Track prejudice in Belgian secondary schools : examining the influence of social-psychological and structural school features
- Author
- Lorenz Dekeyser (UGent) , Mieke Van Houtte (UGent) , Charlotte Maene and Peter Stevens (UGent)
- Organization
- Project
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- National Pride and Prejudice? Testing the relationship between Belgian majority and minority students’ ethnic identities and their prejudice and behavioral intentions to ethnic out-groups in educational and socio-political contexts
- How does track identity develop within school contexts and impact on students’ educational attitudes in Belgium?
- Abstract
- While considerable research in education has established objective and subjective status differences between tracks and focused on the outcomes of ability grouping on students' educational and broader outcomes, there is virtually no research that explains students' variability in track valuation. This study relies on theoretical insights from social psychology, ethnic studies and school effects research to develop hypotheses about the influence of individual and school level features on students' track valuation. Data from The School, Identity and Society survey, involving 4,540 adolescents from 64 Belgian schools is utilised, using multilevel modelling. The findings show the relevance of social identity theory and social norms in students judging all tracks; and track chauvinism, patriotism and cross-track friendships in explaining variability in students' prejudice towards other tracks. However, these relationships vary according to the track position of the student. The conclusions discuss the implications of this study for future research and social policy.
- Keywords
- Education, Educational tracking, secondary education, quantitative research, patriotism, chauvinism, prejudice, GROUP IDENTIFICATION, EDUCATIONAL TRACKING, FUTILITY, SENSE, ADOLESCENTS, INEQUALITY, ATTITUDES, POSITION, STUDENTS, NATION
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01GQPX1B07CTHYEQQM60TCGXH5
- MLA
- Dekeyser, Lorenz, et al. “Track Prejudice in Belgian Secondary Schools : Examining the Influence of Social-Psychological and Structural School Features.” OXFORD REVIEW OF EDUCATION, vol. 50, no. 1, 2024, pp. 6–23, doi:10.1080/03054985.2022.2146078.
- APA
- Dekeyser, L., Van Houtte, M., Maene, C., & Stevens, P. (2024). Track prejudice in Belgian secondary schools : examining the influence of social-psychological and structural school features. OXFORD REVIEW OF EDUCATION, 50(1), 6–23. https://doi.org/10.1080/03054985.2022.2146078
- Chicago author-date
- Dekeyser, Lorenz, Mieke Van Houtte, Charlotte Maene, and Peter Stevens. 2024. “Track Prejudice in Belgian Secondary Schools : Examining the Influence of Social-Psychological and Structural School Features.” OXFORD REVIEW OF EDUCATION 50 (1): 6–23. https://doi.org/10.1080/03054985.2022.2146078.
- Chicago author-date (all authors)
- Dekeyser, Lorenz, Mieke Van Houtte, Charlotte Maene, and Peter Stevens. 2024. “Track Prejudice in Belgian Secondary Schools : Examining the Influence of Social-Psychological and Structural School Features.” OXFORD REVIEW OF EDUCATION 50 (1): 6–23. doi:10.1080/03054985.2022.2146078.
- Vancouver
- 1.Dekeyser L, Van Houtte M, Maene C, Stevens P. Track prejudice in Belgian secondary schools : examining the influence of social-psychological and structural school features. OXFORD REVIEW OF EDUCATION. 2024;50(1):6–23.
- IEEE
- [1]L. Dekeyser, M. Van Houtte, C. Maene, and P. Stevens, “Track prejudice in Belgian secondary schools : examining the influence of social-psychological and structural school features,” OXFORD REVIEW OF EDUCATION, vol. 50, no. 1, pp. 6–23, 2024.
@article{01GQPX1B07CTHYEQQM60TCGXH5,
abstract = {{While considerable research in education has established objective and subjective status differences between tracks and focused on the outcomes of ability grouping on students' educational and broader outcomes, there is virtually no research that explains students' variability in track valuation. This study relies on theoretical insights from social psychology, ethnic studies and school effects research to develop hypotheses about the influence of individual and school level features on students' track valuation. Data from The School, Identity and Society survey, involving 4,540 adolescents from 64 Belgian schools is utilised, using multilevel modelling. The findings show the relevance of social identity theory and social norms in students judging all tracks; and track chauvinism, patriotism and cross-track friendships in explaining variability in students' prejudice towards other tracks. However, these relationships vary according to the track position of the student. The conclusions discuss the implications of this study for future research and social policy.}},
author = {{Dekeyser, Lorenz and Van Houtte, Mieke and Maene, Charlotte and Stevens, Peter}},
issn = {{0305-4985}},
journal = {{OXFORD REVIEW OF EDUCATION}},
keywords = {{Education,Educational tracking,secondary education,quantitative research,patriotism,chauvinism,prejudice,GROUP IDENTIFICATION,EDUCATIONAL TRACKING,FUTILITY,SENSE,ADOLESCENTS,INEQUALITY,ATTITUDES,POSITION,STUDENTS,NATION}},
language = {{eng}},
number = {{1}},
pages = {{6--23}},
title = {{Track prejudice in Belgian secondary schools : examining the influence of social-psychological and structural school features}},
url = {{http://doi.org/10.1080/03054985.2022.2146078}},
volume = {{50}},
year = {{2024}},
}
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