Gerda Lorenz
Biographic Data
| ID | 297784 |
|---|---|
| NAME | Gerda Lorenz |
| GIVEN NAMES | Gerda |
| FAMILY NAME | Lorenz |
| SIGNATURE | LORENZ G |
| AFFILIATIONS | Humboldt-Universität zu Berlin |
| ORCID | 0000-0001-6814-6901 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 105 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Is social heterogeneity in classrooms associated with reduced achievement inequality? The role of help-seeking in peer networks
The inclusion of students from diverse social origins in classrooms might be a strategy to reduce unequal access to social capital along with social origin. This study investigates the relationship between social heterogeneity in classrooms and inequality in student achievement. Additionally, a social network perspective is taken to investigate help-seeking among peers with a different social origin as a possible underlying mechanism. By analyzin…
The Role of All-Day Schooling in Friendship Segregation Between Students with Different Language Backgrounds
All-day schools in Germany aim to provide increased opportunities for friendships between students with different language backgrounds as compared to half-day schools. Moreover, the extended shared time spent during extracurricular activities might foster friendships between students with different native languages and reduce language-based segregation in students’ friendship networks. This study investigated friendships between students with the…
Fragmentation or integration? Ethnic diversity and the structural cohesion of adolescent social networks
This paper addresses a key yet untested proposition in social cohesion research: ethnic diversity fragments social networks and leads to an overall reduction in network connectivity—that is, a decline in structural cohesion. Homophily might lower structural cohesion especially in contexts where just a few ethnic groups of similar size are present (i.e., at medium diversity levels) and where ethnic boundaries coincide with other demographic differ…
Social network effects on educational inequality: The role of similarity bias in social influence
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 …
Teacher judgements, student social background, and student progress in primary school: A cross-country perspective
This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three lar…
Effizienz und soziale Ungleichheit in strikt leistungsdifferenzierenden Bildungssystemen. Eine kritische Betrachtung des Mo del of Ability Tracking (MoAbiT)
Inwieweit Leistungsdifferenzierung (bzw. ability tracking ) Bildungsungleichheit beeinflusst, wird kontrovers diskutiert. Die vorliegende Studie untersucht, wie die Stringenz von Leistungsdifferenzierung (z. B. erzeugt durch verbindliche Übergangsempfehlungen) mit der Effizienz von Lernprozessen und sozialer Ungleichheit in der Sekundarstufe zusammenhängt. Den theoretischen Ausgangspunkt bildet eine kritische Betrachtung des „Model of Ability Tra…
Zusammenhänge zwischen nachbarschaftlicher Wohnumgebung und schulischem Bildungserfolg
Ob Merkmale der nachbarschaftlichen Wohnumgebung den schulischen Bildungserfolg beeinflussen, wurde in Deutschland bislang kaum untersucht. Epidemische Theorieansätze lassen erwarten, dass Effekte der Wohnumgebung nicht linear sind, sondern erst ab bestimmten Schwellenwerten auftreten. Der Artikel untersucht den Beitrag der Sozialstruktur der Wohnumgebung zur statistischen Erklärung schulischer Kompetenzen. Dabei wird im Gegensatz zu bereits vorl…
Ethnic diversity fosters the social integration of refugee students
Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refuge…
Social comparison effects on academic self-concepts—Which peers matter most
Social comparisons with peers are important sources of self-development during adolescence. Many previous studies showed that students' academic self-concepts (ASC) form by contrasting one's own achievement with the average of one's class or school (the Big-Fish-Little-Pond Effect [BFLPE]). Based on social comparison theory, however, we would expect some peers to be more likely social comparison targets than other peers, for example, because they…
The Link between Social and Structural Integration: Co- and Interethnic Friendship Selection and Social Influence within Adolescent Social Networks
Assimilation theories argue that social ties with majority-group members enhance the structural integration of ethnic minority members, whereas under certain conditions, coethnic social ties can also benefit minority members' socioeconomic outcomes. We examine these propositions through a social network perspective, focusing on friendship networks and educational expectations in adolescence, during which peer socialization is crucial. Longitudina…
Subtle discrimination: Do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps
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 discriminati…
Ethnische Segregation zwischen Schularten in mehrgliedrigen Schulsystemen und im „Zwei-Wege-Modell“: Analysen im Kontext von schulstrukturellen Reformmaßnahmen in Berlin, Bremen und Hamburg
