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Session Overview
RN10_02b_IC: Ethnicity and Schooling
Wednesday, 30/Aug/2017:
4:00pm - 5:30pm

Session Chair: Jannick Demanet, Ghent University
Location: Intercontinental - Athenaeum CC II
Athenaeum Intercontinental Hotel Syngrou Avenue 89-93 Athens, Greece Floor: Lobby Level

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Multicultural School Leadership and The Ethnic Prejudice of Belgian Pupils

Roselien Vervaet, Peter Stevens

University of Ghent, Belgium

Worldwide migration processes are associated with increasing ethnical diversity of schools in western societies and coincide with a growing number of studies focusing on out-group attitudes of ethnic majority pupils. Research carried out on explaining variability in ethnic prejudice mostly focuses on individual student-level characteristics, neglecting the influence of school leaders and teachers. However, school leaders and teachers are able and have a professional responsibility to reduce ethnic prejudice among ethnic majority students in their schools. This can partly be done by paying attention to other cultures in school regulations, school policy and in the classroom. Many studies offer school leaders and teachers suggestions on how to develop more multicultural attitudes and social behavior, but rarely, the actual effects of these multicultural practices on pupils are examined. Therefore, this study will examine the association between multicultural school leadership and ethnic prejudice of Belgian pupils in the Flemish context, taking into account individual and school characteristics that have been shown to be related to ethnic prejudice. Multilevel analyses were performed on data from the Racism and Discrimination in Secondary Schools Survey, collected during the school year 2014-2015, including 2006 Belgian pupils in 38 Flemish secondary schools. The analyses showed that the degree of multicultural leadership in schools is not related to pupils’ ethnic prejudice. However, Flemish pupils in schools with a more multicultural teacher culture, i.e. where teachers use more examples from a variety of cultures in their discipline, were less ethnic prejudiced.

Understanding the impact of school's ethnic composition on Mathematics results of the students with immigrant origin in primary school

Teresa Seabra, Helena Carvalho, Patrícia Ávila

Instituto Universitário de Lisboa (ISCTE-IUL), Lisboa, Portugal

Scientific interest concerning the impact of school’s compositional effect on student performance has intensified throughout the current century, as the subject has been vastly explored by researchers in various national contexts (Agirdag, Van Houtte & Van Avermaet, 2012; Jensen & Rasmussen, 2011; Van der Slik, Driessen & De Bot, 2006; Schnepf, 2007; Goldsmith, 2003, Lleras, 2008). These effects have usually been studied taking student outcomes as measured by standardized tests on different school subjects and levels of education.

In Portugal we conducted a research using an extensive database (16 269 students and 417 schools) with the results of fourth grade students on Portuguese Language national standardized tests in the Lisbon Metropolitan Area (2009-10). We intent to reveal what are the main factors behind students results in public schools giving special attention to the effect of ethnicity, considered both at the student level (its national origin) and at the school level (the schools ethnic composition). A multilevel analysis was developed involving both individual level variables and school level variables to answer the following research questions: Does the schools’ ethnic composition effect on Portuguese Language scores stand when students’ gender, social and ethnic origins are taken into account? Does this effect stand when the schools’ social composition is taken into account? How does the schools’ ethnic composition moderate the relation between having/not having an immigrant background and students’ Portuguese Language scores, when the socio-economic status (SES) of both students and schools is controlled?

“Does ethnicity matters when we speak of justice in education?”: top-down and bottom-up perspectives on education policies in Lithuania

Kristina Sliavaite

Lithuanian Social Research Centre, Lithuania

Due to demographic processes the general number of school age pupils has been declining in Lithuania in past decades and this led to the restructuring of schooling sector. These processes affected not only schools with Lithuanian (state) language of instruction, but also schools with national minority language of instruction (Russian, Polish). The Amendments to the Law on Education in 2011 equated the state language graduation exam at schools with state and national minority language of instruction. These transformations were met with some protests and critique by some leaders of national minority groups. The paper discusses how these processes are perceived and experienced by different social actors. What is considered as (un)just in education policies by different actors? The paper applies the theoretical approach by N.Fraser and researchers who contribute particularly to the issues of justice in education (eg. C.Vincent (ed.) 2003). The macro level policy might be considered just from a policy planners perspectives, but experienced as unjust in everyday contexts and on micro level. The paper argues that at the micro level the perception of justice is related to identity and recognition. The paper is based on the data collected during qualitative research in the main cities of Lithuania in 2016-2017. This research was funded by a grant (No. LIP-031/2016) from the Research Council of Lithuania.

Class educational styles of Polish communities in the UK

Przemyslaw Sadura

Warsaw University, Poland

One of the rarely addressed issues concerning Polish community in the UK is the question of class differentiation in building the relationship with the British society (Pustulka 2016, Garapich 2008, D’Angelo & Ryan 2011). The paper aimed to fill this gap focusing on class styles of education in Polish communities in the UK.

Poland’s accession to the EU in 2004 changed the pattern of migration from Poland to the UK (see Ryan, et al, 2009; Lopez Rodriguez 2010, White 2010). The consequence of this new migration trend was the large numbers of Polish children arriving in British schools: according to the Office for National Statistics in 2015 there were 213,000 Polish nationality residents aged 0-18 in the UK.

The analysis presented in the paper based on the project titled ‘Londoner-Pole-Citizen’ implemented by the Centre of Migration Research, Poland & Centre for Community Engagement Research, Goldsmiths College, University of London, UK (CCER); Lewisham Borough Council and Lewisham Polish Centre. In the course of the research 2 IDIs & 4 FGIs were collected. As a comparative material the literature on class diversity of educational styles in UK (e.g. Ball 2003) will be used as well as 200+ IDIs with members of working, middle and upper middle classes collected in Poland during 3 research projects coordinated by the author (Sadura 2015; 2017).

Class style of education is seen as a part of broader category of class lifestyle used by Bourdieu (1984) and his followers. The paper use the empirical analysis to address the theoretical issues of relation between migrant class habitus, Polish/British class structure, the educational system(s) and the state(s).

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