Martin Neugebauer

Martin Neugebauer serves as Assistant Professor for Empirical Educational and Higher Education Research at the Faculty of Education and Psychology, Free University of Berlin, a position he has held since October 2015. His scholarly work centers on systemic inequalities in educational systems, with particular emphasis on social stratification mechanisms and policy impacts across European contexts.

His academic credentials include:

• Doctor of Social Sciences (summa cum laude), University of Mannheim (2013)
• Diploma in Social Sciences (Sociology, Quantitative Research Methods, Social Psychology), University of Mannheim (2008)
• Studies Abroad, Department of Sociology, University of Toronto (2005-2006)
• High School Graduation (Abitur), Gymnasium Herkenrath, Bergisch Gladbach (2001)

Neugebauer's research interrogates educational inequality through multiple lenses: social origin disparities in higher education access, gender dynamics in teacher-student interactions, and migration-related barriers in educational systems. His innovative application of quantitative methodologies to large-scale datasets has revealed how structural reforms like the Bologna Process exacerbate social stratification rather than promote inclusion. Current investigations focus on teacher recruitment patterns and the causal mechanisms linking educator demographics to student outcomes.

His publication trajectory demonstrates consistent engagement with educational policy reform, particularly analyzing how degree restructuring affects disadvantaged student populations. Key thematic clusters include tertiary education stratification, teacher labor market dynamics, and migration-education intersections, all approached through rigorous longitudinal and pseudo-panel methodologies that uncover hidden systemic biases.

His scholarly excellence has been recognized through prestigious awards:

• Bojanovsky-Preis for outstanding dissertation in Empirical Models of Social Processes (2014)
• Centro Stefano Franscini Award for Best Contribution (2010)

At the institutional level, Neugebauer actively shapes educational discourse through advanced seminars on Quantitative Research Methods and Sociology of Education. His teaching directly translates research insights into methodological training, emphasizing empirical approaches to understanding educational inequality. While specific grant details remain undocumented in public sources, his extensive conference participation—including presentations at Oxford, Stanford, and ISA World Congresses—demonstrates significant scholarly engagement across transnational research networks.