“That way there are no surprises in the end”: the cooling out function of reception education for newly arrived migrant students in Flanders

Emery, Laura; Spruyt, Bram; Avermaet, Piet Van

doi:10.1080/00131911.2021.2023472

Cited by 7 publications

(3 citation statements)

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“…Looking at Table 1, it is apparent that NAMS are overrepresented in vocational education. Several elements play a role here (see also [25]). First, because of the conditionality of Dutch as a kind of 'entry ticket' into mainstream education, the acquisition of Dutch becomes converged with students' general academic ability [11].…”

Section: Newly Arrived Migrant Studentsmentioning

confidence: 99%

Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders

et al. 2022

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All over Europe, the rapidly increasing number of newly arrived migrant students (NAMS) not only transformed countries into ethnically diverse societies but also led to various challenges for the educational system in general and its schools and teachers in particular. In Flanders, education for NAMS has several limitations, such as an overrepresentation of NAMS in vocational tracks and a lack of interaction between reception and mainstream education teachers. The central thesis of this paper is that building up networks between the actors involved in the education for NAMS in Flanders may offer a solution for much of the formulated critiques. The paper starts off with an overview of the Flemish educational system and pays particular attention to reception education, its central actors, and the issues they are experiencing. Next, an argumentation for social networks as a potential solution for the critiques is built up, followed by a potential future agenda for education for NAMS in Flanders, riddled with network-related opportunities. The central aim of the paper is to generate fresh insight into education for NAMS, by linking its shortcomings to the strength of building up networks and collaboration, or put differently, connecting the dots.

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Section: Newly Arrived Migrant Studentsmentioning

confidence: 99%

Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders

et al. 2022

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“…However, these imaginaries are intertwined with "real" hardships (Rosen et al, 2023). Some issues that continue to affect migrant students are, for example, early school leave, grade retention, and lower achievement (UNESCO, 2018;Wang, 2021); being approached by deficit thinking (Roy and Roxas, 2011;Szelei et al, 2021;Ahooja and Ballinger, 2022), lesser opportunities to access education, learn, and achieve (Ko and Hong, 2020;Emery et al, 2023), and facing segregation, discrimination, and racism (Bonal, 2012;Bunar and Juvonen, 2022;Helakorpi et al, 2022).…”

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confidence: 99%

Editorial: Scrutinising educational responses to migration: critical perspectives on changes in educational practice, policy and research

Szelei,

Wagner,

Eloff

et al. 2024

Front. Educ.

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“…2.Such feelings of fatalism contrast with “immigrant optimism” often found among immigrants (Bahena, 2019). We do not discuss the latter phenomenon here in detail as sociologists have also identified a range of structural mechanisms that “cool down” these initial high aspirations among (some) immigrants (Emery et al, 2022). …”

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In Search of the Social in Psychological Capital: Integrating Psychological Capital into a Broader Capital Framework

Dóci

Spruyt

Moortel

et al. 2023

Review of General Psychology

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During the past decade, a rich literature emerged focusing on “psychological capital,” a multidimensional concept encompassing self-efficacy, hope, optimism, and resilience. So far psychological capital has been predominantly studied in the areas of work and organizational psychology, management, and organizational behavior. This paper argues that (1) the relevance of psychological capital is much broader than assumed so far and (2) that not only the outcomes but also the (social) origins and sources of psychological capital need to be studied. More specifically, the key questions that we address in this paper concern (1) how the notion of psychological capital can be integrated into a broader capital framework that allows studying (the reproduction of) social inequalities, (2) what such integration adds to disciplines such as psychology and sociology, (3) and which avenues for further research can be derived from such framework? Informed by the work of Pierre Bourdieu, we argue that psychological capital is the missing link to develop a comprehensive framework for studying (the reproduction of) social inequalities. Based on our theory building, we develop an interdisciplinary research agenda.

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“That way there are no surprises in the end”: the cooling out function of reception education for newly arrived migrant students in Flanders

Abstract: is a Ph.D. student at the sociology department of the Vrije Universiteit Brussel (Belgium) and member of the research group TOR. Her recent work on education has been published in Educational Research.

Cited by 7 publications

References 44 publications

Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders

Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders

Editorial: Scrutinising educational responses to migration: critical perspectives on changes in educational practice, policy and research

In Search of the Social in Psychological Capital: Integrating Psychological Capital into a Broader Capital Framework

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