[{"keyword":["Intergroup contact","Anti-Islam attitudes","Anti-Muslim attitudes","Prejudice","Youth"],"extern":"1","language":[{"iso":"eng"}],"_id":"61900","user_id":"119325","abstract":[{"text":"Background Anti-Muslim and anti-Islam attitudes are widespread in contemporary western societies. A grassroots movement of mosques tries to reduce prejudice by organizing guided mosque tours for non-Muslims. While this is an opportunity for intergroup contact in a social psychological sense, contact occurs under sometimes difficult conditions. As yet, its effects have not been investigated empirically. Objective We examine (a) whether visits have an immediate and medium-term effect on prejudice toward Islam and (b) how they change the visitors’ subjective images of Muslims. Methods (a) We survey N = 324 secondary school students in a three-wave panel study in 6 guided mosque tours in different parts of Germany, including a control sample. The tour programme was in line with common practice in the mosques. Standardized measurements were taken immediately before and after the tour and again several months later. (b) We asked about subjective images of Muslims and had subjects report their spontaneous associations with the term Muslim. Results (a) Most, but not all, mosque visits significantly alleviate anti-Islam prejudice in the short term. The effects fall off after several months. (b) After the visit, the image of Muslims possessed more concrete religious content, while negative and menacing associations, such as oppression of women, threat, or so-called Islamic State have decreased. Conclusions Outgroup contact in a mosque works as predicted by the intergroup contact research, even under less than optimal conditions. However, there is potential for improvement of the setup of tours in the interest of a more sustainable impact.","lang":"eng"}],"status":"public","publication":"Zeitschrift für Religion, Gesellschaft und Politik","type":"journal_article","title":"Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence from a Quasi-Experimental Panel Study from Germany","doi":"10.1007/s41682-023-00161-4","publisher":"Springer VS","date_updated":"2025-10-21T12:09:06Z","volume":8,"author":[{"last_name":"Janzen","full_name":"Janzen, Olga","first_name":"Olga"},{"last_name":"Diekmann","full_name":"Diekmann, Isabell","id":"119325","first_name":"Isabell"},{"first_name":"Dorian","last_name":"Tsolak","full_name":"Tsolak, Dorian"},{"last_name":"Salentin","full_name":"Salentin, Kurt","first_name":"Kurt"}],"date_created":"2025-10-21T11:21:41Z","year":"2024","intvolume":"         8","page":" 129–159","citation":{"ieee":"O. Janzen, I. Diekmann, D. Tsolak, and K. Salentin, “Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence from a Quasi-Experimental Panel Study from Germany,” <i>Zeitschrift für Religion, Gesellschaft und Politik</i>, vol. 8, no. 1, pp. 129–159, 2024, doi: <a href=\"https://doi.org/10.1007/s41682-023-00161-4\">10.1007/s41682-023-00161-4</a>.","chicago":"Janzen, Olga, Isabell Diekmann, Dorian Tsolak, and Kurt Salentin. “Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence from a Quasi-Experimental Panel Study from Germany.” <i>Zeitschrift Für Religion, Gesellschaft Und Politik</i> 8, no. 1 (2024): 129–159. <a href=\"https://doi.org/10.1007/s41682-023-00161-4\">https://doi.org/10.1007/s41682-023-00161-4</a>.","ama":"Janzen O, Diekmann I, Tsolak D, Salentin K. Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence from a Quasi-Experimental Panel Study from Germany. <i>Zeitschrift für Religion, Gesellschaft und Politik</i>. 2024;8(1):129–159. doi:<a href=\"https://doi.org/10.1007/s41682-023-00161-4\">10.1007/s41682-023-00161-4</a>","mla":"Janzen, Olga, et al. “Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence from a Quasi-Experimental Panel Study from Germany.” <i>Zeitschrift Für Religion, Gesellschaft Und Politik</i>, vol. 8, no. 1, Springer VS, 2024, pp. 129–159, doi:<a href=\"https://doi.org/10.1007/s41682-023-00161-4\">10.1007/s41682-023-00161-4</a>.","bibtex":"@article{Janzen_Diekmann_Tsolak_Salentin_2024, title={Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence from a Quasi-Experimental Panel Study from Germany}, volume={8}, DOI={<a