% This file was created with Citavi 7.0.6.1

@article{Gentrup.2024,
 author = {Gentrup, Sarah and Olczyk, Melanie and Lorenz, Georg},
 year = {2024},
 title = {{Teacher Stereotypes and Teacher Expectations at the Intersection of Student Gender and Socioeconomic Status}},
 pages = {87--102},
 volume = {56},
 number = {1-2},
 issn = {0049-8637 2190-6262},
 journal = {{Zeitschrift f{\"u}r Entwicklungspsychologie und P{\"a}dagogische Psychologie}},
 doi = {\url{10.1026/0049-8637/a000291}}
}


@article{Lorenz.2023,
 author = {Lorenz, Georg and Kogan, Irena and Gentrup, Sarah and Kristen, Cornelia},
 year = {2023},
 title = {{Non-native Accents among School Beginners and Teacher Expectations for Future Achievments}},
 volume = {0},
 number = {0},
 journal = {{Sociology of Education}},
 doi = {\url{10.1177/00380407231202978}}
}


@article{Lorenz.2021,
 abstract = {Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In contrast to previous studies, which focussed on the consequences of rather blatant forms of discrimination, such as in teachers' grading practices, this study investigates rather subtle processes that might result in discrimination of ethnic and racial minority students. In particular, I address stereotypes among teachers and analyse if they induce bias in their achievement expectations for ethnic minority school beginners. Additionally, I analyse if such bias results in a self-fulfilling prophecy and contributes to ethnic achievement gaps at the end of first grade. Multilevel regressions applied to a sample of 1007 children and 64 teachers in German primary schools reveal that different teachers internalize distinct stereotypes regarding ethnic achievement gaps and the achievement-related attributes of ethnic minority students. I also find that teachers with more negative stereotypes expect lower mathematics and reading achievements for ethnic minority students at the beginning of first grade. However, although I replicate the finding that inaccurate teacher expectations result in a self-fulfilling prophecy, I find no statistically significant effects of teacher stereotypes on ethnic differences in the development of students' reading and mathematical skills throughout first grade.},
 author = {Lorenz, Georg},
 year = {2021},
 title = {{Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?}},
 url = {\url{https://link.springer.com/article/10.1007/s11218-021-09615-0}},
 keywords = {Education;general;Personality and Social Psychology;Sociology of Education},
 pages = {537--571},
 number = {24},
 issn = {1573-1928},
 journal = {{Social Psychology of Education}},
 doi = {\url{10.1007/s11218-021-09615-0}},
 file = {Georg Lorenz - Subtle discrimination:Attachments/Georg Lorenz - Subtle discrimination.pdf:application/pdf}
}


@article{Gentrup.2020,
 author = {Gentrup, Sarah and Lorenz, Georg and Kristen, Cornelia and Kogan, Irena},
 year = {2020},
 title = {{Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement}},
 pages = {101296},
 volume = {66},
 issn = {09594752},
 journal = {{Learning and Instruction}},
 doi = {\url{10.1016/j.learninstruc.2019.101296}},
 file = {Gentrup, Lorenz et al. 2020 - Self-fulfilling prophecies in the classroom:Attachments/Gentrup, Lorenz et al. 2020 - Self-fulfilling prophecies in the classroom.pdf:application/pdf}
}


@article{Gentrup.2018,
 author = {Gentrup, Sarah and Rjosk, Camilla},
 year = {2018},
 title = {{Pygmalion and the gender gap: do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling?}},
 pages = {295--323},
 volume = {24},
 number = {3-5},
 issn = {1380-3611 1744-4187},
 journal = {{Educational Research and Evaluation}},
 doi = {\url{10.1080/13803611.2018.1550840}}
}


