Maximilian Brinkmann

Main research topics

by appointment

09/2020: Research Master in Behavioral and Social Sciences (Sociology Track), University of Groningen
09/2017: Bachelor of Arts Sociologie, University of Wuppertal
03/2016: Bachelor of Science Economics, University of Düsseldorf

Since 09/25: Research assistant, DFG project ‘The Interplay of Social and Immigrant Background: Effects on Educational Outcomes and Educational Processes’ (545913872) (Prof. Dr. Michael Becker, TU Dortmund University, Prof. Dr. Aileen Edele, Humbold University Berlin and Dr. Kristin Schotte, Humbold University Berlin).
02/24 – 09/25: Research assistant, educational sociology (Prof. Dr. Janna Teltemann), University of Hildesheim.
11/20 – 01/24: Research assistant, DFG project ‘Education Systems and Ethnic Educational Inequality’ (430266278) (Prof. Dr. Janna Teltemann, University of Hildesheim and Prof. Dr. Reinhard Schunck, University of Wuppertal).

Brinkmann, M., Huth-Stöckle, N., Schunck, R., & Teltemann, J. (2024). Tracking and social inequalities in school belonging - A difference-in-differences approach. Social Science Research, 124, 103075. www.sciencedirect.com/science/article/pii/S0049089X24000978
Brinkmann, M., Teltemann, J., Huth-Stöckle, N., & Schunck, R. (2024). Does between-school tracking increase school segregation among migrant students? A difference-in-differences and multiverse analysis of international large-scale assessment data. Compare: A Journal of Comparative and International Education, 1-17. www.tandfonline.com/doi/abs/10.1080/03057925.2024.2370294
Brinkmann, M., Huth-Stöckle, N., Schunck, R., & Teltemann, J. (2024). Achievement or Social Background? The Impact of Tracking on the Composition of Schools in an International Comparison. Zeitschrift für Soziologie, 53(2), 164-185. www.degruyter.com/document/doi/10.1515/zfsoz-2024-2014/html
Teltemann, J., Brinkmann, M., Huth-Stöckle, N., & Schunck, R. (2022). Immigrant achievement and language use across countries: The role of family background and education systems. In Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition (pp. 185-216). Routledge. www.taylorfrancis.com/chapters/edit/10.4324/9781003155683-8/immigrant-achievement-language-use-across-countries-janna-teltemann-maximilian-brinkmann-nora-huth-st%C3%B6ckle-reinhard-schunck

Brinkmann, M., Strasser, L. (26.06.25). An Academic Track for Everyone? Investigating Increasing Track Attendance in Germany. 11th IEA International Research Conference (IRC). Rom.
Brinkmann, M., El-Sayed, N., Teltemann, J.(24.08.2023). "Input Stratification? The Case of Tracking & School Resources". The European Conference on Educational Research (ECER) 2023. Glasgow.
Brinkmann, M., Huth-Stöckle, N., Schunck, R., Teltemann, J. (29.06.2023). Does Tracking Lead to Homogenous Learning Environments? A DiD Approach with Large-Scale-Assessment Data. 10th IEA International Research Conference (IRC). Dublin.
Brinkmann, M., Huth-Stöckle, N., Schunck, R., Teltemann, J. (01.03.2023). "Führt Tracking zur Sozialen Segregation oder zu homogenen Lernumwelten? Eine Diff-in-Diff-Analyse basierend auf den Schulleistungsstudien TIMSS, PIRLS und PISA". Gesellschaft für Empirische Bildungsforschung (GEBF) - 10. GEBF-Tagung: Bildung zwischen Unsicherheit und Evidenz. Essen.
Brinkmann, M., Huth-Stöckle, N., Schunck, R., Teltemann, J. (08.11.2022). "Tracking and Social Inequalities in School Belonging - A Difference-in-Differences Approach". CIDER-LERN Conference 2022. University of Luxembourg.