href=\"https://doi.org/10.1007/s41682-023-00161-4\">10.1007/s41682-023-00161-4</a>}, number={1}, journal={Zeitschrift für Religion, Gesellschaft und Politik}, publisher={Springer VS}, author={Janzen, Olga and Diekmann, Isabell and Tsolak, Dorian and Salentin, Kurt}, year={2024}, pages={129–159} }","short":"O. Janzen, I. Diekmann, D. Tsolak, K. Salentin, Zeitschrift Für Religion, Gesellschaft Und Politik 8 (2024) 129–159.","apa":"Janzen, O., Diekmann, I., Tsolak, D., &#38; Salentin, K. (2024). Do Guided Mosque Tours Alleviate the Prejudice of Non-Muslims against Islam and Muslims? Evidence from a Quasi-Experimental Panel Study from Germany. <i>Zeitschrift Für Religion, Gesellschaft Und Politik</i>, <i>8</i>(1), 129–159. <a href=\"https://doi.org/10.1007/s41682-023-00161-4\">https://doi.org/10.1007/s41682-023-00161-4</a>"},"publication_identifier":{"issn":["2510-1226"]},"issue":"1"},{"keyword":["innovation","STEM education","science education","attitudes"],"language":[{"iso":"eng"}],"_id":"23750","user_id":"54823","department":[{"_id":"386"},{"_id":"33"}],"status":"public","type":"journal_article","publication":"Educational Research Review","title":"Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study","doi":"10.1016/j.edurev.2016.07.003","date_updated":"2025-12-11T13:29:47Z","date_created":"2021-09-03T12:13:47Z","author":[{"full_name":"Savelsbergh, Elwin R.","last_name":"Savelsbergh","first_name":"Elwin R."},{"last_name":"Prins","full_name":"Prins, Gjalt T.","first_name":"Gjalt T."},{"first_name":"Charlotte","last_name":"Rietbergen","full_name":"Rietbergen, Charlotte"},{"first_name":"Sabine","orcid":"0000-0001-5645-5870","last_name":"Fechner","id":"54823","full_name":"Fechner, Sabine"},{"first_name":"Bram E.","last_name":"Vaessen","full_name":"Vaessen, Bram E."},{"first_name":"Jael M.","full_name":"Draijer, Jael M.","last_name":"Draijer"},{"first_name":"Arthur","last_name":"Bakker","full_name":"Bakker, Arthur"}],"volume":19,"year":"2016","citation":{"chicago":"Savelsbergh, Elwin R., Gjalt T. Prins, Charlotte Rietbergen, Sabine Fechner, Bram E. Vaessen, Jael M. Draijer, and Arthur Bakker. “Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study.” <i>Educational Research Review</i> 19 (2016): 158–72. <a href=\"https://doi.org/10.1016/j.edurev.2016.07.003\">https://doi.org/10.1016/j.edurev.2016.07.003</a>.","ieee":"E. R. Savelsbergh <i>et al.</i>, “Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study,” <i>Educational Research Review</i>, vol. 19, pp. 158–172, 2016, doi: <a href=\"https://doi.org/10.1016/j.edurev.2016.07.003\">10.1016/j.edurev.2016.07.003</a>.","ama":"Savelsbergh ER, Prins GT, Rietbergen C, et al. Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. <i>Educational Research Review</i>. 2016;19:158-172. doi:<a href=\"https://doi.org/10.1016/j.edurev.2016.07.003\">10.1016/j.edurev.2016.07.003</a>","apa":"Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., &#38; Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. <i>Educational Research Review</i>, <i>19</i>, 158–172. <a href=\"https://doi.org/10.1016/j.edurev.2016.07.003\">https://doi.org/10.1016/j.edurev.2016.07.003</a>","mla":"Savelsbergh, Elwin R., et al. “Effects of Innovative Science and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic Study.” <i>Educational Research Review</i>, vol. 19, 2016, pp. 158–72, doi:<a href=\"https://doi.org/10.1016/j.edurev.2016.07.003\">10.1016/j.edurev.2016.07.003</a>.","short":"E.R. Savelsbergh, G.T. Prins, C. Rietbergen, S. Fechner, B.E. Vaessen, J.M. Draijer, A. Bakker, Educational Research Review 19 (2016) 158–172.","bibtex":"@article{Savelsbergh_Prins_Rietbergen_Fechner_Vaessen_Draijer_Bakker_2016, title={Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study}, volume={19}, DOI={<a href=\"https://doi.org/10.1016/j.edurev.2016.07.003\">10.1016/j.edurev.2016.07.003</a>}, journal={Educational Research Review}, author={Savelsbergh, Elwin R. and Prins, Gjalt T. and Rietbergen, Charlotte and Fechner, Sabine and Vaessen, Bram E. and Draijer, Jael M. and Bakker, Arthur}, year={2016}, pages={158–172} }"},"page":"158-172","intvolume":"        