My research interests include social and educational inequality, parenting, and family processes. I also focus on children’s attitudes towards school and learning, and how these are associated with academic achievement. So far, my work has been concerned with the socio-cultural determinants of educational inequality that are inherent to out-of-school processes during early and middle childhood. Specifically, I investigate how parenting practices and children’s leisure activities differ between and within social classes. I study the impact that educational practices of families have on children’s non-cognitive skills and – ultimately – on their opportunities to succeed in school. After discovering subtle differences in child rearing practices between families from the middle and upper classes, I have also become interested in not only how disadvantages and advantages are reproduced in lower and middle class families respectively, but also how the most privileged members of Western societies set themselves apart and secure their privileges and interests, thereby limiting the opportunities open to the less fortunate.
Please refer to my CV for a complete list of publications and conference presentations.
Over the past year I have transformed my dissertation into a book, which I just published with Beltz Juventa, a major publishing house in the social and educational sciences in Germany. The book is titled “Familiale Bildungspraxis und Schülerhabitus. Außerschulische Reproduktionsmechanismen von Bildungsungleichheit in der Grundschulzeit” [Educational Practices of Families and Elementary School Children’s Academic Habitus]. You can purchase a hard copy at Amazon.
Selected papers and book chapters
de Moll, F. (2017). Soziale Ungleichheit jenseits der Kindertageseinrichtung: Milieuspezifische Bildungs- und Betreuungspraxen von Familien mit 2–6-jährigen Kindern [Social inequality beyond the daycare center: Milieu-specific education and care in families with 2–6-year-olds]. Pädagogische Rundschau, 71(3/4):305–334
de Moll, F. and Betz, T. (2016). Accounting for children’s agency in research on educational inequality: The influence of children’s own practices on their academic habitus in elementary school. In Esser, F., Baader, M., Betz, T., and Hungerland, B., editors, Reconceptualising Agency and Childhood. New Perspectives in Childhood Studies, pages 271–289. Routledge, New York
Betz, T. and de Moll, F. (2015). Sozial situierte Erwartungen von Eltern und pädagogischen Fachkräften an gute Kindertageseinrichtungen. Ein gesellschaftstheoretischer und empirisch-quantitativer Beitrag zur Qualitätsdebatte. [Orientations of parents and kindergarten teachers towards preschool education and care. A critical approach to the structure-process model of quality]. Empirische Pädagogik, 29(3):371–391
Betz, T., de Moll, F., and Kayser, L. (2015). Soziale Determinanten des Lehrerhandelns. Milieuspezifische und berufsbiografische Einflussfaktoren auf die Kooperation und Kommunikation mit Eltern [Social determinants of teachers’ actions: Characteristics of teacher’s social milieu and professional biography and their influence on the cooperation and communication with parents.]. Zeitschrift für Soziologie der Erziehung und Sozialisation, 35(4):377–395
de Moll, F. and Betz, T. (2014). Inequality in pre-school education and care in Germany: an analysis by social class and immigrant status. International Studies in Sociology of Education, 24(3):237–271
Recent conference activity
de Moll, F. (2018). Educational strategies and self-beliefs of lower class parents in Germany in the face of current notions of good parenting. Paper accepted for oral presentation at the XIX ISA World Congress of Sociology, Toronto, Canada
Tuppat, J. and de Moll, F. (2018). Long term effects of children’s non-cognitive dispositions at school entry on academic outcomes. Distributed paper accepted at the XIX ISA World Congress of Sociology, Toronto, Canada
de Moll, F. and Tuppat, J. (2018). The effects of children’s non-cognitive dispositions at school entry on long-term academic outcomes. Paper accepted for roundtable presentation at the annual meeting of the American Educational Research Association, New York City
de Moll, F. (2018). Social inequality in family life and parental beliefs about their child’s home learning opportunities. Paper accepted for oral presentation at the annual meeting of the American Educational Research Association, New York City
de Moll, F. and Betz, T. (2018). Der Beitrag der Alltagsgestaltung und Bildungsorientierungen von Kindern zur sozialen Ungleichheit im Schulerfolg [The contribution of children’s daily lives and educational orientations to social inequality in school success]. Paper accepted for oral presentation at the 26th biennial conference of the German Educational Research Association, University of Duisburg-Essen
de Moll, F. and Kayser, L. (2018). Kinder (re-)produzieren Bildungsungleichheit? Annäherungen an eine vernachlässigte Akteursgruppe aus transdisziplinärer und multimethodischer Perspektive [Children (re-)produce educational inequality? Transdisciplinary and multiple methodological perspectives on an often neglected group of actors]. Panel organized at the 26th biennial conference of the German Educational Research Association, University of Duisburg-Essen
de Moll, F. (2017). Social Inequality In Elementary School Children’s Out-Of-School Educational Experiences. A Typology Of Family Life. Paper presented at the annual European Conference on Educational Research, University College UCC, Copenhagen
de Moll, F. (2017). How do the educational values of children influence the relationship between their social background and children’s commitment to learning and scholastic activities in the after-school hours? Paper presented at the 6th conference of the International Society for Child Indicators, McGill University in Montréal, Canada
de Moll, F. (2017). Wie unterscheiden sich die Bildungspraxen von Familien mit Kindern im Grundschalter in Abhängigkeit vom sozioökonomischen Hintergrund? [How do the educational practices of families with primary school children differ by social class?]. Paper presented at the 5th annual meeting of the Society for Empirical Educational Research, Heidelberg University
de Moll, F. (2017). Elterliches Selbstverständnis und Bildungs- und Betreuungsarrangements von 3- bis 5-Jährigen vor dem Hintergrund aktueller Leitbilder ‚guter‘ Kindheit [Parental self-views and education and care arrangements of 3 to 5-year-olds with regard to current models of a ‘good’ childhood]. Paper presented at the annual meeting of the Early Childhood Education subdivision of the German Educational Research Association, University of Hildesheim