@article{Gentrup.2018b,
 author = {Gentrup, Sarah and Rjosk, Camilla and Stanat, Petra and Lorenz, Georg},
 year = {2018},
 title = {{Einsch{\"a}tzungen der schulischen Motivation und des Arbeitsverhaltens durch Grundschullehrkr{\"a}fte und deren Bedeutung f{\"u}r Verzerrungen in Leistungserwartungen}},
 pages = {867--891},
 volume = {21},
 number = {4},
 issn = {1434-663X},
 journal = {{Zeitschrift f{\"u}r Erziehungswissenschaft}},
 doi = {\url{10.1007/s11618-018-0806-2}}
}


@misc{Kristen.2018,
 abstract = {Das Projekt {\textquotedbl}Kompetenzerwerb und Lernvoraussetzungen{\textquotedbl} (KuL) setzt sich (...) mit der Interaktion zwischen Klassenlehrkr{\"a}ften und frisch eingeschulten Kindern im Grundschulkontext auseinander. ($\ldots$) Dazu sollen schulische wie au{\ss}erschulische Bedingungen ber{\"u}cksichtigt werden. Zu den au{\ss}erschulischen Bedingungen z{\"a}hlen vielf{\"a}ltige individuelle Voraussetzungen, etwa die mit der sozialen Herkunft oder einem Zuwanderungshintergrund verbundene typische Ressourcenausstattung der Familien. Im schulischen Bereich richtet sich das Interesse auf die Interaktionen zwischen Kindern und Lehrkr{\"a}ften. Hier sind Aspekte wie Unterrichtsgestaltung, Aufgabenanleitung, Feedback, Beziehungsgestaltung zwischen Kind und Lehrkraft sowie Einsch{\"a}tzungen und Erwartungen der Lehrerschaft bedeutsam.  Zur Untersuchung der ablaufenden Prozesse wurde das Unterrichtsgeschehen {\"u}ber eine Abfolge von verschiedenen Erhebungen an 39 Grundschulen in Nordrhein-Westfalen nachgezeichnet. In Bezug auf die Erhebungen lassen sich drei Phasen unterscheiden. In der ersten Phase wurden mit Beginn des ersten Schuljahres telefonische Interviews mit den Eltern durchgef{\"u}hrt. Hier{\"u}ber lie{\ss}en sich die famili{\"a}ren Lernvoraussetzungen erfassen. Au{\ss}erdem wurden fachspezifische Kompetenzen, motivationale Merkmale sowie kognitive F{\"a}higkeiten der Kinder erhoben. Im Zuge dessen wurden auch die Lehrkr{\"a}fte schriftlich befragt. Sie konnten an dieser Stelle ihre Erwartungen und Einsch{\"a}tzungen {\"a}u{\ss}ern. Im Rahmen der zweiten Phase (Mitte des Schuljahres) wurden ausgew{\"a}hlte Unterrichtsstunden gefilmt. In diesen konnte das Verhalten der Schulkinder und ihre Interaktion mit der Lehrkraft festgehalten werden. Erg{\"a}nzend kamen in pers{\"o}nlichen Befragungen auch die Kinder zu Wort. Erhoben wurden die Motivation zum schulischen Lernen, das F{\"a}higkeitsselbstkonzept und Wahrnehmungen der Interaktion mit der Lehrkraft. Schlie{\ss}lich wurden in der dritten Phase zum Ende des ersten Schuljahres die F{\"a}higkeiten der Kinder sowie die Einsch{\"a}tzungen und Erwartungen der Lehrkr{\"a}fte erneut erfasst. Auf diese Weise lassen sich Ver{\"a}nderungen im Zeitverlauf abbilden.

The project {\glqq}Competence Acquisition and Learning Preconditions'' deals with the interaction of classroom teachers and students curtly enrolled in primary school.

For this purpose, we considered school-related as well as non-school-related factors influencing learning processes at the primary level. With regard to non-school-related factors, we took into account various individual preconditions, for example resources of the families associated with different social or ethnic backgrounds. The school-related factors we were interested in include characteristics of the interaction between children and teachers, such as the classroom management, the teaching structure, the classroom climate, and the teachers' expectations and evaluations.

