How tracking structures attitudes towards ethnic out-groups and interethnic interactions in the classroom: an ethnographic study in Belgium
The influence of the ethnic composition of schools on interethnic relations and attitudes has been studied extensively and has received ample interest from policy makers. However, less attention has been paid to the structures and processes inside schools that organize interethnic relations and atti...
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| Veröffentlicht in: | Social psychology of education 2015-03, Vol.18 (1), p.165-184 |
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| creator | Van Praag, Lore Boone, Simon Stevens, Peter A. J. Van Houtte, Mieke |
| description | The influence of the ethnic composition of schools on interethnic relations and attitudes has been studied extensively and has received ample interest from policy makers. However, less attention has been paid to the structures and processes inside schools that organize interethnic relations and attitudes. In Flanders (Belgium), secondary education is organized by grouping students in different tracks, which are hierarchically ordered and prepare students for different futures. Tracking in Flanders is intended to group students according to their abilities but together with this, students are grouped according to their ethnic and socioeconomic background. In the present study, the interethnic relations and attitudes in each track will be explored, based on ethnographic observations and semi-structured interviews in three multi-ethnic secondary schools in one city. Our findings suggest that different patterns occur across three groups of tracks: the most appreciated fields of study in academic, the intermediary (less appreciated fields of study in academic and technical tracks) and vocational tracks. According to the relative sizes of ethnic groups and track specific characteristics, interethnic relations were characterized respectively by ethnic segregation, positive experiences of interethnic contact or ethnic conflict/tensions. The ethnic composition of classrooms seemed to matter for students’ ethnic in-group identifications and evaluations and perceived out-group threats. |
| doi_str_mv | 10.1007/s11218-014-9273-7 |
| format | Article |
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In the present study, the interethnic relations and attitudes in each track will be explored, based on ethnographic observations and semi-structured interviews in three multi-ethnic secondary schools in one city. Our findings suggest that different patterns occur across three groups of tracks: the most appreciated fields of study in academic, the intermediary (less appreciated fields of study in academic and technical tracks) and vocational tracks. According to the relative sizes of ethnic groups and track specific characteristics, interethnic relations were characterized respectively by ethnic segregation, positive experiences of interethnic contact or ethnic conflict/tensions. 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In Flanders (Belgium), secondary education is organized by grouping students in different tracks, which are hierarchically ordered and prepare students for different futures. Tracking in Flanders is intended to group students according to their abilities but together with this, students are grouped according to their ethnic and socioeconomic background. In the present study, the interethnic relations and attitudes in each track will be explored, based on ethnographic observations and semi-structured interviews in three multi-ethnic secondary schools in one city. Our findings suggest that different patterns occur across three groups of tracks: the most appreciated fields of study in academic, the intermediary (less appreciated fields of study in academic and technical tracks) and vocational tracks. According to the relative sizes of ethnic groups and track specific characteristics, interethnic relations were characterized respectively by ethnic segregation, positive experiences of interethnic contact or ethnic conflict/tensions. The ethnic composition of classrooms seemed to matter for students’ ethnic in-group identifications and evaluations and perceived out-group threats.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s11218-014-9273-7</doi><tpages>20</tpages></addata></record> |
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| ispartof | Social psychology of education, 2015-03, Vol.18 (1), p.165-184 |
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| source | Education Source (EBSCOhost); SpringerLink; Sociological Abstracts |
| subjects | Attitudes Belgium Conflict Education Ethnic Groups Ethnicity Ethnography Foreign Countries High schools Intergroup Relations Minority & ethnic groups Outcomes of Education Personality and Social Psychology Public opinion School Demography Schools Secondary Education Secondary School Students Secondary Schools Segregation Semi Structured Interviews Sociology of Education Students Studies Threat Track System (Education) |
| title | How tracking structures attitudes towards ethnic out-groups and interethnic interactions in the classroom: an ethnographic study in Belgium |
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