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{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,1,22]],"date-time":"2024-01-22T15:58:04Z","timestamp":1705939084333},"reference-count":83,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2023,11,7]],"date-time":"2023-11-07T00:00:00Z","timestamp":1699315200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Sociol Educ"],"published-print":{"date-parts":[[2024,1]]},"abstract":"<jats:p> 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\u2019 achievement expectations. Using a unique data set of first graders in Germany, the analysis reveals that a non-native accent is relevant to teachers\u2019 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. <\/jats:p>","DOI":"10.1177\/00380407231202978","type":"journal-article","created":{"date-parts":[[2023,11,8]],"date-time":"2023-11-08T06:41:48Z","timestamp":1699425708000},"page":"76-96","update-policy":"http:\/\/dx.doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":1,"title":["Non-native Accents among School Beginners and Teacher Expectations for Future Student Achievements"],"prefix":"10.1177","volume":"97","author":[{"ORCID":"http:\/\/orcid.org\/0000-0001-6814-6901","authenticated-orcid":false,"given":"Georg","family":"Lorenz","sequence":"first","affiliation":[{"name":"Institute for Educational Quality Improvement (IQB) at Humboldt-Universit\u00e4t zu Berlin, Berlin, Germany"},{"name":"Leipzig University, Leipzig, Germany"}]},{"given":"Irena","family":"Kogan","sequence":"additional","affiliation":[{"name":"University of Mannheim, Mannheim, Germany"}]},{"given":"Sarah","family":"Gentrup","sequence":"additional","affiliation":[{"name":"Humboldt-Universit\u00e4t zu Berlin, Berlin, Germany"}]},{"given":"Cornelia","family":"Kristen","sequence":"additional","affiliation":[{"name":"Otto-Friedrich-Universit\u00e4t Bamberg, Bamberg, Germany"}]}],"member":"179","published-online":{"date-parts":[[2023,11,7]]},"reference":[{"key":"bibr1-00380407231202978","doi-asserted-by":"publisher","DOI":"10.1037\/a0013552."},{"key":"bibr2-00380407231202978","doi-asserted-by":"publisher","DOI":"10.2307\/2095602."},{"key":"bibr3-00380407231202978","doi-asserted-by":"publisher","DOI":"10.4135\/9781412993869"},{"key":"bibr4-00380407231202978","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9280.2009.02461.x."},{"key":"bibr5-00380407231202978","doi-asserted-by":"publisher","DOI":"10.1159\/000452956."},{"key":"bibr6-00380407231202978","volume-title":"FIPS F\u00e4higkeitsindikatoren Primarschule: Ein computerbasiertes Diagnoseinstrument zur Erfassung der Lernausgangslage und der Lernentwicklung von Schulanf\u00e4ngern","author":"B\u00e4uerlein Kerstin","year":"2012"},{"key":"bibr7-00380407231202978","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2018.00481."},{"key":"bibr8-00380407231202978","doi-asserted-by":"publisher","DOI":"10.1086\/230638."},{"key":"bibr9-00380407231202978","volume-title":"To Be an Immigrant","author":"Deaux Kay","year":"2006"},{"key":"
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