Behavioral disengagement as a reaction to structural and cultural school disadvantage? The role of academic mindsets
- Author
- Jannick Demanet (UGent) and Mieke Van Houtte (UGent)
- Organization
- Abstract
- The relationship between socio-economic background and deviance has been debated for decades. In this contribution, we investigate whether objective and subjective indicators of socio-economic disadvantage at the student level – namely, parental unemployment and feelings of economic deprivation – and at the school level – that is, unemployment composition and a culture of economic deprivation – affect behavioral disengagement. Moreover, starting from social control and anomy theory, we hypothesize that socio-economic influences on behavioral engagement are mediated by academic mindsets – belonging, purpose, hope, and self-efficacy. Multilevel analyses on the Ghent baseline data (2134 students, 30 schools) of the ISCY study, gathered in 2013-2014, show that especially subjective indicators of socio-economic disadvantage affect behavioral engagement directly. We initially observed an influence of unemployment composition, but this objective indicator’s influence was mediated by track position – which might be a finding specific to the Flemish situation. Individual feelings of deprivation and the school culture of economic deprivation at the school level both had a direct effect on behavioral engagement. This latter effect means more specifically that, when a general feeling exists among students of the same school that parents have financial problems, all students at school are more likely to disengage behaviorally. Contrary to expectations, these effects were not mediated by academic mindsets.
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-5950667
- MLA
- Demanet, Jannick, and Mieke Van Houtte. “Behavioral Disengagement as a Reaction to Structural and Cultural School Disadvantage? The Role of Academic Mindsets.” Annual Meeting of the American Educational Research Association (AERA) – Toward Justice, Culture, Language and Heritage in Education Research and Praxis, Abstracts, 2015.
- APA
- Demanet, J., & Van Houtte, M. (2015). Behavioral disengagement as a reaction to structural and cultural school disadvantage? The role of academic mindsets. Annual Meeting of the American Educational Research Association (AERA) – Toward Justice, Culture, Language and Heritage in Education Research and Praxis, Abstracts. Presented at the Annual meeting of the American Educational Research Association (AERA) – Toward Justice, Culture, Language and Heritage in Education Research and Praxis, Chicago, USA.
- Chicago author-date
- Demanet, Jannick, and Mieke Van Houtte. 2015. “Behavioral Disengagement as a Reaction to Structural and Cultural School Disadvantage? The Role of Academic Mindsets.” In Annual Meeting of the American Educational Research Association (AERA) – Toward Justice, Culture, Language and Heritage in Education Research and Praxis, Abstracts.
- Chicago author-date (all authors)
- Demanet, Jannick, and Mieke Van Houtte. 2015. “Behavioral Disengagement as a Reaction to Structural and Cultural School Disadvantage? The Role of Academic Mindsets.” In Annual Meeting of the American Educational Research Association (AERA) – Toward Justice, Culture, Language and Heritage in Education Research and Praxis, Abstracts.
- Vancouver
- 1.Demanet J, Van Houtte M. Behavioral disengagement as a reaction to structural and cultural school disadvantage? The role of academic mindsets. In: Annual meeting of the American Educational Research Association (AERA) – Toward Justice, Culture, Language and Heritage in Education Research and Praxis, Abstracts. 2015.
- IEEE
- [1]J. Demanet and M. Van Houtte, “Behavioral disengagement as a reaction to structural and cultural school disadvantage? The role of academic mindsets,” in Annual meeting of the American Educational Research Association (AERA) – Toward Justice, Culture, Language and Heritage in Education Research and Praxis, Abstracts, Chicago, USA, 2015.
@inproceedings{5950667, abstract = {{The relationship between socio-economic background and deviance has been debated for decades. In this contribution, we investigate whether objective and subjective indicators of socio-economic disadvantage at the student level – namely, parental unemployment and feelings of economic deprivation – and at the school level – that is, unemployment composition and a culture of economic deprivation – affect behavioral disengagement. Moreover, starting from social control and anomy theory, we hypothesize that socio-economic influences on behavioral engagement are mediated by academic mindsets – belonging, purpose, hope, and self-efficacy. Multilevel analyses on the Ghent baseline data (2134 students, 30 schools) of the ISCY study, gathered in 2013-2014, show that especially subjective indicators of socio-economic disadvantage affect behavioral engagement directly. We initially observed an influence of unemployment composition, but this objective indicator’s influence was mediated by track position – which might be a finding specific to the Flemish situation. Individual feelings of deprivation and the school culture of economic deprivation at the school level both had a direct effect on behavioral engagement. This latter effect means more specifically that, when a general feeling exists among students of the same school that parents have financial problems, all students at school are more likely to disengage behaviorally. Contrary to expectations, these effects were not mediated by academic mindsets.}}, author = {{Demanet, Jannick and Van Houtte, Mieke}}, booktitle = {{Annual meeting of the American Educational Research Association (AERA) – Toward Justice, Culture, Language and Heritage in Education Research and Praxis, Abstracts}}, language = {{eng}}, location = {{Chicago, USA}}, title = {{Behavioral disengagement as a reaction to structural and cultural school disadvantage? The role of academic mindsets}}, year = {{2015}}, }