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

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Presentation on theme: "School segregation and self-fulfilling prophecies as determinants of academic achievement in Flanders Dr. Orhan Agirdag Ghent University, CuDOS."— Presentation transcript:

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

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

3 Primary education: math achievement

4 Secondary education: tracking

5

6

7 The question is … why

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

9 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

10 School composition Student performance

11 School composition Student performance ?

12 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

13 School composition Student performance

14 School composition Student performance Teacher expectations

15 School composition Student performance Teacher expectations Student expectations

16 Quantitative data (2009-2010) 68 Flemish primary schools 2845 students (aged 10-12) 706 teachers  Multilevel analysis

17

18 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

19 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, …”

20 Results Model 1Model 2Model 3 Ethnic composition: (% non-native) -0.120 (n.s.)--- SES composition: (% working class) ----0.235**-0.103 Teachability culture--- -0.031 (n.s.) Futility culture--- -0.258*** Sense of futility--- -0.213*** Control variables not shown n.s.= p > 0.05; *= p < 0.05; **= p < 0.01; ***=p < 0.001

21 Results Model 1Model 2Model 3 Ethnic composition: (% non-native) -0.120 (n.s.)--- SES composition: (% working class) ----0.235**-0.103 Teachability culture--- -0.031 (n.s.) Futility culture--- -0.258*** Sense of futility--- -0.213*** Control variables not shown n.s.= p > 0.05; *= p < 0.05; **= p < 0.01; ***=p < 0.001

22 Results Model 1Model 2Model 3 Ethnic composition: (% non-native) -0.120 (n.s.)--- SES composition: (% working class) ----0.235**-0.103 Teachability culture--- -0.031 (n.s.) Futility culture--- -0.258*** Sense of futility--- -0.213*** Control variables not shown n.s.= p > 0.05; *= p < 0.05; **= p < 0.01; ***=p < 0.001

23 Results Model 1Model 2Model 3 Ethnic composition: (% non-native) -0.120 (n.s.)--- SES composition: (% working class) ----0.235**-0.103 Teachability culture--- -0.031 (n.s.) Futility culture--- -0.258*** Sense of futility--- -0.213*** Control variables not shown n.s.= p > 0.05; *= p < 0.05; **= p < 0.01; ***=p < 0.001

24 SES composition (% working class) Teachability culture Futility culture Sense of futility Academic achievement -0.396*** n.s. -0.241* -0.106* 0.365** -0.258*** -0.213*** Results

25 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

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