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Why are racial and ethnic minorities successful in education?: a critical systematic literature review

Lore Van Praag UGent, Peter Stevens UGent and Mieke Van Houtte UGent (2011) European Sociological Association, 10th Conference, Abstracts.
abstract
Due to historical and ongoing immigration processes societies worldwide face a challenge of having to integrate racial/ethnic minorities into their educational systems. Failure to realise this has lead many researchers to focus on the nature and causes of ‘educational underachievement’ of racial/ethnic minority groups in society. Less attention has been paid to high achievement and educational success. In the academic literature, success determinants are often seen as the reverse of factors and processes that lead to failure, however, success and failure factors are not necessarily the same. In conducting the first critical, systematic review of literature to date on the determinants of success and their relationship with each other, this study builds on a rich tradition of research race/ethnic inequalities in education. This study adopts a systematic review methodology, using a comprehensive and well defined protocol which allows for the findings to be more reliable, transparent and replicable. Subsequently, starting from the ecological model from Bronfenbrenner, studies are organized according to the system they occur in, the settings within these systems and distinguishing distal and proximal factors. The findings show that most studies concentrate on the macrosystem as they are based on Ogbu’s cultural-ecological theory or Fordham and Ogbu’s oppositional culture theory, and the microsystem including many different settings and often referring to social capital. In addition, individual characteristics, such as racial or ethnic identity, individual religiosity, attitudes, future goals and school instrumentality, have been highlighted as factors associated with educational success for racial/ethnic minorities. Although many studies start from Ogbu’s theory, the study of structural barriers and collective problems that minority youth has to face in relationship to success has been given relatively little attention. The motivation of success, the variation between and within different migrant groups, social capital and the relationship between the different (micro, meso and macro) systems and its influence on educational success needs further examination. The purpose of this study is to integrate studies and their study domains with each other in order to indicate possible pathways to educational success by ethnic or racial minority students and map out future areas of investigation.
Please use this url to cite or link to this publication:
author
organization
year
type
conference
publication status
unpublished
subject
in
European Sociological Association, 10th Conference, Abstracts
publisher
European Sociological Association (ESA)
conference name
10th Conference of the European Sociological Association : Social relations in turbulent times
conference location
Geneva, Switzerland
conference start
2011-09-07
conference end
2011-09-10
language
English
UGent publication?
yes
classification
C3
id
1900246
handle
http://hdl.handle.net/1854/LU-1900246
date created
2011-09-13 09:40:34
date last changed
2011-09-13 11:16:34
@inproceedings{1900246,
  abstract     = {Due to historical and ongoing immigration processes societies worldwide face a challenge of having to integrate racial/ethnic minorities into their educational systems. Failure to realise this has lead many researchers to focus on the nature and causes of {\textquoteleft}educational underachievement{\textquoteright} of racial/ethnic minority groups in society. Less attention has been paid to high achievement and educational success. In the academic literature, success determinants are often seen as the reverse of factors and processes that lead to failure, however, success and failure factors are not necessarily the same. In conducting the first critical, systematic review of literature to date on the determinants of success and their relationship with each other, this study builds on a rich tradition of research race/ethnic inequalities in education.
This study adopts a systematic review methodology, using a comprehensive and well defined protocol which allows for the findings to be more reliable, transparent and replicable. Subsequently, starting from the ecological model from Bronfenbrenner, studies are organized according to the system they occur in, the settings within these systems and distinguishing distal and proximal factors. The findings show that most studies concentrate on the macrosystem as they are based on Ogbu{\textquoteright}s cultural-ecological theory or Fordham and Ogbu{\textquoteright}s oppositional culture theory, and the microsystem including many different settings and often referring to social capital. In addition, individual characteristics, such as racial or ethnic identity, individual religiosity, attitudes, future goals and school instrumentality, have been highlighted as factors associated with educational success for racial/ethnic minorities.
Although many studies start from Ogbu{\textquoteright}s theory, the study of structural barriers and collective problems that minority youth has to face in relationship to success has been given relatively little attention. The motivation of success, the variation between and within different migrant groups, social capital and the relationship between the different (micro, meso and macro) systems and its influence on educational success needs further examination. The purpose of this study is to integrate studies and their study domains with each other in order to indicate possible pathways to educational success by ethnic or racial minority students and map out future areas of investigation.},
  author       = {Van Praag, Lore and Stevens, Peter and Van Houtte, Mieke},
  booktitle    = {European Sociological Association, 10th Conference, Abstracts},
  language     = {eng},
  location     = {Geneva, Switzerland},
  publisher    = {European Sociological Association (ESA)},
  title        = {Why are racial and ethnic minorities successful in education?: a critical systematic literature review},
  year         = {2011},
}

Chicago
Van Praag, Lore, Peter Stevens, and Mieke Van Houtte. 2011. “Why Are Racial and Ethnic Minorities Successful in Education?: a Critical Systematic Literature Review.” In European Sociological Association, 10th Conference, Abstracts. European Sociological Association (ESA).
APA
Van Praag, L., Stevens, P., & Van Houtte, M. (2011). Why are racial and ethnic minorities successful in education?: a critical systematic literature review. European Sociological Association, 10th Conference, Abstracts. Presented at the 10th Conference of the European Sociological Association : Social relations in turbulent times, European Sociological Association (ESA).
Vancouver
1.
Van Praag L, Stevens P, Van Houtte M. Why are racial and ethnic minorities successful in education?: a critical systematic literature review. European Sociological Association, 10th Conference, Abstracts. European Sociological Association (ESA); 2011.
MLA
Van Praag, Lore, Peter Stevens, and Mieke Van Houtte. “Why Are Racial and Ethnic Minorities Successful in Education?: a Critical Systematic Literature Review.” European Sociological Association, 10th Conference, Abstracts. European Sociological Association (ESA), 2011. Print.