PUBLICATIONS IN PEER-REVIEWED JOURNALS:
Gentrup, Sarah, Melanie Olczyk and Georg Lorenz. 2024. “Teacher stereotypes and teacher expectations at the intersection of student gender and socioeconomic status”. Zeitschrift für Pädagogische Psychologie.
Lorenz, Georg, Irena Kogan, Sarah Gentrup, Cornelia Kristen, and Petra Stanat. 2023. Non–native Accents among School Beginners and Teacher Expectations for Future Student Achievements. Sociology of Education. doi: 10.1177/00380407231202978
Lorenz, Georg, Sarah Lenz, and Camilla Rjosk. 2023. Effizienz and soziale Ungleichheit in strikt leistungsdifferenzierenden Bildungssystemen. Eine kritische Betrachtung des Model of Ability Tracking (MoAbiT). Zeitschrift für Soziologie. doi: 10.1515/zfsoz–2023–2028
Boda, Zsófia, Georg Lorenz [shared first–authorship], Malte Jansen, Petra Stanat, and Aileen Edele. 2023. Ethnic diversity fosters the social integration of refugee students. Nature Human Behaviour 7:881–889. doi: 10.1038/s41562–023–01577–x
Gresch, Cornelia, Lars Hoffmann, and Georg Lorenz. 2023. Zusammenhänge zwischen nachbarschaftlicher Wohnumgebung and schulischem Bildungserfolg [Associations between residential environment and scholastic performance]. Kölner Zeitschrift für Soziologie and Sozialpsychologie 75:37–61. doi: 10.1007/s11577–023–00880–9
Künstler–Sment, Julia, Aleksander Kocaj , Georg Lorenz, and Malte Jansen. 2023. Are adolescents more socially integrated in all–day schools than in half–day schools? Zeitschrift für Pädagogische Psychologie. doi: 10.1024/1010–0652/a000370
Olczyk, Melanie, Sarah J. Kwon, Georg Lorenz, Valentina P. Casoni, Thorsten Schneider, Anna Volodina, Jane Waldfogel, and Elizabeth Washbrook. 2022. Teacher judgements, student social background, and student progress in primary school: a cross–country perspective. Zeitschrift für Erziehungswissenschaften 26:443–468. doi: 10.1007/s11618–022–01119–7
Jansen, Malte, Zsófia Boda, and Georg Lorenz. 2022. Social comparison effects on academic self–concepts: Which peers matter most? Developmental Psychology 58(8):1541–56. doi: 10.1037/dev0001368
Lorenz, Georg, Zerrin Salikutluk, Zsófia Boda, Malte Jansen, and Miles Hewstone. 2021. The Link between Social and Structural Integration: Co– and Interethnic Friendship Selection and Friend Influence within Adolescent Social Networks. Sociological Science 8(19):371–396. doi: 10.15195/v8.a19
Lenz, Sarah, Camilla Rjosk, Georg Lorenz, and Petra Stanat. 2021. Ethnische Segregation zwischen Schularten in mehrgliedrigen Schulsystemen and im „Zwei–Wege–Modell“. Analysen im Kontext von schulstrukturellen Reformmaßnahmen in Berlin, Bremen and Hamburg [Between–school ethnic segregation in systems with between–school ability tracking and in the „Zwei–Wege–Modell“. Analyses in the context of school structural reforms in Berlin, Bremen and Hamburg]. Kölner Zeitschrift für Soziologie and Sozialpsychologie 73:59–84. doi: 10.1007/s11577–021–00739–x
Lorenz, Georg, Zsófia Boda, and Zerrin Salikutluk. 2021. Oppositional culture revisited. Friendship dynamics and the creation of social capital among Turkish minority adolescents in Germany. Journal of Ethnic and Migration Studies 47(17):3986–4005. doi: 10.1080/1369183X.2021.1898354
Lorenz, Georg. 2021. Subtle discrimination: Do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps? Social Psychology of Education 24:537–71.
doi: 10.1007/s11218–021–09615–0
Lorenz, Georg, Zsófia Boda, Zerrin Salikutluk, and Malte Jansen. 2020. Social Influence or Selection? Peer Effects on the Development of Adolescents’ Educational Expectations in Germany. British Journal of Sociology of Education 41(5):643–669. doi: 10.1080/01425692.2020.1763163
Gentrup, Sarah, Georg Lorenz, Cornelia Kristen, and Irena Kogan. 2020. Self–Fulfilling Prophecies in the Classroom: Teacher Expectations, Teacher Feedback and Student Achievement. Learning and Instruction 66:1–17. doi: 10.1016/j.learninstruc.2019.101296
Gentrup, Sarah, Camilla Rjosk, Petra Stanat, and Georg Lorenz. 2018. Einschätzungen der schulischen Motivation durch Grandschullehrkräfte and deren Bedeutung für Verzerrungen in Leistungserwartungen [Teachers‘ perceptions of students‘ motivation and learning behaviour and their role in biased teacher achievement expectations]. Zeitschrift für Erziehungswissenschaft 21(4): 867–891. doi: 10.1007/s11618–018–0806–2
Lorenz, Georg, Sarah Gentrup, Cornelia Kristen, Petra Stanat and Irena Kogan. 2016. Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter Lehrererwartungen. Kölner Zeitschrift für Soziologie and Sozialpsychologie 68(1): 89–111. doi: 10.1007/s11577–015–0352–3
Fleischmann, Fenella, Cornelia Kristen, Anthony F. Heath, Yaël Brinbaum, Patrick Deboosere, Nadia Granato, Jan O. Jonsson, Elina Kilpi–Jakonen, Georg Lorenz, Amy C. Lutz, David Mos, Raya Mutarrak, Karen Phalet, Catherine Rothon, Frida Rudolphi and Herman G. van de Werfhorst. 2014. Gender Inequalities in the Education of the Second Generation in Western Countries. Sociology of Education 87(3): 143–70. doi: 10.1177/0038040714537836
BOOKS & BOOK CHAPTERS:
Lorenz, Georg. 2018. Selbsterfüllende Prophezeiungen in der Schule: Leistungserwartungen von Lehrkräften and Kompetenzen von Kindern mit Zuwanderungshintergrund. Wiesbaden: VS Verlag für Sozialwissenschaften. Doi: 10.1007/978–3–658–19881–7.
Lorenz, Georg & Clemens Kroneberg. 2024 (under revision). How social networks shape educational inequality along ethnic lines: Segregation, social capital, and peer influence. In B. Bilecen & M. J. Lubbers, Handbook of International Migration and Social Networks, Cheltenham: Elgar.