Oppositional culture revisited. Friendship dynamics and the creation of social capital among Turkish minority adolescents in Germany
Ethnic differences in the endowment with social capital can exacerbate intergroup inequalities. Pursuing this argument, we first compare the educational compositions of friendship networks between Turkish minority and native majority adolescents in Germany. Second, we pick up notions from Oppositional Culture Theory (OCT) to examine how ethnic differences in the composition of friendship networks come about. In a sample of 2,419 students in 74 se…
Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement
This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms and 1026 first-grade students in Germany. Further, based on a subsample of 19 classrooms with 354 students, we explored the mediating role of three characteristics of teacher feedback rated in video-recorded school lessons. The results showed that teacher expectations were inaccurate to some extent; that is, they did…
Social influence or selection? Peer effects on the development of adolescents’ educational expectations in Germany
Educational expectations are a key predictor of educational attainment. Throughout adolescence, friends increasingly function as ‘significant others’ and, thus, can affect the development of these expectations. Although scholars often interpret the clustering of students with similar expectations within friendship networks as the outcome of peer influence, a similarity of friends can also be a result of friendship selection processes and preselec…
Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter Lehrererwartungen
Gender Inequalities in the Education of the Second Generation in Western Countries
Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion…
Sexual risk behavior, sexual functioning, and HIV‐disease progression in gay men
In a sample of 121 HIV‐positive (HIV+) and 84 HIV‐negative (HIV‐) gay and bisexual men in the New York City area, sexual behavior and functioning were assessed by interview and correlated with symptoms and signs of HIV‐disease progression. There was considerable variability in sexual partner numbers and behaviors, and a substantial proportion of men in both groups engaged in sexual practices that put themselves or their partners at risk for HIV i…
Penelope's Web: Some Perceptions of Women in European and Canadian Society. N. E. S. Griffiths
Aspirations of Low-Income Blacks and Whites: A Case of Reference Group Processes
Aspirations of low-income black and white American adults are analyzed. Two alternative hypotheses derived from reference group theory are tested. According to the first hypothesis, individuals in setting their aspirations are more affected by their position in their own racial group than by the position of their racial group in the larger society. The second hypothesis suggests the reverse. Aspirations, it turns out, are racially patterned in su…
Gender Inequalities in the Education of the Second Generation in Western Countries
Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion…
Social influence or selection? Peer effects on the development of adolescents’ educational expectations in Germany
Educational expectations are a key predictor of educational attainment. Throughout adolescence, friends increasingly function as ‘significant others’ and, thus, can affect the development of these expectations. Although scholars often interpret the clustering of students with similar expectations within friendship networks as the outcome of peer influence, a similarity of friends can also be a result of friendship selection processes and preselec…
Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter Lehrererwartungen
Social comparison effects on academic self-concepts—Which peers matter most
Social comparisons with peers are important sources of self-development during adolescence. Many previous studies showed that students' academic self-concepts (ASC) form by contrasting one's own achievement with the average of one's class or school (the Big-Fish-Little-Pond Effect [BFLPE]). Based on social comparison theory, however, we would expect some peers to be more likely social comparison targets than other peers, for example, because they…
Sexual risk behavior, sexual functioning, and HIV‐disease progression in gay men
In a sample of 121 HIV‐positive (HIV+) and 84 HIV‐negative (HIV‐) gay and bisexual men in the New York City area, sexual behavior and functioning were assessed by interview and correlated with symptoms and signs of HIV‐disease progression. There was considerable variability in sexual partner numbers and behaviors, and a substantial proportion of men in both groups engaged in sexual practices that put themselves or their partners at risk for HIV i…
Subtle discrimination: Do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps
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 discriminati…
Ethnic diversity fosters the social integration of refugee students
Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refuge…
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 …
Aspirations of Low-Income Blacks and Whites: A Case of Reference Group Processes