In order to examine the interaction processes, we conducted a longitudinal survey in 39 primary schools in North Rhine-Westphalia. Seven steps of data collection, which can be classified into three phases, have been carried out in the course of the first school year:

In the first phase, at the beginning of the first school year, the parents have been interviewed by telephone in order to determine the learning preconditions at home. In addition, linguistic and mathematic competences as well as the cognitive abilities of the children have been tested. Furthermore, the teachers have been interviewed in written form about their expectations and evaluations regarding their classes.

In the second phase, which took place in the middle of the school year, selected lessons have been filmed to gather information on the pupils' behavior and their interaction with the teachers within the everyday school setting. In addition to the videography, the children have been interviewed personally about their educational motivation, academic self-concept, and their perception of the interaction with their teachers.

Finally, at the end of the first school year, we have again tested the pupils' subject-specific competences and inquired the teachers' evaluations and expectations. In this way, we were enabled to gain information about changes over time.

Face-to-face interview: PAPI

Telephone interview: CATI

Self-administered questionnaire: Paper

Self-administered questionnaire: Web-based

Educational measurements and tests

Messungen und Tests: Computerbasierter Test

Measurements and Tests: Computer Assisted Test

Schulen (N=39), Lehrkr{\"a}fte (N=69), Sch{\"u}ler (N=1.065)

Die Stichprobe umfasst ausschlie{\ss}lich Grundschulen im Ruhrgebiet.

Schools (N=39), Teachers (N=69), Students (N=1.065)

Nicht-Wahrscheinlichkeitsauswahl: Respondenten-gesteuerte Auswahl},
 author = {Kristen, Cornelia and Stanat, Petra and Kogan, Irena and Lorenz, Georg and Gentrup, Sarah and Rahmann, Susanne},
 year = {2018},
 title = {{Kompetenzerwerb und Lernvoraussetzungen (KuL)}},
 address = {Berlin},
 publisher = {{IQB - Institut zur Qualit{\"a}tsentwicklung im Bildungswesen}},
 doi = {\url{10.5159/IQB{\textunderscore }KuL{\textunderscore }v1}}
}


@incollection{Lorenz.2017,
 author = {Lorenz, Georg and Gentrup, Sarah},
 title = {{Lehrererwartungen und der Bildungserfolg von Sch{\"u}lerinnen und Sch{\"u}lern mit Migrationshintergrund}},
 publisher = {{Sachverst{\"a}ndigenrat deutscher Stiftungen f{\"u}r Integration und Migration}},
 series = {{Studie des SVR-Forschungsbereichs}},
 editor = {Foroutan, Naika and Schneider, Jan and Stanat, Petra},
 booktitle = {{Vielfalt im Klassenzimmer}},
 year = {2017},
 address = {Berlin}
}


@article{Lorenz.2016,
 author = {Lorenz, Georg and Gentrup, Sarah and Kristen, Cornelia and Stanat, Petra and Kogan, Irena},
 year = {2016},
 title = {{Stereotype bei Lehrkr{\"a}ften? Eine Untersuchung systematisch verzerrter Lehrererwartungen}},
 pages = {89--111},
 volume = {68},
 number = {1},
 issn = {0023-2653},
 journal = {{K{\"o}lner Zeitschrift f{\"u}r Soziologie und Sozialpsychologie}},
 doi = {\url{10.1007/s11577-015-0352-3}}
}


@misc{Lorenz.2015,
 author = {Lorenz, Georg and Gentrup, Sarah and Kristen, Cornelia and Stanat, Petra and Kogan, Irena and Rahmann, Susanne},
 date = {2015},
 title = {{Schlussbericht des vom Bundesministerium f{\"u}r Bildung und Forschung gef{\"o}rderten Forschungsprojektes {\textquotedbl}Kompetenzerwerb und Lernvoraussetzungen (KuL){\textquotedbl}}},
 publisher = {{Otto-Friedrich-Universit{\"a}t Bamberg}},
 doi = {\url{10.2314/GBV:866991506}}
}