Carmen Barth

Publications:

• Barth, C., & Grütter, J. (2025). Pluralistic ignorance in students’ perception of inclusive classroom norms: the role of gender-specific reference groups. Journal of Early Adolescence.https://doi.org/10.1177/02724316251401254

• Barth, C., Killen, M., & Grütter, J. (2025). Children’s reasoning about social exclusion of peers with learning difficulties. International Journal of Behavioral Development, 0(0). https://doi.org/10.1177/01650254251348216

• Grütter, J., Farah, S., Barth, C., & Weber, A. (2025). Fostering cross-ethnic friendship and inclusion in schools: Potential avenues for educational programs. In A. Bergamaschi & C. Pica-Smith (Eds.), Intergroup Friendships and Prejudice Reduction in Multiethnic Schools: Psychological, Sociological, and Pedagogical Research and Theory. Routledge. https://doi.org/10.4324/9781003465317-7

• Grütter, J., Barth, C., Karki, I., Sims, R. N., & Killen, M. (2024). Children’s and adolescents’ reasoning about distributive fairness and educational inequalities. International Journal of Behavioral Development, 0(0). https://doi.org/10.1177/01650254241308503

• Barth, C. & Grütter, J. (2024). Inclusive Classroom Norms and Children’s Expectations of Inclusion of Peers With Learning Difficulties in Their Social World. Journal of School Psychology, 104, 101312. https://doi.org/10.1016/j.jsp.2024.101312

• Tschopp, C., Barth, C., & Grütter, J. (2022). Bewertung eines sozialen Ausschlusses aufgrund eines sonderpädagogischen Förderbedarfs mit Schwerpunkt Lernen oder Verhalten durch Lehrpersonen und Lehramtsstudierende: Befunde auf Lehrpersonenebene aus der Intervention" Freundschaften fördern in heterogenen Lerngruppen". PraxisForschungLehrer* innenBildung. Zeitschrift für Schul-und Professionsentwicklung., 4(5), 170-188. https://doi.org/10.11576/pflb-5735

Conference Proceedings: 

• Barth, C., Paukstat, V., & Grütter, J. (2021, August 25 - 27). The Role of Supportive Teacher Student Relationships for Social Participation in Ethnically Diverse Classrooms. In P. Jugert (Chair), The Role of Student-Teacher Relationships for Students’ Identity, Social and Learning Outcomes in Culturally Diverse Schools [Symposium]. 3rd Cultural Diversity, Migration, and Education Conference (CDME), Online Conference. Retrieved from osf.io/y92n3

• Grütter, J., Barth, C., Tschopp, C., & Buholzer, A. (2021, August 25 - 27). Perceived Intergroup Relations, Inclusion and Friendship in Multicultural Schools: Findings from a Multilevel Intergroup Intervention. In J. Grütter (Chair), Promoting Social Belongingness, Inclusion, and Positive Intergroup Attitudes in Multicultural Schools: Novel findings from Different Intergroup Contexts [Symposium]. 3rd Cultural Diversity, Migration, and Education Conference (CDME), Online Conference. Retrieved from osf.io/r25uq

• Grütter, J., Barth, C., Tschopp, C., & Buholzer, A.  (2021, November 3 - 7). Teachers’ Emotional Reactions and Reasoning about Social Exclusion Based on Learning Difficulties and Hyperactive Behavior. In H. Beissert, J. Grütter, & K.L. Mulvey (Chairs), The Role of Teachers in Social Exclusion in the Classroom [Symposium]. 47th Annual Conference of the Association for Moral Education (AME), Online Conference. 

• Barth, C., Grütter, J. (2022, June 9 - 10). The Role of Inclusive Classroom Norms for Children’s Reasoning About Social Exclusion Based on Learning Difficulties [Paper presentation]. 3rd Conference on the Social Inclusion of Students with Disabilities in General Education, Zurich, Switzerland. 

• Grütter, J., Tschopp, C., Barth, C., & Buholzer, A. (2022, June 9 - 10). The Friendship Project: Promoting Cross-Group Friendships in Heterogenous Classrooms [Paper presentation]. 3rd Conference on the Social Inclusion of Students with Disabilities in General Education, Zurich, Switzerland.

