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This is what I study:
This is what I study:
How can we achieve that children can grow up without discrimination and disadvantage and make use of their potential?
How can we promote social, emotional and moral competencies among children and adolescents?
How can we prevent prejudice and bias among students?
How can children become aware of social inequalities and be motivated to be civically engaged?
How can schools best be supported to deal with diversity?
Areas of interest:
Areas of interest:
Social, Moral and Emotional Development from Childhood to Early Adulthood
Development of Prejudice and Intergroup Relations from Childhood to Early Adulthood
Civic Engagement and Reasoning about Social Inequalities
Peer Networks: Friendship Development and Peer Processes, Social Participation of Minority Group Students
Interventions for Schools to Foster Inclusion and Reduce Prejudice
Intercultural / Comparative Studies including Argentina, Chile, Mexico, Nepal, Gambia, Germany, Serbia, Switzerland, USA
Exciting news:
Exciting news:
I'm thrilled to be part of the LEAP challenge as a Research Fellow!
It is my great pleasure to join the Jacobs' Foundation as one of their Fellows.
Thank you SRA for selecting me as Emerging Scholar Spotlight; it is a great honour!
These are my latest publications (selected publications):
These are my latest publications (selected publications):
Grütter, J., Barth, C., Sims, R., & Killen, M. (2024). Children’s and adolescents’ reasoning about distributive fairness and educational inequalities. International Journal of Behavioral Development. 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
Buchmann, M. & Grütter, J. (2024). CoCon –a multi-cohort, multi-informant panel study for development and mastery of life-course transitions of children, adolescents, and young adults in Switzerland. European Psychologist. 1016-9040/a000508. https://doi.org/10.1027/1016-9040/a000508
Tschopp, C., Buholzer, A., & Grütter, J. (2023). Wie nehmen Eltern die Lernunterstützung ihres Kindes in inklusiven Schulen wahr? Eine Untersuchung bei Kindern mit sonderpädagogischem Förderbedarf [How do Parents Perceive their Child’s Learning Support in Inclusive Schools? An investigation of children with special educational needs], Psychologie in Erziehung und Unterricht, 70, 242-256. https://doi.org/10.2378/peu2023.art12d
Grütter, J., Dhakal, S., & Killen, M. (2022). Socioeconomic biases regarding peer relationships in academic contexts: The role of school diversity and teacher beliefs. Child Development. https://doi.org/10.1111/cdev.13796
Grütter, J., & Buchmann, M. (2022). Cohort differences in the development of civic engagement during adolescence. Child Development. https://doi.org/10.1111/cdev.13743
Grütter, J. & Buchmann, M. (2021). Developmental antecedents of young adult’s solidarity during the COVID-19 pandemic: The role of childhood social competencies, social trust, and social responsibility values. Child Development, 93, p.e832-e850. https://doi.org/10.1111/cdev.13660
Buchmann, M., Grütter, J., Zuffiano, A. (2022). Are parental aspirations good for children’s academic self-concept? Disentangling state and trait components in their co-regulation. Child Development, 93, 7-24. https://doi.org/10.1111/cdev.13645
Grütter, J., & Buchmann, M. (2021). Development of civic competencies during adolescence: Longitudinal associations with sympathy. Journal of Youth and Adolescence, 50, 674-692. https://doi.org/10.1007/s10964-020-01240-y
Grütter, J., Dhakal, S., Killen, M. (2021). Adolescents’ own and parental expectations for cross-group friendships in the context of societal inequalities. Journal of Social Issues, 77, 1188-1212. https://doi.org/ 10.1111/josi.12484
Grütter, J., Meyer, B., Stegmann, S., Philipp, M., & van Dick, R. (2021). Interethnic relations in diverse classrooms: The role of faultlines and teacher care. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.586709
Grütter, J., Gasser, L., Zuffiano, A., & Meyer, B. (2018). Promoting inclusion via cross-group friendship: The role of individual change in trust and sympathy. Child Development, 89, e414-e430. https://doi.org/10.1111/cdev.12883
Gasser, L., Grütter, J., Buholzer, A., & Wettstein, A. (2018). Emotionally supportive classroom interactions and students’ perception of their teachers as just and caring. Journal of Learning and Instruction, 54, 82-92. https://doi.org/10.1016/j.learninstruc.2017.08.003
Grütter, J. & Tropp, L. (2018). How friendship is defined matters for predicting intergroup attitudes: Shared activities and mutual trust with cross-ethnic peers during late childhood and early adolescence. International Journal of Behavioral Development, 27, 1-8. https://doi.org/10.11777/0165025418802471
Get the complete list of my publications here or on my website under the heading Publications.
Scientific employment:
Scientific employment:
April 2024 - present:
Professor for Developmental Psychology, Department of Psychology, LMU Munich
https://www.psy.lmu.de/epp/personen/professoren/jeanine_gruetter/index.html
April 2021 - March 2024:
Professor for Education, Department of Empirical Education Research, University of Konstanz
August 2018 - March 2021:
Postdoctoral Research Associate, Jacobs Center for Productive Youth Development, University of Zurich
January 2019 - June 2021:
Principal Investigator / Project Manager, Teacher University of Education Lucerne
October 2019 - April 2020:
Ad interim Professor of Developmental Psychology, Department of Psychology, University of Konstanz
February 2017 - July 2018:
Postdoctoral Researcher at the Lab for Social and Moral Development, University of Maryland
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Other profiles:
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