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ERIC Number: EJ1214663
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1837-6290
Educational Inequalities, Teacher Authority and Student Autonomy in Multi-Ethnic Basque Secondary Education
Pérez-Izaguirre, Elizabeth
Issues in Educational Research, v29 n2 p519-536 2019
This paper focuses on educational inequalities in multi-ethnic Basque secondary education. More precisely, the study takes an ethnographic standpoint and aims to explore the academic performance disparities between autochthonous and immigrant students in Basque education in relation to teacher authority. Methods include participant observation and interviews conducted in a Basque school attended by a high proportion of immigrant students. The data indicates that teachers showed three kinds of authority styles, including authoritative and affectionate, which elicited different degrees of student autonomy. The authority style that did not elicit an effective student response involved the use of both authoritative and affectionate strategies; this inconsistent style was only observed when teachers interacted with immigrant students around Basque language learning. This paper argues that teachers' authority styles have implications for the academic inequalities present between autochthonous and immigrant students. [Paper presented at the Oxford Ethnography and Education Conference, 2018.]
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A