Based on a field experiment conducted in Germany between October 2014 and October 2015, this article focuses on the disadvantages associated with the presence of a foreign accent in the early hiring process, when applicants call in response to a job advertisement to ask whether the position is still available. We examine whether a foreign accent influences employers’ behaviors via productivity considerations and/or whether foreign-accented speech is related to statistical discrimination or tastes among employers or customers that translate into differential treatment. To address these processes, we supplement our field-experimental data with information on job and firm characteristics from the texts of vacancy announcements and advertising companies’ homepages, on labor supply from the Federal Employment Agency, and on anti-immigrant attitudes from the German General Social Survey. Results suggest that while calling with a Turkish name did not result in a lower rate of positive replies, this rate was reduced for candidates who called with a Turkish accent. Turkish-accented applicants were told more often than the advertised position was already filled. Our findings suggest that the difference in response rates was not due to productivity considerations related to how well individuals understood foreign-accented speakers. Instead, results support the notion that the observed disadvantages were linked to discrimination based on employers’ ethnic tastes. While we found no indications pointing to the relevance of customer tastes or statistical discrimination, we cannot rule out these processes altogether. Our findings demonstrate that language cues can be more relevant than applicants’ names in shaping employers’ initial responses. They, thereby, highlight the need to consider multiple ethnic cues and different stages of the hiring process.

Host country language proficiency has been shown to account for ethnic differences in labour market outcomes. Prior studies generally assume that language skills represent a form of human capital, affecting employees’ productivity. However, language proficiency may also be associated with discrimination. Lower language proficiency may elicit distaste for certain ethnic groups, as it is a prominent reminder of the respective origin. When this reminder vanishes as language skills rise, group-specific distaste should also reduce. Employers may thus not only value language skills in terms of productivity but also factor in less group-specific distaste when evaluating immigrant jobseekers with high-language skills. Moreover, if employers lack information on competences that are hard to observe, high-language proficiency may prevent the application of adverse ethnic beliefs. Using data from the National Educational Panel Study (NEPS), I examine whether language skills affect crucial indicators of labour market success differently for groups that vary with respect to the level of distaste associated with them. I also investigate whether this effect is conditional on the amount of information available to employers. Findings indicate group-specific returns to higher-language proficiency, irrespective of the available information. This might suggest that, in addition to affecting employees’ productivity, language proficiency may also be associated with taste discrimination for certain ethnic groups.

Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the development of educational aspirations and expectations over time, focusing on families from Turkey. We drew upon data from the National Educational Panel Study to assess how aspirations and expectations for the highest school degree develop over the course of lower secondary education in Germany’s stratified school system. Applying a multi-actor perspective, we observed trajectories reported by students and their parents. First, we analysed the development of group differences. In line with prior research, we found higher aspirations and expectations for Turkish students and their parents at the beginning of lower secondary education in Germany once social background and achievement differences were controlled for. Origin gaps for students’ expectations and parents’ aspirations decreased over the course of lower secondary education. Second, intraindividual trajectories of aspirations and expectations revealed that parents of Turkish origin were more likely to experience downwards adaptations than majority parents, whereas students of Turkish origin were more likely to hold stable high aspirations and expectations than majority students.

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