Suchergebnisse

In this study, we investigate the association between a school's ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools suggest that teachers in schools with more ethnic minority pupils, teachers in vocational education, and ethnically unprejudiced teachers implement more MCT. These findings highlight the need for more research into the relationship between school features, the sociopsychological characteristics of teachers, and their involvement with MCT.

In various European countries, policymakers strive for educational desegregation to enhance pupils' national identifications. Since little empirical evidence supports such a policy and social identity theorists emphasize the importance of context, this article examines the impact of ethnic school composition—measured by the proportion of non-natives and ethnic heterogeneity—on the national (Belgian) and sub-national (Flemish) identifications of pupils. Multilevel data analyses by surveying 2,845 pupils (aged ten to twelve) in sixty-eight Flemish primary schools reveal differential effects for natives and non-natives. While the proportion of non-natives at school is negatively associated with non-native pupils' identifications, it is positively related to native pupils' identifications. In general, the ethnic heterogeneity of the school is negatively associated with pupils' national and sub-national identifications. Our findings indicate that the relation between ethnic school composition and pupils' identifications is mediated by the latter's interethnic friendships. The consequences of these findings for educational policy are discussed.

This article covers three primary topics within the broad heading of ethnically focused supplemental education. The first is a general overviewof the topic of supplemental ethnic schools. The second is a specific case history of one such program, the Mount Zion Ethnic School. The third is a discussion, informed by that case history, of howandwhy such programsmay be beneficial elements of a holistic system of education that combines formal schooling with informal and nonformal educational efforts, especially those grounded in and generated by diverse and marginalized communities. The value of such programs is only partially reflected in measurable academic products of their programs, as it also includes the symbolic power of fostering a sense of agency, empowerment, and possibility within a community and in how that community is viewed by others.