De positieve effecten van etnische verscheidenheid in de klas op de schoolprestaties van leerlingen in een multi-etnische metropool

Braster, Sjaak; Dronkers, Jaap

doi:10.5117/soc2013.1.bras

Cited by 6 publications

(2 citation statements)

References 31 publications

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“…A Herfindahl index with five clusters was used to represent this social diversity and calculated as follows: 1 -[(proportion no education)² + (proportion primary education)² + (proportion lower secondary education)² + (proportion higher secondary education)² + (proportion higher education)²]. This likewise resulted in a value between 0 and 1, with a higher number signifying more social diversity in the given classroom (Braster & Dronkers, 2012).…”

Section: Dependent Variablesmentioning

confidence: 99%

Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

Schaepmeester

Braak

Aesaert

2022

Theory & Research in Social Education

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This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers' citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data was gathered from 686 sixth-grade primary school students in 44 classrooms, and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers' liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students' social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students' attitudes towards dealing with conflicts. Second, teachers' conservative citizenship beliefs negatively relate to students' reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.

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Section: Dependent Variablesmentioning

confidence: 99%

Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

Schaepmeester

Braak

Aesaert

2022

Theory & Research in Social Education

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“…This results in a value between 0 and 1, with a higher value representing more diversity in spoken home languages in the classroom. Social diversity represents the diversity in SES in the classroom, measured by means of the highest educational level of the mother (Braster and Dronkers 2012).…”

Section: Independent Variablesmentioning

confidence: 99%

Social citizenship competences of primary school students: does socio-ethnic diversity in the classroom matter?

Schaepmeester

Braak

Aesaert

2021

Globalisation, Societies and Education

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In the current diverse society, young people need a wide scope of social citizenship competences to live with the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to social citizenship competences of sixth grade primary school students. In order to measure students' social citizenship competences, a video-based situational judgement test (skills) and the Citizenship Competences Questionnaire (knowledge, attitudes and reflection) were administered to 791 students in 54 classes in Flanders (the northern part of Belgium). Variables with regard to socio-ethnic classroom diversity are measured by means of a student and parent background questionnaire. A regression analysis with a two-level design at student and classroom level was conducted for each of the four citizenship components. The results of these analyses indicate that differences in students' social citizenship competences are mainly explained by means of variables on student level. Included variables to measure socio-ethnic diversity in the classroom are not significantly related to students' social citizenship competences. Limitations of this study and directions for future research are discussed.

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Research-Policy Dialogues in the Netherlands

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Scholten

2015

IMISCOE Research Series

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De positieve effecten van etnische verscheidenheid in de klas op de schoolprestaties van leerlingen in een multi-etnische metropool

Cited by 6 publications

References 31 publications

Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

Social citizenship competences of primary school students: does socio-ethnic diversity in the classroom matter?

Research-Policy Dialogues in the Netherlands

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