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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
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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.
Keywords
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, Steunpunt Diversiteit & Leren, student diversity

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MLA
Agirdag, Orhan, et al. “Ethnic School Context and the National and Sub-National Identifications of Pupils.” ETHNIC AND RACIAL STUDIES, vol. 34, no. 2, 2011, pp. 357–78, doi:10.1080/01419870.2010.510198.
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. https://doi.org/10.1080/01419870.2010.510198
Chicago author-date
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): 357–78. https://doi.org/10.1080/01419870.2010.510198.
Chicago author-date (all authors)
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. doi:10.1080/01419870.2010.510198.
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.
IEEE
[1]
O. Agirdag, M. Van Houtte, and P. Van Avermaet, “Ethnic school context and the national and sub-national identifications of pupils,” ETHNIC AND RACIAL STUDIES, vol. 34, no. 2, pp. 357–378, 2011.
@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}},
  keywords     = {{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,Steunpunt Diversiteit & Leren,student diversity}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{357--378}},
  title        = {{Ethnic school context and the national and sub-national identifications of pupils}},
  url          = {{http://doi.org/10.1080/01419870.2010.510198}},
  volume       = {{34}},
  year         = {{2011}},
}
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