初学学生的非母语口音与教师对学生未来成就的期望

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Georg Lorenz, Irena Kogan, Sarah Gentrup, Cornelia Kristen
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引用次数: 0

摘要

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