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Showing 1 to 15 of 31 results Save | Export
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Vervaet, Roselien; Van Houtte, Mieke; Stevens, Peter A. J. – Education and Urban Society, 2018
In this study, we investigate the association between a school's ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools…
Descriptors: Cultural Pluralism, Secondary School Students, Teacher Characteristics, Foreign Countries
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Vervaet, Roselien; Van Houtte, Mieke; Stevens, Peter A. J. – Teachers College Record, 2018
Background/Context: As a result of migration processes, schools in Flanders (the Dutch-speaking region of Belgium) are notably ethnically diverse. This evolution has coincided with an increasing number of studies focusing on ethnic-minority pupils' experiences of ethnic prejudice from their ethnic majority counterparts. Purpose/Objective/Research…
Descriptors: Foreign Countries, Ethnic Diversity, Secondary School Students, Bias
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Van Praag, Lore; Demanet, Jannick; Stevens, Peter A. J.; Van Houtte, Mieke – Social Psychology of Education: An International Journal, 2017
Track position has an impact on students' perceptions of educational success. These perceptions matter as they relate to educational and professional aspirations and choices. In this ethnographic study, based on ethnographic observations and semi-structured interviews in three secondary schools in Flanders (northern part of Belgium), we want to…
Descriptors: Foreign Countries, Student Attitudes, Self Concept, Secondary School Students
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Van Houtte, Mieke – Sociology of Education, 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…
Descriptors: Gender Differences, Track System (Education), Foreign Countries, Secondary School Students
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Demanet, Jannick; Van Houtte, Mieke – American Educational Research Journal, 2016
We examine the association between grade retention and the number of same-grade friendships. Moreover, we investigate the effect of a school's proportion of retained students on these friendships and the moderating effect of this school characteristic on the relationship between retention and the number of same-grade friendships. Multilevel…
Descriptors: Academic Failure, Grade Repetition, Friendship, Peer Acceptance
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Stevens, Peter A. J.; Charalambous, Panayiota; Mesaritou, Evgenia; Spyrou, Spyros; Van Praag, Lore; D'hondt, Fanny; Vervaet, Roselien; Van Houtte, Mieke – British Journal of Educational Studies, 2016
While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students' responses to racism can be explained. By using an ecological approach to integrate existing research on actors' responses to racism, this study finds that…
Descriptors: Minority Group Students, Racial Bias, Student Attitudes, Foreign Countries
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Van der Bracht, Koen; D'hondt, Fanny; Van Houtte, Mieke; Van de Putte, Bart; Stevens, Peter A. J. – Oxford Review of Education, 2016
Public concerns over the possible effects of school segregation on immigrant and ethnic majority religiosity have been on the rise over the last few years. In this paper we focus on (1) the association between ethnic school composition and religious salience, (2) intergenerational differences in religious salience and (3) the role of ethnic school…
Descriptors: School Segregation, Religious Cultural Groups, Ethnic Groups, Minority Groups
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Huyge, Ellen; Van Maele, Dimitri; Van Houtte, Mieke – Gender and Education, 2015
How much students feel at home in school predicts academic outcomes. In view of the gender achievement gap, it is worth examining the gendered pattern of this school belonging. Studies on school belonging, however, have barely acknowledged possible obstructive effects of traditional gender role attitudes of individual students and student…
Descriptors: Sex Role, Gender Differences, Student School Relationship, Student Attitudes
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D'hondt, Fanny; Van Houtte, Mieke; Stevens, Peter A. J. – Social Psychology of Education: An International Journal, 2015
School belongingness has proven its positive effect on a wide range of outcomes that lead to school success. However, the factors that influence school belongingness received little research attention. Hence, the goal of this study is to explore the impact of ethnic victimization on ethnic minority students' school belongingness. Hereto, we…
Descriptors: Victims, Ethnic Groups, Racial Bias, Minority Group Students
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Van Houtte, Mieke; Stevens, Peter A. J. – British Educational Research Journal, 2015
It has been established since the 1960s that tracking yields negative consequences for students in lower tracks. As this research has been carried out mainly in the USA and UK, the effects of tracking have been demonstrated in systems of within-school tracking mostly. However, in many European countries--such as Belgium (Flanders)--tracking is…
Descriptors: Track System (Education), Correlation, Comparative Education, Vocational Education
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D'hondt, Fanny; Van Praag, Lore; Stevens, Peter A. J.; Van Houtte, Mieke – Comparative Education Review, 2015
While many ethnic minority students underachieve compared with their ethnic majority peers, they often hold very positive school attitudes. Mickelson (1990) explained this attitude-achievement paradox by the existence of a double set of attitudes. Abstract attitudes reflect the dominant ideas about schooling, while concrete attitudes refer to a…
Descriptors: Underachievement, Minority Group Students, Student Attitudes, Positive Attitudes
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Aerts, Saskia; Van Houtte, Mieke; Dewaele, Alexis; Cox, Nele; Vincke, John – Youth & Society, 2015
This study focuses on the school motivation of LGB (lesbian, gay, and bisexual) students in Flanders, the northern part of Belgium, a fairly LGB-friendly country. The authors hypothesize that LGB students in Flemish secondary schools are less motivated for school than heterosexual students because they experience less sense of school belonging and…
Descriptors: Foreign Countries, Student Motivation, Homosexuality, Sexual Identity
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Vantieghem, Wendelien; Vermeersch, Hans; Van Houtte, Mieke – Social Psychology of Education: An International Journal, 2014
Educational gender gap research tries to explain the differential achievement of boys and girls at secondary school, which manifests in many western countries. Several explanatory frameworks are used for this purpose, such as masculinities theory. In this review article, the history of educational gender gap research in Anglo-Saxon literature and…
Descriptors: Gender Differences, Self Concept, Sexual Identity, Masculinity
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Aerts, Saskia; Dewaele, Alexis; Cox, Nele; Van Houtte, Mieke – Journal of LGBT Youth, 2014
Students from the technical and vocational track in Flanders have more homonegative attitudes than other students. We investigate what explains this track difference and if the homonegativity is reflected in more bullying experiences by lesbian, gay, and bisexual (LGB) students in these tracks. The results show that sex-role ideology and religion…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Bullying
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Van Houtte, Mieke; Demanet, Jannick; Stevens, Peter A. J. – Social Psychology of Education: An International Journal, 2013
Past research into the consequences of tracking mainly documented on the impact of attending different tracks on students' achievement and behavior. Less attention has been paid to the impact of track positions on teachers' perceptions and expectations regarding students. By means of multi-level analysis of data of 6,545 students in 46 Flemish…
Descriptors: Track System (Education), Student Evaluation, Homework, Teacher Attitudes
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