Ethnic school context and the national and sub-national identifications of pupils

Abstract: In various European countries, policymakers strive for educational desegregation to enhance pupils’ national identifications. Since little empirical evidence supports such a policy and social identity theorists emphasize the importance of context, this article examines the impact of ethnic school composition—measured by the proportion of non-natives and ethnic heterogeneity—on the national (Belgian) and sub-national (Flemish) identifications of pupils. Multilevel data analyses by surveying 2,845 pupils (aged ten to twelve) in sixty-eight Flemish primary schools reveal differential effects for natives and non-natives. While the proportion of non-natives at school is negatively associated with non-native pupils’ identifications, it is positively related to native pupils’ identifications. In general, the ethnic heterogeneity of the school is negatively associated with pupils’ national and sub-national identifications. Our findings indicate that the relation between ethnic school compo

Standort
Deutsche Nationalbibliothek Frankfurt am Main
Umfang
Online-Ressource
Sprache
Englisch
Anmerkungen
Postprint
begutachtet (peer reviewed)
In: Ethnic and Racial Studies ; 34 (2010) 2 ; 357-378

Klassifikation
Erziehung, Schul- und Bildungswesen

Ereignis
Veröffentlichung
(wo)
Mannheim
(wann)
2010
Urheber
Agirdag, Orhan
Houtte, Mieke van
Avermaet, Piet van

DOI
10.1080/01419870.2010.510198
URN
urn:nbn:de:0168-ssoar-265843
Rechteinformation
Open Access unbekannt; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
Letzte Aktualisierung
25.03.2025, 13:53 MEZ

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Beteiligte

  • Agirdag, Orhan
  • Houtte, Mieke van
  • Avermaet, Piet van

Entstanden

  • 2010

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