The Influence of Students' Social Background and Parental Involvement on Teachers' School Track Choices: Reasons and Consequences

Barg, Katherin

doi:10.1093/esr/jcr104

Cited by 45 publications

(50 citation statements)

References 21 publications

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“…Luyten & Bosker, ). These studies, conducted in different institutional contexts, have demonstrated repeatedly that teacher recommendations are biased by pupils’ social background (France: Duru‐Bellat, ; Barg, ; Flanders, Belgium: Boone & Van Houtte, ; Germany: Ditton et al ., ; Dollman, ). In fact, pupils from higher socio‐economic backgrounds are more likely to get the advice to enrol in the more demanding, academic tracks than pupils from lower socio‐economic backgrounds, irrespective of achievement.…”

Section: Teacher Recommendations and Pupils’ Social Backgroundmentioning

confidence: 99%

“…Teacher recommendations and pupils' social background 2002; Barg, 2013;Flanders, Belgium: Boone & Van Houtte, 2013b;Germany: Ditton et al, 2005;Dollman, 2015). In fact, pupils from higher socio-economic backgrounds are more likely to get the advice to enrol in the more demanding, academic tracks than pupils from lower socio-economic backgrounds, irrespective of achievement.…”

Section: Introductionmentioning

confidence: 99%

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Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations

Boone

Thys

Avermaet

et al. 2018

British Educational Res J

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Teacher recommendations are an important factor in the process of track placement, but research has shown that they are biased by pupils’ social background. Pupils from higher socio‐economic backgrounds are more likely to get the advice to enrol in an academic track than pupils from lower socio‐economic backgrounds, irrespective of prior achievement. Previous studies looked primarily at individual pupil or parent characteristics and their influence on teacher recommendations. However, in this article, the authors argue that the class context forms the frame of reference within which a teacher forms his/her recommendation for pupils. Therefore, this article investigates class composition effects on teacher recommendations at the transition between primary and secondary education in Flanders. More specifically, we look at the socio‐economic, ethnic and ability composition of a class. Multilevel logistic models were tested on data collected in 36 primary schools in the cities of Ghent and Antwerp in May 2015. The results show that only the ability composition of the classroom exerts a frame‐of‐reference effect on teacher recommendations for academically versus practically oriented tracks. A pupil with a low individual ability in a low‐ability class was more likely to get the advice to enrol in an academically oriented track than an equally able pupil in a high‐ability class. This study demonstrated the limited importance of class composition in teacher recommendations, but calls for more research on teacher bias in the process of track assignment.

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Section: Teacher Recommendations and Pupils’ Social Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations

Boone

Thys

Avermaet

et al. 2018

British Educational Res J

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“…Where the proportion of students from lower socioeconomic backgrounds is high, migrant students are found to have fewer targeted supports available to them (Cebolla-Boado, 2007;Rangvid, 2007). Following the growing recognition of the importance of parental engagement and home-school partnerships in creating supportive schooling environments, schools in European countries have increasingly focused on outreach to migrant parents by providing language support, and encouraging migrant involvement in parent-teacher associations (see Barg, 2013).…”

Section: The Importance Of the School Environment And Support Structumentioning

confidence: 99%

‘Everybody is Available to Them’: Support Measures for Migrant Students in Irish Secondary Schools

Faas

Sokolowska

Darmody

2015

British Journal of Educational Studies

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Migration to Ireland is continuing, albeit at a much slower pace, and migrant children continue to have a strong presence in Irish schools. How well these students integrate into the Irish education system depends, at least partially, on the support measures the schools have put in place for them. This article draws on the results of a large-scale empirical study on academic and social support measures available in Irish secondary schools, and contributes to the debate on challenges, in terms of inclusivity, posed by immigration into Ireland. The paper discusses approaches taken at government and school level in addressing the needs of new arrivals, offering a comparative perspective of various support models in the EU. While there is a growing body of research on the experiences of migrant children and young people in schools, few previous studies have drawn on a nationally representative dataset and focussed specifically on the support measures migrant students can have access to.

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“…Duru-Bellat and Kieffer, 2001;Ichou and Vallet, 2013). Empirical analyses of the dialogue shed light on one cause of this remaining social origin effect: In most cases, teachers accept families' requests and thereby reproduce the social inequality that comes with families' requests (Duru-Bellat, Jarousse and Mingat, 1993;Duru-Bellat and Mingat, 1989;Roux and Davaillon, 2001;Barg 2013). …”

Section: Introductionmentioning

confidence: 99%

“…However, previous analyses of the dialogue rest on insufficient data that provides no valid information on student school performance or does not take into account students who already have repeated grades (Roux and Davaillon, 2001). Also, they focus only on parts of the dialogue, do not analyse social class effects on families' rejections of staff meetings' propositions or their retention decisions (Duru-Bellat, Jarousse and Mingat, 1993;Duru-Bellat and Mingat, 1989;Barg 2013). …”

Section: Introductionmentioning

confidence: 99%

Educational Choice and Cultural Capital: Examining Social Stratification within an Institutionalized Dialogue between Family and School

Barg

2015

Sociology

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This paper analyses the impact of social class on families' and teachers' decisionmaking within an institutionalized family-school dialogue in France. The dialogue decides which upper secondary school track a student will attend and consists of three main steps: (i) family's school track request, (ii) staff meeting's subsequent school track proposition, and (iii) family's optional rejection of the staff's proposition. Using national longitudinal data, Ifind that parents' cultural capital importantly mediates secondary effects (i.e. social class effects that remain after controlling for school performance) on families' requests and their rejections of staffs' propositions. Social class effects on staffs' propositions are accounted for by families' requests and student school performance. Moreover families and teachers appear to choose grade retention to avoid enrolment in a lower track.

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The Influence of Students' Social Background and Parental Involvement on Teachers' School Track Choices: Reasons and Consequences

Cited by 45 publications

References 21 publications

Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations

Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations

‘Everybody is Available to Them’: Support Measures for Migrant Students in Irish Secondary Schools

Educational Choice and Cultural Capital: Examining Social Stratification within an Institutionalized Dialogue between Family and School

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