‘No more Turkish music!’ The acculturation strategies of teachers and ethnic minority students in Flemish schools

Praag, Lore Van; Stevens, Peter; Houtte, Mieke Van

doi:10.1080/1369183x.2015.1103171

Cited by 32 publications

(30 citation statements)

References 38 publications

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“…Moreover, although acculturation orientations such as integration are commonly used in daily discourse, the meaning and expectations regarding these orientations are vague and interpreted differently by different groups (Martiniello, ). For instance, recent research shows that receiving country nationals’ views on integration might be quite similar to what assimilation stands for in Berry's terms (Van Praag, Stevens, & Van Houtte, ). In a study with Belgian‐descent teachers and ethnic minority students at secondary schools, Van Praag et al.…”

Section: Studymentioning

confidence: 89%

Social Distance toward Syrian Refugees: The Role of Intergroup Anxiety in Facilitating Positive Relations

Koç

Anderson

2018

Journal of Social Issues

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The number of asylum seekers and refugees across the world is rapidly increasing. Negative attitudes toward these groups are globally prevalent and typically hostile because most receiving country citizens perceive them to be a security threat and an economic burden. This paper aims to understand the antecedents of negative attitudes toward a large refugee group currently garnering a great deal of attention-Syrian refugees, and experimentally test ways to ameliorate negative attitudes. In Study 1 (N = 122), we investigated predictors of social distance-as a proxy for prejudice-and found right-wing authoritarianism and intergroup anxiety to be significant predictors. In Study 2 (N = 162), we tested whether perceived acculturation orientation would predict social distance and found that Americans were less prejudiced toward Syrians who preferred to assimilate rather than integrate. Finally, in Study 3 (N = 153), we tested if a form of vicarious contact could reduce social distance via reduced intergroup anxiety; we found initial evidence for this mediation link. We discussed the potential for the vicarious contact intervention to foster positive intergroup relations and contribute to refugee wellbeing.

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Section: Studymentioning

confidence: 89%

Social Distance toward Syrian Refugees: The Role of Intergroup Anxiety in Facilitating Positive Relations

Koç

Anderson

2018

Journal of Social Issues

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“…In the case of Flanders as a society, and its educational and school policies in particular, one can certainly argue that there is a subtractive approach towards specific low-valued languages from socio-economic subordinate minorities and migrant groups in particular. Different schools sanction the use of the home or native language on the school premises (Clycq, 2014; Stevens, 2008; Van Praag et al, 2016). This repressive approach resembles the dominant perspective in broader Flemish society and in particular in the context of education and in the labour market.…”

Section: Institutional Culturalization In Education Policy and In Schmentioning

confidence: 99%

‘We value your food but not your language’: Education systems and nation-building processes in Flanders

Clycq

2016

European Educational Research Journal

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Education systems are crucial social and cultural apparatuses. They are designed to homogenize at least to a large extent the discourses and praxis of the citizens of a nation by channelling them as much as possible through a unified educational system. However, in ethnically and culturally diversified societies, these homogenizing social institutions can become counterproductive as they are primarily designed by and for the dominant ethnic group. This issue is particularly important in nation-building processes, something that is still explicitly ongoing in Flanders (Belgium), as these institutions put forward a unified nation with one culture and language. In this article we study how these macro-level processes can be related to the interaction processes in and between families and schools. The central research question this article tries to answer is: is the idea of a culturally and linguistically unified representation of the Flemish nation relevant when studying teacher-pupil-parent relations? We aim to build upon the existing literature by relating meso-level processes of institutional racialization and culturalization to micro-level interactions in educational settings and to macro-level processes of nation-building in Flanders. To answer these questions, we rely upon data from two qualitative research projects: (1) one study that focuses on the family socialization processes in ethnic majority and minority families and collected 42 interviews with parents; and (2) a second study that focuses on the educational trajectories of students, with specific attention on the school environment, and collected 114 interviews with students and 57 interviews with school actors. The findings show clear similarities between the macro-level processes and the interactions between families and schools in such a way that the article discusses if ongoing and explicit nation-building processes are capable of appreciating the existing diversity in a nation.

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“…One set of beliefs concerns the teaching of students from cultural minority backgrounds. This domain of beliefs may be linked to views on cultural expectations and prejudice (Makarova and Herzog 2013;Van Praag et al 2016), possibly influencing the way teachers interact and support their students. On a personal level, too, this domain of beliefs may be associated with teachers' perceptions of challenges and educational demands when dealing with culturally diverse students (Tatar and Horenczyk 2003).…”

Section: Theoretical Background 21 Intergroup Ideologies and Teachermentioning

confidence: 99%

Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers

Civitillo¹,

Juang

Schachner

2021

Z Erziehungswiss

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The color-evasive ideology (commonly termed “colorblindness”) proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and ignoring differences) are two distinct, albeit related, constructs. We tested this hypothesis by applying these two forms of the color-evasive ideology to teachers’ cultural diversity beliefs. In two cross-sectional field studies conducted with pre-service teachers (Study 1, n = 210), and in-service teachers (Study 2, n = 99), questionnaire items on the stressing similarities ideology and items on the ignoring differences ideology loaded on two separate factors, providing a better fit to the data than the one-factor model. Mean scores on these two types of color-evasive ideology also differed substantially, indicating that participants across the two studies mainly endorsed the stressing similarities perspective. The stressing similarities and ignoring differences ideologies related differently to other intergroup ideologies (i.e., multiculturalism and polyculturalism), and showed different patterns to psychosocial functioning in culturally diverse classrooms (i.e., cultural diversity-related stress).

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‘No more Turkish music!’ The acculturation strategies of teachers and ethnic minority students in Flemish schools

Cited by 32 publications

References 38 publications

Social Distance toward Syrian Refugees: The Role of Intergroup Anxiety in Facilitating Positive Relations

Social Distance toward Syrian Refugees: The Role of Intergroup Anxiety in Facilitating Positive Relations

‘We value your food but not your language’: Education systems and nation-building processes in Flanders

Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers

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