittstudien für die Bildungsberichterstattung – Beispiele aus Europa und Nordamerika, Gutachten im Auftrag des Bundesministeriums für Bildung und Forschung, Reihe Bildungsreform, Band 10).

Articles and Book Chapters

Dollmann, J. and Kristen, C. (2010). ‘Herkunftssprache als Ressource für den Schulerfolg? Das Beispiel türkischer Grundschulkinder,’ Zeitschrift für Pädagogik, Supplement 55, pp. 123-146.

Kristen, C. and Dollmann, J. (2009). ‘Sekundäre Effekte der ethnischen Herkunft? Kinder aus türkischen Familien am ersten Bildungsübergang,’ Zeitschrift für Erziehungswissenschaft, Special Issue 12, pp. 205-229.

Kristen, C. (2008). ‘Primary school choice and ethnic school segregation in German elementary schools,’ European Sociological Review 24(4), pp. 495-510.

Kristen, C. (2008). ‘Schulische Leistungen von Kindern aus türkischen Familien am Ende der Grundschulzeit: Befunde aus der IGLU-Studie,’ Kölner Zeitschrift für Soziologie und Sozialpsychologie, Special Issue 48, pp. 230-251.

Kristen, C., Reimer, D. and Kogan, I. (2008). ‘Higher education entry of Turkish immigrant youth in Germany,’ International Journal of Comparative Sociology 49(2-3), pp. 127-151.

Kristen, C. and Granato, N. (2007). ‘The educational attainment of the second generation in Germany: social origins and ethnic inequality,’ Ethnicities 7(3), pp. 343-366.

Kristen, C. (2007). ‘Schulwahlentscheidungen und ethnische Schulsegregation: Grundschulwahl in türkischen Familien,’ Soziale Welt, Special Issue 17, pp. 419-445.

Kristen, C. (2006). ‘Ethnische Diskriminierung in der Grundschule? Die Vergabe von Noten und Bildungsempfehlungen,’ Kölner Zeitschrift für Soziologie und Sozialpsychologie 58(1), pp. 79-97.