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Ethnic school context and the national and sub-national identifications of pupils

Orhan Agirdag UGent, Mieke Van Houtte UGent and Piet Van Avermaet UGent (2011) ETHNIC AND RACIAL STUDIES. 34(2). p.357-378
abstract
In various European countries, policy-makers strive for educational desegregation to enhance pupils' national identifications. Since little empirical evidence supports such a policy and social identity theorists emphasize the importance of context, this article examines the impact of ethnic school composition - measured by the proportion of non-natives and ethnic heterogeneity - on the national (Belgian) and sub-national (Flemish) identifications of pupils. Multi-level data analyses from the surveying of 2,845 pupils (aged 10-12) in sixty-eight Flemish primary schools reveal differential effects for natives and non-natives. While the proportion of non-natives at school is negatively associated with non-native pupils' identifications, it is positively related to native pupils' identifications. In general, the ethnic heterogeneity of the school is negatively associated with pupils' national and sub-national identifications. Our findings indicate that the relation between ethnic school composition and pupils' identifications is mediated by the latter's inter-ethnic friendships. The consequences of these findings for educational policy are discussed.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
educational segregation, sub-national identification, National identification, ethnic school composition, school diversity, INTERGROUP EVALUATIONS, SOCIAL-CONTEXT, SELF-ESTEEM, IDENTITY, SEGREGATION, ADOLESCENTS, INTEGRATION, STUDENTS, CHILDREN, CULTURE
journal title
ETHNIC AND RACIAL STUDIES
Ethn. Racial Stud.
volume
34
issue
2
pages
357 - 378
Web of Science type
Article
Web of Science id
000287387900009
JCR category
ETHNIC STUDIES
JCR impact factor
1 (2011)
JCR rank
4/14 (2011)
JCR quartile
2 (2011)
ISSN
0141-9870
DOI
10.1080/01419870.2010.510198
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1096039
handle
http://hdl.handle.net/1854/LU-1096039
date created
2011-01-07 20:38:59
date last changed
2015-06-17 09:20:58
@article{1096039,
  abstract     = {In various European countries, policy-makers strive for educational desegregation to enhance pupils' national identifications. Since little empirical evidence supports such a policy and social identity theorists emphasize the importance of context, this article examines the impact of ethnic school composition - measured by the proportion of non-natives and ethnic heterogeneity - on the national (Belgian) and sub-national (Flemish) identifications of pupils. Multi-level data analyses from the surveying of 2,845 pupils (aged 10-12) in sixty-eight Flemish primary schools reveal differential effects for natives and non-natives. While the proportion of non-natives at school is negatively associated with non-native pupils' identifications, it is positively related to native pupils' identifications. In general, the ethnic heterogeneity of the school is negatively associated with pupils' national and sub-national identifications. Our findings indicate that the relation between ethnic school composition and pupils' identifications is mediated by the latter's inter-ethnic friendships. The consequences of these findings for educational policy are discussed.},
  author       = {Agirdag, Orhan and Van Houtte, Mieke and Van Avermaet, Piet},
  issn         = {0141-9870},
  journal      = {ETHNIC AND RACIAL STUDIES},
  keyword      = {educational segregation,sub-national identification,National identification,ethnic school composition,school diversity,INTERGROUP EVALUATIONS,SOCIAL-CONTEXT,SELF-ESTEEM,IDENTITY,SEGREGATION,ADOLESCENTS,INTEGRATION,STUDENTS,CHILDREN,CULTURE},
  language     = {eng},
  number       = {2},
  pages        = {357--378},
  title        = {Ethnic school context and the national and sub-national identifications of pupils},
  url          = {http://dx.doi.org/10.1080/01419870.2010.510198},
  volume       = {34},
  year         = {2011},
}

Chicago
Agirdag, Orhan, Mieke Van Houtte, and Piet Van Avermaet. 2011. “Ethnic School Context and the National and Sub-national Identifications of Pupils.” Ethnic and Racial Studies 34 (2): 357–378.
APA
Agirdag, O., Van Houtte, M., & Van Avermaet, P. (2011). Ethnic school context and the national and sub-national identifications of pupils. ETHNIC AND RACIAL STUDIES, 34(2), 357–378.
Vancouver
1.
Agirdag O, Van Houtte M, Van Avermaet P. Ethnic school context and the national and sub-national identifications of pupils. ETHNIC AND RACIAL STUDIES. 2011;34(2):357–78.
MLA
Agirdag, Orhan, Mieke Van Houtte, and Piet Van Avermaet. “Ethnic School Context and the National and Sub-national Identifications of Pupils.” ETHNIC AND RACIAL STUDIES 34.2 (2011): 357–378. Print.