19","publication_status":"published","publication_identifier":{"issn":["1747-938X"]},"quality_controlled":"1"},{"title":"How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study","conference":{"location":"München","end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"publisher":"EARLI European Association for Research on Learning and Instruction","date_updated":"2022-01-06T07:01:06Z","author":[{"id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"},{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"}],"date_created":"2018-09-19T08:19:05Z","year":"2013","citation":{"chicago":"Jenert, Tobias, and Taiga Brahm. “How Business Students Attitudes towards Their University and Studying Develop during the First Year: A Qualitative Longitudinal Study.” EARLI European Association for Research on Learning and Instruction, 2013.","ieee":"T. Jenert and T. Brahm, “How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study,” presented at the 15th Biennial EARLI Conference, München, 2013.","ama":"Jenert T, Brahm T. How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study. In: EARLI European Association for Research on Learning and Instruction; 2013.","mla":"Jenert, Tobias, and Taiga Brahm. <i>How Business Students Attitudes towards Their University and Studying Develop during the First Year: A Qualitative Longitudinal Study</i>. EARLI European Association for Research on Learning and Instruction, 2013.","short":"T. Jenert, T. Brahm, in: EARLI European Association for Research on Learning and Instruction, 2013.","bibtex":"@inproceedings{Jenert_Brahm_2013, title={How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }","apa":"Jenert, T., &#38; Brahm, T. (2013). How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study. Presented at the 15th Biennial EARLI Conference, München: EARLI European Association for Research on Learning and Instruction."},"keyword":["student attitudes","qualitative research","longitudinal study","student motivation"],"extern":"1","_id":"4477","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","abstract":[{"text":"The aim of this qualitative study is first to investigate the attitude development of students in their initial year at university. College effectiveness research has shown that attitudes towards studying as well as to one's university are key factors influencing student engagement. Up to now, little is known about the processes through which such attitudes develop. Based on the theory of planned behaviour (Ajzen & Fishbein, 1980), the study addresses this research gap in three parts: a) development paths of students' attitudes towards studying and the university; b) the normative behaviour of the fellow students as well as significant persons, c) university-related experiences during the first year influencing students' attitude development. \r\nTo answer these research questions, a series of five interviews was conducted throughout the first year with a total of 13 first-year students at the University of St. Gallen/Switzerland. Data analysis was performed referring to the procedures suggested by Neale (2012) for qualitative longitudinal data. To master the challenge of displaying developments over time, graphical analysis was used to construct a case history (cf. Henderson, Holland et al., 2012) for each individual. Regarding the students' developments over time, the analysis shows the participants' attitudes towards the university became more differentiated over time. A second major result concerns frictions between students' own attitudes and what they perceive to be the dominant normative behaviour. It became obvious that this developmental process is influenced by concrete incidents students experience during the first year and thus, can be shaped by structural changes.","lang":"eng"}],"status":"public","type":"conference"},{"status":"public","abstract":[{"text":"The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. \r\nSince attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.","lang":"eng"}],"type":"conference","extern":"1","keyword":["attitudes","teaching and learning","studying","higher education institution","theory of planned behavior","instrument development"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4478","citation":{"apa":"Brahm, T., Jenert, T., &#38; Euler, D. (2013). On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München : EARLI European Association for Research on Learning and Instruction.","short":"T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research on Learning and Instruction, 2013.","mla":"Brahm, Taiga, et al. <i>On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ)</i>. EARLI European Association for Research on Learning and Instruction, 2013.","bibtex":"@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2013} }","ieee":"T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013.","chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).” EARLI European Association for Research on Learning and Instruction, 2013.","ama":"Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). In: EARLI European Association for Research on Learning and Instruction; 2013."},"year":"2013","conference":{"location":"München ","end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"title":"On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias"},{"last_name":"Euler","full_name":"Euler, Dieter","first_name":"Dieter"}],"date_created":"2018-09-19T08:22:51Z","date_updated":"2022-01-06T07:01:06Z","publisher":"EARLI European Association for Research on Learning and Instruction"},{"title":"Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie","conference":{"end_date":"2013-09-25","location":"Hildesheim","name":"14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie","start_date":"2013-09-23"},"date_updated":"2022-01-06T07:01:06Z","publisher":"Institut für Psychologie","date_created":"2018-09-19T08:29:59Z","author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","full_name":"Jenert, Tobias","id":"71994","first_name":"Tobias"},{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"}],"year":"2013","citation":{"chicago":"Jenert, Tobias, and Taiga Brahm. “Die Entwicklung Studien-Und Hochschulbezogener Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie.” Institut für Psychologie, 2013.","ieee":"T. Jenert and T. Brahm, “Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie,” presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Hildesheim, 2013.","ama":"Jenert T, Brahm T. Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. In: Institut für Psychologie; 2013.","short":"T. Jenert, T. Brahm, in: Institut für Psychologie, 2013.","mla":"Jenert, Tobias, and Taiga Brahm. <i>Die Entwicklung Studien-Und Hochschulbezogener Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie</i>. Institut für Psychologie, 2013.","bibtex":"@inproceedings{Jenert_Brahm_2013, title={Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie}, publisher={Institut für Psychologie}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }","apa":"Jenert, T., &#38; Brahm, T. (2013). Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. Presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Hildesheim: Institut für Psychologie."},"keyword":["student attitudes","theory of planned behaviour","Einstellungsentwicklung","student motivation"],"extern":"1","_id":"4481","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","abstract":[{"text":"Die vorliegende Untersuchung an der Universität St. Gallen soll Erkenntnisse über die Verläufe der Einstellungsveränderungen der Studierenden geben (vgl. Brahm & Jenert, 2012). Basierend auf der Theorie des geplanten Verhaltens (Ajzen & Fishbein, 1980) werden drei Forschungsfragen adressiert: (1) Gibt es typische Pfade der Einstellungsentwicklung? (2) Wie wird das normative Verhalten von Mitstudierenden und anderen Personen wahrgenommen? (3) Welche Erfahrungen beeinflussen die Entwicklung? Zur Beantwortung dieser Fragen wurde über das erste Studienjahr hinweg eine Interviewserie mit 13 Studierenden durchgeführt. Die Datenanalyse mithilfe grafischer Case Histories zeigt, dass die Einstellungen der Probanden über die Zeit differenzierter werden. Zudem gibt es Widersprüche zwischen den Einstellungen und dem wahrgenommenen normativen Verhalten. Dabei ist die Einstellungsentwicklung von konkreten Ereignissen geprägt und kann damit durch strukturelle Interventionen beeinflusst werden.","lang":"ger"}],"status":"public","type":"conference"},{"extern":"1","language":[{"iso":"eng"}],"article_type":"original","keyword":["Forms of address","T/V distinction","Du