In my research I am concerned with both substantive and methodological problems: My substantive interests mainly revolve around questions from Sociology of Education, Discrimination, and Stereotypes and Prejudice. In particular, I am interested in educational inequality between different groups of students and teachers’ stereotypes, prejudices, and discriminatory behavior towards students of different socioeconomic and ethnic background as well as different gender. 

Methodologically, areas I am working on include Causal Inference, Directed Acyclic Graphs (DAGs), Quantile Regression, Experimental Designs, Survey Methodology, and Monte Carlo Simulations. I work on questions of how to conceptualize, identify, and estimate discrimination with different designs using DAGs. In my research on Quantile Regression, I investigate the potentials and limitations of both conditional and unconditional quantile regression estimators for sociological and other social science research.  


Hoenig, K., & Wenz, S. E. (2021). Education, health behavior, and working conditions during the pandemic: Evidence from a German sample. European Societies, 1–14.

Supplementary material including a replication package for Hoenig & Wenz (2020) is available at

Wenz, S. E. (2020). Discrimination in Education: Methodology, Theory, and Empirics of Teachers’ Stereotypes, Prejudice, and Discriminatory Behavior (GESIS Scientific Series, Vol. 26). GESIS.

Wenz, S. E., & Hoenig, K. (2020). Ethnic and Social Class Discrimination in Education: Experimental Evidence from Germany. Research in Social Stratification and Mobility, 65.

An open access preprint and supplementary material including a replication package for Wenz & Hoenig (2020) is available at

Wenz, S. E. (2019). What Quantile Regression Does and Doesn’t Do: A Commentary on Petscher and Logan (2014). Child Development, 90(4), 1442–1452.

An open access preprint and a replication package for Wenz (2019) is available at

Berendes, K., Linberg, T., Müller, D., Wenz, S. E., Roßbach, H.-G., Schneider, T., & Weinert, S. (2019). Kindergarten and Elementary School: Starting Cohort 2 of the National Educational Panel Study. In H.-P. Blossfeld & H.-G. Roßbach (Eds.), Education as a Lifelong Process: The German National Educational Panel Study (NEPS) (pp. 215–230). Springer Fachmedien Wiesbaden.

Linberg, T., & Wenz, S. E. (2017). Ausmaß und Verteilung sozioökonomischer und migrationsspezifischer Ungleichheiten im Sprachstand fünfjähriger Kindergartenkinder. Journal for Educational Research Online, 9(1), 77–98. Open access full text available here.

Wenz, S. E., Olczyk, M., & Lorenz, G. (2016). Measuring Teachers’ Stereotypes in the NEPS. NEPS Survey Papers, 3.

Berendes, K., Fey, D., Linberg, T., Wenz, S. E., Roßbach, H.-G., Schneider, T., & Weinert, S. (2011). 13 Kindergarten and elementary school. Zeitschrift Für Erziehungswissenschaft, 14, 203–216.