Advanced search
Add to list

Managing legitimacy in the educational quasi-market: a study of ethnically diverse, inclusive schools in Flanders

Author
Organization
Abstract
In this paper, we examine how ethnically diverse, inclusive schools manage their legitimacy in an educational quasi-market. These schools are often threatened with a loss of legitimacy as ethnic majority parents perceive an ethnically diverse student population and radical pedagogical practices as signs of lower quality education. However, precisely legitimacy in the eyes of ethnic majority parents is crucial to acquire resources, motivate staff members and maintain their ability to offer quality education, necessary to minimize the majority–minority educational attainment gap in the long run. Drawing on a theoretical approach combining neo-institutional and impression management theories, we empirically investigate how four ethnically diverse, inclusive secondary schools embedded in the highly exclusive Flemish educational quasi-market manage their legitimacy. Comparing their legitimacy management strategies, we find that maintaining legitimacy is related to (1) formally conforming to dominant norms, decoupling their radical practices by relegating them to the informal sphere; and (2) proactively manipulating perceptions of the school's ethnic diversity and radical pedagogical practices. However, our findings suggest that an ambiguous version of these strategies might be sufficient to achieve this aim.
Keywords
FORMAL-STRUCTURE, IMPRESSION MANAGEMENT, ORGANIZATIONS, ACHIEVEMENT

Citation

Please use this url to cite or link to this publication:

MLA
Mampaey, Jelle, and Patrizia Zanoni. “Managing Legitimacy in the Educational Quasi-market: a Study of Ethnically Diverse, Inclusive Schools in Flanders.” BRITISH EDUCATIONAL RESEARCH JOURNAL 40.2 (2014): 353–372. Print.
APA
Mampaey, J., & Zanoni, P. (2014). Managing legitimacy in the educational quasi-market: a study of ethnically diverse, inclusive schools in Flanders. BRITISH EDUCATIONAL RESEARCH JOURNAL, 40(2), 353–372.
Chicago author-date
Mampaey, Jelle, and Patrizia Zanoni. 2014. “Managing Legitimacy in the Educational Quasi-market: a Study of Ethnically Diverse, Inclusive Schools in Flanders.” British Educational Research Journal 40 (2): 353–372.
Chicago author-date (all authors)
Mampaey, Jelle, and Patrizia Zanoni. 2014. “Managing Legitimacy in the Educational Quasi-market: a Study of Ethnically Diverse, Inclusive Schools in Flanders.” British Educational Research Journal 40 (2): 353–372.
Vancouver
1.
Mampaey J, Zanoni P. Managing legitimacy in the educational quasi-market: a study of ethnically diverse, inclusive schools in Flanders. BRITISH EDUCATIONAL RESEARCH JOURNAL. 2014;40(2):353–72.
IEEE
[1]
J. Mampaey and P. Zanoni, “Managing legitimacy in the educational quasi-market: a study of ethnically diverse, inclusive schools in Flanders,” BRITISH EDUCATIONAL RESEARCH JOURNAL, vol. 40, no. 2, pp. 353–372, 2014.
@article{4361346,
  abstract     = {{In this paper, we examine how ethnically diverse, inclusive schools manage their legitimacy in an educational quasi-market. These schools are often threatened with a loss of legitimacy as ethnic majority parents perceive an ethnically diverse student population and radical pedagogical practices as signs of lower quality education. However, precisely legitimacy in the eyes of ethnic majority parents is crucial to acquire resources, motivate staff members and maintain their ability to offer quality education, necessary to minimize the majority–minority educational attainment gap in the long run. Drawing on a theoretical approach combining neo-institutional and impression management theories, we empirically investigate how four ethnically diverse, inclusive secondary schools embedded in the highly exclusive Flemish educational quasi-market manage their legitimacy. Comparing their legitimacy management strategies, we find that maintaining legitimacy is related to (1) formally conforming to dominant norms, decoupling their radical practices by relegating them to the informal sphere; and (2) proactively manipulating perceptions of the school's ethnic diversity and radical pedagogical practices. However, our findings suggest that an ambiguous version of these strategies might be sufficient to achieve this aim.}},
  author       = {{Mampaey, Jelle and Zanoni, Patrizia}},
  issn         = {{0141-1926}},
  journal      = {{BRITISH EDUCATIONAL RESEARCH JOURNAL}},
  keywords     = {{FORMAL-STRUCTURE,IMPRESSION MANAGEMENT,ORGANIZATIONS,ACHIEVEMENT}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{353--372}},
  title        = {{Managing legitimacy in the educational quasi-market: a study of ethnically diverse, inclusive schools in Flanders}},
  url          = {{http://dx.doi.org/10.1002/berj.3087}},
  volume       = {{40}},
  year         = {{2014}},
}

Altmetric
View in Altmetric
Web of Science
Times cited: