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Psychology

D-Index
71
Citations
20110
World Ranking
2159
National Ranking
1259

Research.com Recognitions

  • 2009 - Fellow of the American Educational Research Association

Overview

George Farkas is affiliated with the University of California, Irvine in the United States. Their research primarily spans the fields of Social Sciences and Psychology, with a focus on subfields including Education, Developmental and Educational Psychology, Clinical Psychology, Safety Research, and Experimental and Cognitive Psychology.

The main topics of their work include:

  • Early Childhood Education and Development
  • Parental Involvement in Education
  • Child Development and Digital Technology
  • School Choice and Performance
  • Reading and Literacy Development
  • Education Discipline and Inequality
  • Family and Disability Support Research

Frequent publication venues where George Farkas has contributed include:

  • Journal of Learning Disabilities
  • School Mental Health
  • UNC Libraries
  • Developmental Psychology
  • American Economic Review

Recent papers authored or co-authored by George Farkas comprise the following:

  • "District-Level Achievement Gaps Explain Black and Hispanic Overrepresentation in Special Education," 2020, Exceptional Children
  • "Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities," 2022, Journal of Learning Disabilities
  • "Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model," 2020, Developmental Psychology
  • "Not Too Late: Improving Academic Outcomes among Adolescents," 2023, American Economic Review
  • "The Observed Quality of Caregiver-Child Interactions With and Without a Mobile Screen Device," 2020, Academic Pediatrics

Key frequent co-authors collaborating with George Farkas include:

  • Paul L. Morgan
  • Marianne M. Hillemeier
  • Adrienne D. Woods
  • Yoonkyung Oh
  • Cynthia Mitchell

George Farkas received recognition in the form of the Fellow of the American Educational Research Association award in 2009.

Best Publications

  • Households, Employment, and Gender: A Social, Economic, and Demographic View

    Paula England;George Farkas

  • Cognitive Skills and Noncognitive Traits and Behaviors in Stratification Processes

    George Farkas

  • CULTURAL RESOURCES AND SCHOOL SUCCESS: GENDER, ETHNICITY, AND POVERTY GROUPS WITHIN AN URBAN SCHOOL DISTRICT*

    George Farkas;Robert P. Grobe;Daniel Sheehan;Yuan Shuan

  • Explaining Occupational Sex Segregation and Wages: Findings from a Model with Fixed Effects

    Paula England;George Farkas;Barbara Stanek Kilbourne;Thomas Dou

  • The detailed age trajectory of oral vocabulary knowledge: differences by class and race

    George Farkas;Kurt Beron

  • Racial Disparities and Discrimination in Education: What Do We Know, How Do We Know It, and What Do We Need to Know?

    George Farkas

  • Returns to skill, compensating differentials, and gender bias: effects of occupational characteristics on the wages of white women and men

    Barbara Stanek Kilbourne;Paula England;George Farkas;Kurt Beron

  • Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Richard Mattison

  • Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Steve Maczuga

  • Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction

    Katerina Bodovski;George Farkas

  • Five-Year Growth Trajectories of Kindergarten Children With Learning Difficulties in Mathematics:

    Paul L. Morgan;George Farkas;Qiong Wu

  • Risk Factors for Learning-Related Behavior Problems at 24 Months of Age: Population-Based Estimates.

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Steven Maczuga

  • Racial and Ethnic Disparities in ADHD Diagnosis From Kindergarten to Eighth Grade

    Paul L. Morgan;Jeremy Staff;Marianne M. Hillemeier;George Farkas

  • “Concerted cultivation” and unequal achievement in elementary school

    Katerina Bodovski;George Farkas

  • Preschool center quality and school readiness: quality effects and variation by demographic and child characteristics.

    Tran D. Keys;George Farkas;Margaret R. Burchinal;Greg J. Duncan

  • Human Capital or Cultural Capital? : Ethnicity and Poverty Groups in an Urban School District

    George Farkas

  • 24‐Month‐Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Carol Scheffner Hammer

  • The Role of Gender and Friendship in Advanced Course Taking.

    Catherine Riegle-Crumb;George Farkas;Chandra L Muller

  • Who is Placed into Special Education

    Jacob Hibel;George Farkas;Paul L. Morgan

  • Are Reading and Behavior Problems Risk Factors for Each Other

    Paul L. Morgan;George Farkas;Paula A. Tufis;Rayne A. Sperling

  • The Black-White Test Score Gap:

    George Farkas

Frequent Co-Authors

Paul L. Morgan
Paul L. Morgan University at Albany, State University of New York
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Deborah Lowe Vandell
Deborah Lowe Vandell University of California, Irvine
Laurence Steinberg
Laurence Steinberg Temple University
Kenneth A. Dodge
Kenneth A. Dodge Duke University
Carol Scheffner Hammer
Carol Scheffner Hammer Columbia University
George J. DuPaul
George J. DuPaul Lehigh University
Eric Silver
Eric Silver Pennsylvania State University
Carollee Howes
Carollee Howes University of California, Los Angeles
Gary L. Bowen
Gary L. Bowen University of North Carolina at Chapel Hill

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