vs. Sie","Conversation analysis","Language attitudes","Interviews","German in Canada","Migration studies","North American migration"],"user_id":"71540","department":[{"_id":"468"}],"_id":"28449","status":"public","abstract":[{"text":"This article investigates forms of address, in particular the T/V distinction in German, in conversational interviews with German-speaking immigrants to English-speaking Canada and their descendants. From among 77 interviews conducted in two urban areas in Canada, we discuss instances of both the interactional use of and metalinguistic comments on forms of address. Our analysis is largely guided by conversation analysis and interactional sociolinguistics (e.g. Goodwin & Heritage 1990). Using Clyne, Norrby and Warren’s (2009) model of address as a backdrop, we investigate the construction of group identity and group socialization through the lens of positioning theory (e.g. van Langenhove & Harré 1993; Dailey-O’Cain & Liebscher 2009). This combination of analytical tools can explain shifts in both usage of and attitudes toward the T/V distinction that cannot be explained through language attrition arguments alone.","lang":"eng"}],"type":"journal_article","publication":"Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)","doi":"10.1075/prag.20.3.04lie","title":"Negotiating identities through pronouns of address in an immigrant community","date_created":"2021-12-08T14:38:18Z","author":[{"first_name":"Grit","last_name":"Liebscher","full_name":"Liebscher, Grit"},{"first_name":"Jennifer","last_name":"Dailey-O’Cain","full_name":"Dailey-O’Cain, Jennifer"},{"id":"71540","full_name":"Müller, Mareike","last_name":"Müller","first_name":"Mareike"},{"first_name":"Tetyana","full_name":"Reichert, Tetyana","last_name":"Reichert"}],"volume":20,"date_updated":"2022-01-06T06:58:05Z","citation":{"short":"G. Liebscher, J. Dailey-O’Cain, M. Müller, T. Reichert, Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20 (2010) 375–400.","bibtex":"@article{Liebscher_Dailey-O’Cain_Müller_Reichert_2010, title={Negotiating identities through pronouns of address in an immigrant community}, volume={20}, DOI={<a href=\"https://doi.org/10.1075/prag.20.3.04lie\">10.1075/prag.20.3.04lie</a>}, number={3}, journal={Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)}, author={Liebscher, Grit and Dailey-O’Cain, Jennifer and Müller, Mareike and Reichert, Tetyana}, year={2010}, pages={375–400} }","mla":"Liebscher, Grit, et al. “Negotiating Identities through Pronouns of Address in an Immigrant Community.” <i>Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)</i>, vol. 20, no. 3, 2010, pp. 375–400, doi:<a href=\"https://doi.org/10.1075/prag.20.3.04lie\">10.1075/prag.20.3.04lie</a>.","apa":"Liebscher, G., Dailey-O’Cain, J., Müller, M., &#38; Reichert, T. (2010). Negotiating identities through pronouns of address in an immigrant community. <i>Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)</i>, <i>20</i>(3), 375–400. <a href=\"https://doi.org/10.1075/prag.20.3.04lie\">https://doi.org/10.1075/prag.20.3.04lie</a>","ama":"Liebscher G, Dailey-O’Cain J, Müller M, Reichert T. Negotiating identities through pronouns of address in an immigrant community. <i>Pragmatics Quarterly Publication of the International Pragmatics Association (IPrA)</i>. 2010;20(3):375-400. doi:<a href=\"https://doi.org/10.1075/prag.20.3.04lie\">10.1075/prag.20.3.04lie</a>","chicago":"Liebscher, Grit, Jennifer Dailey-O’Cain, Mareike Müller, and Tetyana Reichert. “Negotiating Identities through Pronouns of Address in an Immigrant Community.” <i>Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)</i> 20, no. 3 (2010): 375–400. <a href=\"https://doi.org/10.1075/prag.20.3.04lie\">https://doi.org/10.1075/prag.20.3.04lie</a>.","ieee":"G. Liebscher, J. Dailey-O’Cain, M. Müller, and T. Reichert, “Negotiating identities through pronouns of address in an immigrant community,” <i>Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA)</i>, vol. 20, no. 3, pp. 375–400, 2010, doi: <a href=\"https://doi.org/10.1075/prag.20.3.04lie\">10.1075/prag.20.3.04lie</a>."},"intvolume":"        20","page":"375-400","year":"2010","issue":"3","publication_status":"published","publication_identifier":{"issn":["1018-2101","2406-4238"]}}]