The ethnic prejudice of Flemish pupils: the roles of school gender composition and laddish culture

Houtte, Mieke Van; Vervaet, Roselien; Mickelson, Roslyn Arlin; Stevens, Peter

doi:10.1080/09540253.2018.1440283

Cited by 10 publications

(10 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our models show that having attended high schools with larger proportions of female students increases LSES students' odds of declaring and graduating with a STEM degree. This finding is not surprising given that if low-SES students attend high schools with more female students, it is likely that these high schools reported more order, less violence problems, and in general a more academically encouraging environment which would arguably be particularly beneficial for LSES students whose educational decisions depend more on the school context than on their familial realities (U.S. Department of Education, Office of Planning, Evaluation and Policy Development, 2005;Van Houtte et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Socioeconomic Differences in North Carolina College Students’ Pathways Into STEM

Bottía

Jamil

Stearns

et al. 2022

Teachers College Record

Self Cite

View full text Add to dashboard Cite

Background/Context: The underrepresentation of students from lower socioeconomic status (LSES) backgrounds among college graduates with science, technology, engineering, and mathematics (STEM) degrees, and consequently in STEM occupations, is a concern with respect to reducing, perpetuating, or increasing social inequality. The loss of their talent and creativity also poses a threat to the future of the U.S. economy, scientific knowledge generation, and national security. This study uses two theoretical frameworks—bounded rationality and effectively maintained inequality (EMI)—to identify the pathways toward STEM for students from lower and higher SES backgrounds, given the well-documented differences in their family resources and opportunities to learn, amount of cultural capital, and risk aversions. Purpose: The study identifies factors related to LSES students’ odds of declaring and graduating with a STEM degree and tests whether those factors work in similar ways for students from higher socioeconomic groups. The study contributes to understanding the roots of the underrepresentation of LSES students in STEM majors and occupations. Research Design: We use a mixed-method sequential explanatory design that draws from two complementary sources of data, one quantitative and one qualitative. Using multilevel logit models, the quantitative data set explores how SES influences students’ choices regarding whether to pursue a STEM degree. The qualitative data set further explores the relationships found in the quantitative data specifically for the case of LSES students through analysis of in-depth interviews. Findings: Quantitative analysis finds that LSES students’ socioeconomic background is related to their reduced opportunities to learn and reduced information resources, lessening their adequate academic preparation for success in STEM majors. Qualitative data indicate that risk avoidance—specifically, perceptions of risk and ideas of future income stability—play an important role in LSES students’ decisions to major in STEM. In addition, LSES students possess insufficient data to make informed decisions while in high school regarding course selection that would better enable their pathways into STEM, and to navigate into college success. Conclusions: To foster equity in access to postsecondary educational resources, it is crucial to offer all students access to high-quality academic opportunities before enrolling in college. Furthermore, high schools must ensure that students have access to explicit information about college and what various majors entail. We advocate that all students should have information on all options available so they can make well-informed decisions that match their abilities and preferences. Students’ access to and preferences for certain majors should not be conditioned on their socioeconomic background.

show abstract

Section: Resultsmentioning

confidence: 99%

Socioeconomic Differences in North Carolina College Students’ Pathways Into STEM

Bottía

Jamil

Stearns

et al. 2022

Teachers College Record

Self Cite

View full text Add to dashboard Cite

show abstract

“…The link between online newspaper consumption and attitudes towards immigrants did not emerge as significant for adolescents who go to schools with more ethnic diversity. Although earlier Belgian studies have shown that pupils who attend ethnically diverse schools are less likely to be prejudiced against migrants (Van Houtte et al, 2019), it is possible that the mass-mediated intergroup contact that pupils from less diverse schools experience via their main source of news consumptionthe digital environmentsomewhat counters their lack of direct intergroup contact (and the prejudice-reducing effects that go along with it). Such findings should encourage educators and policy makers to stimulate news consumption by adolescents.…”

Section: Discussionmentioning

confidence: 98%

Relating adolescents’ exposure to legacy and digital news media and intergroup contact to their attitudes towards immigrants

2021

View full text Add to dashboard Cite

Previous research has found that news coverage on immigration is often biased in negative ways and that it inspires the formation of negative attitudes towards immigrants. However, academic research about this link between news consumption and attitudes towards immigrants among adolescents remains limited. The current study aims to test this association from a media-exposure and intergroup-contact perspective using survey data from 875 adolescents in Flanders, Belgium. The findings show that only television news consumption, thus no other types of news consumption, was associated with adolescents’ attitudes towards immigrants. Intergroup contact within the friend group, outside the school context, was linked to more positive attitudes. This study nuances earlier findings that news consumption predicts attitudes towards immigrants. Implications for future research are discussed.

show abstract

“…Finally, schools' sex context is important toward educational outcomes as well (Van de Gaer et al, 2004). The higher the proportion of girls in school, the more academically oriented the overall study culture in school is (Van Houtte, 2004;Van Houtte et al, 2019) and the less disruptive behavior boys and girls display (Demanet et al, 2013). Hence, an association is found between schools' sex composition and faculty trust in students, with higher proportions of girls in school coinciding with more faculty trust in students (Van Houtte, 2007;Van Maele & Van Houtte, 2009).…”

Section: Faculty Trust and School Compositionmentioning

confidence: 99%

Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust

Houtte

2021

European Education

Self Cite

View full text Add to dashboard Cite

Given the importance of relatedness for study motivation, motivation might be associated with faculty trust in students and, as such, with schools' student composition. Representative Flemish data of 5162 students and 1247 teachers in 57 Flemish secondary schools, gathered at the end of the 2013/2014 school year (April-May 2014), reveal that the association between faculty trust in students and students' autonomous motivation goes through students' trust in teachers. In schools with a higher socioeconomic student composition, students are less autonomously motivated, but this does not show because faculty trust is high, which generates more autonomous motivation-via students' trust in teachers.

show abstract

The ethnic prejudice of Flemish pupils: the roles of school gender composition and laddish culture

Cited by 10 publications

References 55 publications

Socioeconomic Differences in North Carolina College Students’ Pathways Into STEM

Socioeconomic Differences in North Carolina College Students’ Pathways Into STEM

Relating adolescents’ exposure to legacy and digital news media and intergroup contact to their attitudes towards immigrants

Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust

Contact Info

Product

Resources

About