Non-native Accents among School Beginners and Teacher Expectations for Future Student Achievements

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Sociology of Education Pub Date : 2023-11-07 DOI:10.1177/00380407231202978
Georg Lorenz, Irena Kogan, Sarah Gentrup, Cornelia Kristen
{"title":"Non-native Accents among School Beginners and Teacher Expectations for Future Student Achievements","authors":"Georg Lorenz, Irena Kogan, Sarah Gentrup, Cornelia Kristen","doi":"10.1177/00380407231202978","DOIUrl":null,"url":null,"abstract":"Based on sociological, economic, and social-psychological theories of discrimination and bias, this study addresses non-native accents among ethnic minority students as they begin school and explores effects of such accents on their teachers’ achievement expectations. Using a unique data set of first graders in Germany, the analysis reveals that a non-native accent is relevant to teachers’ expectations net of student skills, abilities, and other background variables. Associations are stronger in the language domain than in mathematics, indicating that teachers perceive accent-free speech as a language-learning requirement. However, residual influences of non-native accents on teacher expectations also exist in the math domain and persist even after prolonged periods of teacher-student interaction. Mechanisms of statistical discrimination and stereotype-based discrimination can partially explain these effects. However, the overall pattern of results suggests a stigmatization of non-native accents, potentially resulting from the activation of negative associations related to foreignness and disfluency.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Sociology of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00380407231202978","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Based on sociological, economic, and social-psychological theories of discrimination and bias, this study addresses non-native accents among ethnic minority students as they begin school and explores effects of such accents on their teachers’ achievement expectations. Using a unique data set of first graders in Germany, the analysis reveals that a non-native accent is relevant to teachers’ expectations net of student skills, abilities, and other background variables. Associations are stronger in the language domain than in mathematics, indicating that teachers perceive accent-free speech as a language-learning requirement. However, residual influences of non-native accents on teacher expectations also exist in the math domain and persist even after prolonged periods of teacher-student interaction. Mechanisms of statistical discrimination and stereotype-based discrimination can partially explain these effects. However, the overall pattern of results suggests a stigmatization of non-native accents, potentially resulting from the activation of negative associations related to foreignness and disfluency.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
初学学生的非母语口音与教师对学生未来成就的期望
基于社会学、经济学和社会心理学的歧视和偏见理论,本研究探讨了少数民族学生入学时的非母语口音,并探讨了这种口音对教师成就期望的影响。使用一组独特的德国一年级学生数据,分析表明,非母语口音与教师对学生技能、能力和其他背景变量的期望有关。这种关联在语言领域比在数学领域更强,这表明教师将无口音演讲视为一种语言学习要求。然而,非母语口音对教师期望的残余影响也存在于数学领域,即使在长时间的师生互动后仍然存在。统计歧视和基于刻板印象的歧视机制可以部分解释这些影响。然而,结果的总体模式表明了对非母语口音的污名化,这可能是由于与外国和不流利相关的负面联想的激活。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
期刊最新文献
2024 Reviewer Thank You Comparing the Efficacy of Fixed-Effects and MAIHDA Models in Predicting Outcomes for Intersectional Social Strata Intermediate Educational Transitions, Alignment, and Inequality in U.S. Higher Education Capital Flight: Examining Teachers’ Socioeconomic Status and Early Career Retention Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1