• Grütter, J., Barth, C., Aréchar, A., & Rizzo, M. (2022, June 19 - 23). Children’s evaluations of global, local, and interpersonal inequalities: First insights from Nepal and Switzerland. In B. Gonul & M. Killen (Chairs), Children’s and Adolescents’ Approaches to Social and Economic Inequalities: Insights from Diverse Cultural Contexts [Symposium]. 26th Biennial meeting of the ISSBD, Rhodes, Greece. 

• Barth, C. & Grütter J. (2023, March 23 – 25). Adolescents’ Perceptions of Social Mobility in Relation to Their Career Aspirations: First Insights from Nepal. In A. Burkholder (Chair), Youth’s Conceptions of Prejudice and Inequality Across Contexts: Evidence from Asia, Europe, and North America [Symposium]. SRCD 2023 Biennial meeting, Salt Lake City, USA. 

• Grütter, J. & Barth, C. (2023, March 23 – 25). Children’s Evaluation of Bystander Behavior in Intergroup Situations: The Role of Peer Group Dynamics and First Insights from a School-Based Intervention Program. In J. Peplak & J.Grütter (Chairs), Facilitating Positive Intergroup Relations: Research on Children’s and Adolescents’ Outgroup Prosociality [Symposium]. SRCD 2023 Biennial meeting, Salt Lake City, USA.

• Grütter, J., Barth, C., & Kovacevic, Z. (2023, March 23 – 25). Fostering Cross-Group Friendships and Inclusion in Schools: Recent Findings from the Friendship Project – A Multilevel Intergroup Intervention. In L. Elenbaas (Chair), Facilitators of Gatekeepers: The Roles of Parents and Teachers in Children’s and Adolescents’ Intergroup Interactions [Symposium]. SRCD 2023 Biennial meeting, Salt Lake City, USA.

• Barth, C., Grütter, J. (2023, March 23 – 25). The Role of Inclusive Classroom Norms for Children’s Reasoning About Social Exclusion Based on Learning Difficulties [Poster Presentation]. SRCD 2023 Biennial meeting, Salt Lake City, USA.

• Barth, C., Krukowski, E., & Grütter, J. (2024, June 16 – 20). Promoting Peer Inclusivity in the Classroom: The Role of Teacher-Student Relations and Responsibility for Classroom Social Dynamics. In A. Hitti & L. Elenbaas (Chairs), The role of authority figures in supporting children’s and adolescents’ intergroup interactions [Symposium]. 27th Biennial Meeting of the ISSBD, Lisbon, Portugal. 

• Farah, S., Barth, C., Grütter, J. (2024, July 29 – August 2) Understanding Bystander Responses to Social Exclusion: Prosociality, Extraversion, and Aggression Management [Poster Presentation]. 25th meeting of the ISRA, Munich, Germany. 

• Barth, C., Killen, M., & Grütter, J. (2025, May 29 – 31). What Would Others Do? Children’s Reasoning about Social Exclusion of Peers with Learning Difficulties. In C. Barth (Chair), Challenging Social Exclusion: Empirical and Interventional Perspectives on Children’s Socio-Moral Reasoning about Peer Inequalities in Diverse Contexts [Symposium]. 54th Annual Meeting of the JPS, Belgrade, Serbia.

• Barth, C., Grütter, J., & Arechar, A. (2025, May 29 – 31). Children’s Giving and Taking Behavior in the Dictator Game [Poster Presentation]. 54th Annual Meeting of the JPS, Belgrade, Serbia. 

• Denk, B., Farah, S., Barth, C., Prüssner, J., & Grütter J. (June 18–21, 2025). Heart Rate Synchrony is Associated with Friendship Status in 5th- and 6th-Graders [Poster Presentation]. 50th Annual Conference of Psychology and the Brain (PUG), Würzburg, Germany.

Academic Curriculum Vitae:

October 2025 - present: 

Research Assistant , AG Grütter at the Teacher University Zug, Switzerland

September 2021 - present: 

Research Assistant and Doctoral Candidate, AG Grütter at the University of Konstanz, Germany

Dissertation topic: "What do others think? The role of group norms, peer relations, and social perspective taking in the development of positive intergroup relations and societal fairness".

October 2020 - August 2021:

M.Sc. Psychology, focus on Clinical Psychology at the University of Konstanz, Germany

Thesis: “The role of inclusive classroom norms in promoting positive intergroup attitudes towards children with special educational needs”.

October 2016 - September 2020:

B.Sc. Psychology at the University of Konstanz, Germany

Thesis: “Giving and taking: Developmental influences on children’s resource allocation behavior in the Dictator game”.