Aspirations of low-income black and white American adults are analyzed. Two alternative hypotheses derived from reference group theory are tested. According to the first hypothesis, individuals in setting their aspirations are more affected by their position in their own racial group than by the position of their racial group in the larger society. The second hypothesis suggests the reverse. Aspirations, it turns out, are racially patterned in su…
The Link between Social and Structural Integration: Co- and Interethnic Friendship Selection and Social Influence within Adolescent Social Networks
Assimilation theories argue that social ties with majority-group members enhance the structural integration of ethnic minority members, whereas under certain conditions, coethnic social ties can also benefit minority members' socioeconomic outcomes. We examine these propositions through a social network perspective, focusing on friendship networks and educational expectations in adolescence, during which peer socialization is crucial. Longitudina…
Oppositional culture revisited. Friendship dynamics and the creation of social capital among Turkish minority adolescents in Germany
Ethnic differences in the endowment with social capital can exacerbate intergroup inequalities. Pursuing this argument, we first compare the educational compositions of friendship networks between Turkish minority and native majority adolescents in Germany. Second, we pick up notions from Oppositional Culture Theory (OCT) to examine how ethnic differences in the composition of friendship networks come about. In a sample of 2,419 students in 74 se…
Ethnische Segregation zwischen Schularten in mehrgliedrigen Schulsystemen und im „Zwei-Wege-Modell“: Analysen im Kontext von schulstrukturellen Reformmaßnahmen in Berlin, Bremen und Hamburg
Aspirations of Low-Income Blacks and Whites: A Case of Reference Group Processes
Aspirations of low-income black and white American adults are analyzed. Two alternative hypotheses derived from reference group theory are tested. According to the first hypothesis, individuals in setting their aspirations are more affected by their position in their own racial group than by the position of their racial group in the larger society. The second hypothesis suggests the reverse. Aspirations, it turns out, are racially patterned in su…
Penelope's Web: Some Perceptions of Women in European and Canadian Society. N. E. S. Griffiths
Sexual risk behavior, sexual functioning, and HIV‐disease progression in gay men
In a sample of 121 HIV‐positive (HIV+) and 84 HIV‐negative (HIV‐) gay and bisexual men in the New York City area, sexual behavior and functioning were assessed by interview and correlated with symptoms and signs of HIV‐disease progression. There was considerable variability in sexual partner numbers and behaviors, and a substantial proportion of men in both groups engaged in sexual practices that put themselves or their partners at risk for HIV i…
Gender Inequalities in the Education of the Second Generation in Western Countries
Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion…
Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter Lehrererwartungen
Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement
This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms and 1026 first-grade students in Germany. Further, based on a subsample of 19 classrooms with 354 students, we explored the mediating role of three characteristics of teacher feedback rated in video-recorded school lessons. The results showed that teacher expectations were inaccurate to some extent; that is, they did…
Social influence or selection? Peer effects on the development of adolescents’ educational expectations in Germany
Educational expectations are a key predictor of educational attainment. Throughout adolescence, friends increasingly function as ‘significant others’ and, thus, can affect the development of these expectations. Although scholars often interpret the clustering of students with similar expectations within friendship networks as the outcome of peer influence, a similarity of friends can also be a result of friendship selection processes and preselec…
The Link between Social and Structural Integration: Co- and Interethnic Friendship Selection and Social Influence within Adolescent Social Networks
Assimilation theories argue that social ties with majority-group members enhance the structural integration of ethnic minority members, whereas under certain conditions, coethnic social ties can also benefit minority members' socioeconomic outcomes. We examine these propositions through a social network perspective, focusing on friendship networks and educational expectations in adolescence, during which peer socialization is crucial. Longitudina…
Subtle discrimination: Do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps
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 discriminati…
Ethnische Segregation zwischen Schularten in mehrgliedrigen Schulsystemen und im „Zwei-Wege-Modell“: Analysen im Kontext von schulstrukturellen Reformmaßnahmen in Berlin, Bremen und Hamburg
