The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture

Broeck, Laura Van den; Demanet, Jannick; Houtte, Mieke Van

doi:10.1016/j.tate.2020.103015

Cited by 28 publications

(25 citation statements)

References 74 publications

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“…Sewell et al 1969). Third, aspirations can also be influenced by teacher effects (van den Broeck et al 2020). Teachers in nonacademic tracks may be less able to stimulate academic goals in gifted or interested pupils when the institutional context requires them to focus on practical and nonacademic skills.…”

Section: Diversion Processes In Secondary Educationmentioning

confidence: 99%

Analysing Diversion Processes in German Secondary Education: School-Track Effects on Educational Aspirations

Bittmann

Schindler

2021

Köln Z Soziol

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Educational aspirations can be regarded as a predictor of final educational attainment, rendering this construct highly relevant for analysing the development of educational inequalities in panel data settings. In the context of the German tracked secondary school system, we analysed school-track effects on the development of educational aspirations. Using data from five consecutive waves of the National Educational Panel Study (NEPS), we selected a sample of high-performing students with initially high aspirations. Our results indicate that pupils in the nonacademic track or with a low social origin tend to lower their aspirations significantly more often than pupils in the academic track or pupils with a high social origin. With mediation analyses, we demonstrate that these differences can be attributed to learning environments at the school level. We also show that the downward adjustment of aspirations in the nonacademic track is less pronounced for students from highly educated families than for students from low-education family backgrounds.

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Section: Diversion Processes In Secondary Educationmentioning

confidence: 99%

Analysing Diversion Processes in German Secondary Education: School-Track Effects on Educational Aspirations

Bittmann

Schindler

2021

Köln Z Soziol

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“…This is not to overlook the critical role of schools, and teachers in particular, who are uniquely positioned to guide students in their decision making and support student aspirations through a culture of high expectations. This is particularly important in contexts where there are Indigenous students (Behrendt et al, 2012) and low-SES circumstances are prevalent (Van den Broeck et al, 2020). At the same time, it is crucial to acknowledge that teachers cannot sustain this work on their own.…”

Section: Discussionmentioning

confidence: 99%

Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people’s futures

et al. 2021

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Students from regional and remote areas remain significantly under-represented in higher education despite decades of equity policy designed to encourage participation. One explanation is that policy initiatives often overlook the realities in local rural contexts that can make higher education less desirable. Applying the theoretical lens of ‘doxic’ and ‘habituated’ aspirations, this paper analyzes interviews with 13 students, 10 parents/carers, and 4 teachers from one regional and one remote community in NSW, Australia. We document the emotional and material realities shaping young people’s imagined futures in these communities, highlighting the commitment to a rural lifestyle in one, and the desire to escape the other community in decline. We argue that developing successful initiatives to address equitable participation in higher education requires a departure from hegemonic discourses of ‘rurality’ and greater recognition of and respect for the diverse needs and desires of regional and remote students.

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“…Notwithstanding that both features are closely related, it can be illuminating to disentangle the effects of a school's socioeconomic and ethnic composition (e.g., Van den Broeck et al, 2020).…”

Section: Faculty Trust and School Compositionmentioning

confidence: 99%

Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust

Houtte

2021

European Education

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Given the importance of relatedness for study motivation, motivation might be associated with faculty trust in students and, as such, with schools' student composition. Representative Flemish data of 5162 students and 1247 teachers in 57 Flemish secondary schools, gathered at the end of the 2013/2014 school year (April-May 2014), reveal that the association between faculty trust in students and students' autonomous motivation goes through students' trust in teachers. In schools with a higher socioeconomic student composition, students are less autonomously motivated, but this does not show because faculty trust is high, which generates more autonomous motivation-via students' trust in teachers.

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The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture

Cited by 28 publications

References 74 publications

Analysing Diversion Processes in German Secondary Education: School-Track Effects on Educational Aspirations

Analysing Diversion Processes in German Secondary Education: School-Track Effects on Educational Aspirations

Aspiring to higher education in regional and remote Australia: the diverse emotional and material realities shaping young people’s futures

Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust

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