Forms of Classroom Arrangement: Streaming, Mixture, Inclusion

García, José Ramón Flecha

doi:10.1007/978-3-319-11176-6_3

Cited by 2 publications

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“…I argue that educational stratification leads to more homogeneous classrooms in terms of students’ academic ability as well as, indirectly, their social and ethnoracial background (Flecha 2015; Hallinan 1994; Sørensen 1970). Conversely, in the absence of educational stratification, in comprehensive school systems, students’ immediate school setting will be more heterogeneous (Gamoran 1992; Marks 2006).…”

Section: Track Logic: How Educational Stratification Shapes Students’mentioning

confidence: 97%

“…I build on this work to contribute a new approach to explain students’ attributions of success and failure. I argue that stratified school systems create settings that are relatively homogeneous in terms of students’ academic abilities and socioeconomic background, compared to mixed-ability groups (Chmielewski 2014; Flecha 2015; Gamoran 1992). Students in stratified systems learn from the homogeneity of those settings, and from the selection process that brought them there, that school performance is determined principally by effort and ability (Clycq, Nouwen, and Vandenbroucke 2014).…”

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Stratified Failure

Mijs

2016

Sociol Educ

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Country rankings based on the Programme for International Student Assessment (PISA) invite politicians and specialists to speculate about the reasons their countries did well or failed to do well. Rarely, however, do we hear from the students on whose performance these rankings are based. This omission is unfortunate for two reasons. First, research suggests that how students explain their academic performance has important consequences for their future achievements. Second, prior studies show that students’ attributions of success and failure in education can develop into explanations for social inequalities in adulthood. This article draws on PISA 2012 data on 128,110 secondary school students in 24 countries to explore how educational stratification shapes students’ explanations of their academic performance. I find that students in mixed-ability groups tend to attribute their mathematics performance to their teachers and to (bad) luck, whereas vocational- and academic-track students are more likely to blame themselves for not doing well. These differences between mixed-ability group students and tracked students are more pronounced in school systems where tracking is more extensive. I conclude by discussing how these findings speak to the broader impact of educational stratification on students’ psychology and cognition and the legitimation of inequalities.

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