School segregation and self-fulfilling prophecies as determinants of academic achievement in Flanders Dr. Orhan Agirdag Ghent University, CuDOS.

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School segregation and self-fulfilling prophecies as determinants of academic achievement in Flanders Dr. Orhan Agirdag Ghent University, CuDOS

Educational inequalities in Flanders Across ethnic and socioeconomic lines At all levels of education

Primary education: math achievement

Secondary education: tracking

The question is … why

Educational inequalities Two theoretical frameworks 1.School segregation 2.Self-fulfilling prophecies  Separate perspectives  Possible integration of perspectives?

1. Studies on school segregation Focus effects of school composition  school SES, school ethnic composition net effects (control for individual-level variables) Limits 1. Most studies only in the USA 2. Student outcomes only (achievement) 3. Black-box model: lack of processes

School composition Student performance

School composition Student performance ?

2. Self-fulfilling prophecies Pygmalion effect: Teacher expectations  Students expectations  Student performance Previous studies: individual-level expectations e.g. individual student ethnicity  teacher expectations But school-level expectations? e.g. school ethnic composition  teacher expectations

School composition Student performance

School composition Student performance Teacher expectations

School composition Student performance Teacher expectations Student expectations

Quantitative data ( ) 68 Flemish primary schools 2845 students (aged 10-12) 706 teachers  Multilevel analysis

Variables (1) Independent Ethnic composition (% non-native ethnic minority pupils) SES composition (% working-class pupils) Dependent Math achievement (60 items) Control School-level: school denomination, school size, previous achievements Student-level: grade, gender, SES, previous achievement, ethnicity

Variables (2) Mediator at student level 1. Sense of futility (student expectations)  4 items: “Students like me will fail, even if we try hard” Mediators at school level 2. Futility culture (student expectations)  aggregate of sense of futility 3. Teachability culture (teacher expectations)  31 items, “Students in this school are smart, hardworking, polite, …”

Results Model 1Model 2Model 3 Ethnic composition: (% non-native) (n.s.)--- SES composition: (% working class) ** Teachability culture (n.s.) Futility culture *** Sense of futility *** Control variables not shown n.s.= p > 0.05; *= p < 0.05; **= p < 0.01; ***=p < 0.001

Results Model 1Model 2Model 3 Ethnic composition: (% non-native) (n.s.)--- SES composition: (% working class) ** Teachability culture (n.s.) Futility culture *** Sense of futility *** Control variables not shown n.s.= p > 0.05; *= p < 0.05; **= p < 0.01; ***=p < 0.001

Results Model 1Model 2Model 3 Ethnic composition: (% non-native) (n.s.)--- SES composition: (% working class) ** Teachability culture (n.s.) Futility culture *** Sense of futility *** Control variables not shown n.s.= p > 0.05; *= p < 0.05; **= p < 0.01; ***=p < 0.001

Results Model 1Model 2Model 3 Ethnic composition: (% non-native) (n.s.)--- SES composition: (% working class) ** Teachability culture (n.s.) Futility culture *** Sense of futility *** Control variables not shown n.s.= p > 0.05; *= p < 0.05; **= p < 0.01; ***=p < 0.001

SES composition (% working class) Teachability culture Futility culture Sense of futility Academic achievement *** n.s * * 0.365** *** *** Results

Policy recommendations Prevent drop-out = reducing achievement gaps 1. Educational policy Monolingual education policies  low expectations Valorization of linguistic diversity needed 2. Teacher education (TE) programs a)More focus on social justice in existing TE programs b)Specialized TE programs diversity