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ERIC Number: EJ1158833
Record Type: Journal
Publication Date: 2017-Oct
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0038-0407
EISSN: N/A
Gender Differences in Context: The Impact of Track Position on Study Involvement in Flemish Secondary Education
Van Houtte, Mieke
Sociology of Education, v90 n4 p275-295 Oct 2017
This study examines whether the influence of track position on study involvement is gendered and whether gender differences in study involvement according to track position are associated with school misconduct and rather poor future perspectives. Three-level analyses (HLM 6) of data gathered in 2004-2005 from 11,872 third- and fifth-grade students in 146 tracks in a representative sample of 85 secondary schools in Flanders (Belgium) confirmed the impact of tracking on boys' as well as girls' study involvement. Boys are, generally, less involved in studying than girls, and boys are more affected by track position than girls are, enlarging the gender gap in the lower tracks. In these tracks, boys are more prone to misconduct and rather poor future perspectives. Finally, girls in arts tracks are, on average, more involved in studying than girls in academic tracks, but because of their higher tendency for disruptive behavior in school, this does not show.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A