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Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense of futility and futility culture

Orhan Agirdag UGent, Mieke Van Houtte UGent and Piet Van Avermaet UGent (2012) EUROPEAN SOCIOLOGICAL REVIEW. 28(3). p.366-378
abstract
Although a number of studies in many countries have investigated the impact of the ethnic and socio-economic composition of schools on academic performance, few studies have analyzed in detail how and why compositional features matter. This article presents an examination of whether pupils’ sense of futility and schools’ futility culture account for the impact of ethnic and socio-economic status (SES) composition of schools on the academic achievement of their pupils. Multilevel analyses of data based on a survey of 2,845 pupils (aged 10–12 years) in 68 Flemish primary schools revealed that higher proportions of immigrant and working-class pupils in a school is associated with lower levels of math achievement in both immigrant and native Belgian pupils. However, by analyzing at a deeper level, by taking control variables into account, our study found that the ethnic composition of the school no longer had a significant effect on pupils’ achievement, while the SES composition still did. Most importantly, our results indicated that the remaining impact of SES composition can be explained by pupils’ sense of futility and schools’ futility culture. The implications 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
BELGIUM, CLIMATE, NEIGHBORHOOD, STUDENTS, SELF-ESTEEM, EDUCATIONAL-ACHIEVEMENT
journal title
EUROPEAN SOCIOLOGICAL REVIEW
Eur. Sociol. Rev.
volume
28
issue
3
pages
366 - 378
Web of Science type
Article
Web of Science id
000304834400007
JCR category
SOCIOLOGY
JCR impact factor
1.86 (2012)
JCR rank
14/136 (2012)
JCR quartile
1 (2012)
ISSN
0266-7215
DOI
10.1093/esr/jcq070
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2130845
handle
http://hdl.handle.net/1854/LU-2130845
date created
2012-06-04 12:19:13
date last changed
2014-07-01 00:30:38
@article{2130845,
  abstract     = {Although a number of studies in many countries have investigated the impact of the ethnic and socio-economic composition of schools on academic performance, few studies have analyzed in detail how and why compositional features matter. This article presents an examination of whether pupils{\textquoteright} sense of futility and schools{\textquoteright} futility culture account for the impact of ethnic and socio-economic status (SES) composition of schools on the academic achievement of their pupils. Multilevel analyses of data based on a survey of 2,845 pupils (aged 10--12 years) in 68 Flemish primary schools revealed that higher proportions of immigrant and working-class pupils in a school is associated with lower levels of math achievement in both immigrant and native Belgian pupils. However, by analyzing at a deeper level, by taking control variables into account, our study found that the ethnic composition of the school no longer had a significant effect on pupils{\textquoteright} achievement, while the SES composition still did. Most importantly, our results indicated that the remaining impact of SES composition can be explained by pupils{\textquoteright} sense of futility and schools{\textquoteright} futility culture. The implications of these findings for educational policy are discussed.},
  author       = {Agirdag, Orhan and Van Houtte, Mieke and Van Avermaet, Piet},
  issn         = {0266-7215},
  journal      = {EUROPEAN SOCIOLOGICAL REVIEW},
  keyword      = {BELGIUM,CLIMATE,NEIGHBORHOOD,STUDENTS,SELF-ESTEEM,EDUCATIONAL-ACHIEVEMENT},
  language     = {eng},
  number       = {3},
  pages        = {366--378},
  title        = {Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense of futility and futility culture},
  url          = {http://dx.doi.org/10.1093/esr/jcq070},
  volume       = {28},
  year         = {2012},
}

Chicago
Agirdag, Orhan, Mieke Van Houtte, and Piet Van Avermaet. 2012. “Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture.” European Sociological Review 28 (3): 366–378.
APA
Agirdag, O., Van Houtte, M., & Van Avermaet, P. (2012). Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense of futility and futility culture. EUROPEAN SOCIOLOGICAL REVIEW, 28(3), 366–378.
Vancouver
1.
Agirdag O, Van Houtte M, Van Avermaet P. Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense of futility and futility culture. EUROPEAN SOCIOLOGICAL REVIEW. 2012;28(3):366–78.
MLA
Agirdag, Orhan, Mieke Van Houtte, and Piet Van Avermaet. “Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture.” EUROPEAN SOCIOLOGICAL REVIEW 28.3 (2012): 366–378. Print.