Oppositional culture revisited. Friendship dynamics and the creation of social capital among Turkish minority adolescents in Germany
Ethnic differences in the endowment with social capital can exacerbate intergroup inequalities. Pursuing this argument, we first compare the educational compositions of friendship networks between Turkish minority and native majority adolescents in Germany. Second, we pick up notions from Oppositional Culture Theory (OCT) to examine how ethnic differences in the composition of friendship networks come about. In a sample of 2,419 students in 74 se…
Social comparison effects on academic self-concepts—Which peers matter most
Social comparisons with peers are important sources of self-development during adolescence. Many previous studies showed that students' academic self-concepts (ASC) form by contrasting one's own achievement with the average of one's class or school (the Big-Fish-Little-Pond Effect [BFLPE]). Based on social comparison theory, however, we would expect some peers to be more likely social comparison targets than other peers, for example, because they…
Teacher judgements, student social background, and student progress in primary school: A cross-country perspective
This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three lar…
Effizienz und soziale Ungleichheit in strikt leistungsdifferenzierenden Bildungssystemen. Eine kritische Betrachtung des Mo del of Ability Tracking (MoAbiT)
Inwieweit Leistungsdifferenzierung (bzw. ability tracking ) Bildungsungleichheit beeinflusst, wird kontrovers diskutiert. Die vorliegende Studie untersucht, wie die Stringenz von Leistungsdifferenzierung (z. B. erzeugt durch verbindliche Übergangsempfehlungen) mit der Effizienz von Lernprozessen und sozialer Ungleichheit in der Sekundarstufe zusammenhängt. Den theoretischen Ausgangspunkt bildet eine kritische Betrachtung des „Model of Ability Tra…
Zusammenhänge zwischen nachbarschaftlicher Wohnumgebung und schulischem Bildungserfolg
Ob Merkmale der nachbarschaftlichen Wohnumgebung den schulischen Bildungserfolg beeinflussen, wurde in Deutschland bislang kaum untersucht. Epidemische Theorieansätze lassen erwarten, dass Effekte der Wohnumgebung nicht linear sind, sondern erst ab bestimmten Schwellenwerten auftreten. Der Artikel untersucht den Beitrag der Sozialstruktur der Wohnumgebung zur statistischen Erklärung schulischer Kompetenzen. Dabei wird im Gegensatz zu bereits vorl…
Ethnic diversity fosters the social integration of refugee students
Forced migration has become a global megatrend, and many refugees are school aged. As social integration is key to their wellbeing and success, it is pivotal to determine factors that promote the social integration of refugee youth within schools. Here, using a large, nationally representative social network dataset from Germany, we examine the relationships of refugee adolescents with their peers (304 classrooms, 6,390 adolescents and 487 refuge…
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 …
Fragmentation or integration? Ethnic diversity and the structural cohesion of adolescent social networks
This paper addresses a key yet untested proposition in social cohesion research: ethnic diversity fragments social networks and leads to an overall reduction in network connectivity—that is, a decline in structural cohesion. Homophily might lower structural cohesion especially in contexts where just a few ethnic groups of similar size are present (i.e., at medium diversity levels) and where ethnic boundaries coincide with other demographic differ…
Social network effects on educational inequality: The role of similarity bias in social influence
Is social heterogeneity in classrooms associated with reduced achievement inequality? The role of help-seeking in peer networks
The inclusion of students from diverse social origins in classrooms might be a strategy to reduce unequal access to social capital along with social origin. This study investigates the relationship between social heterogeneity in classrooms and inequality in student achievement. Additionally, a social network perspective is taken to investigate help-seeking among peers with a different social origin as a possible underlying mechanism. By analyzin…
The Role of All-Day Schooling in Friendship Segregation Between Students with Different Language Backgrounds
All-day schools in Germany aim to provide increased opportunities for friendships between students with different language backgrounds as compared to half-day schools. Moreover, the extended shared time spent during extracurricular activities might foster friendships between students with different native languages and reduce language-based segregation in students’ friendship networks. This study investigated friendships between students with the…
Psychology (14 works) · School Choice and Performance (13 works) · Political science (11 works) · Parental Involvement in Education (9 works) · Social Psychology (9 works) · Sociology (8 works) · Ethnic group (7 works) · Friendship (6 works) · Social Capital and Networks (5 works) · Social Psychology (5 works)