Suchergebnisse

Abstract
In Flanders (Belgium), less than half the students enrolling in university succeed. Previous research has linked this to students' gender, socio-economic, migration, and socio-cultural background. However, most Flemish studies focus on study success in the first year of university. Additionally, the research investigates the effects of socio-demographic and educational background of students, but in an additive way without much attention to the intersections of different axes of diversity. In this exploratory study, we want to investigate the relationship between student gender and students' representation and study progress in academic bachelor programmes and to what extent the gender effect is homogeneous or divergent for different subpopulations of students. We use data from the Flemish Database Higher Education. Findings indicate, firstly, that the humanities show less gender segregation and more social diversity in general than the fields of STEM (sciences, technology, engineering and mathematics) and medicine. Secondly, in general, men tend to take more time to complete the bachelor programme except for middle class students where women are more at risk for study delay.

Abstract
Teacher-student interactions have received increasing attention as a predictor of student educational outcomes. With regards to the underachievement of boys, observational studies have shown that boys receive more negative attention from their teachers than girls. In this mixed-method study, the relationship between teacher-student classroom interactions, students' perception of equity in the classroom, initial ability, and grade retention were analysed. Questionnaires and standardised ability tests for math and reading were administered to 6380 first-year secondary students. For a subsample of 129 students, fifteen-minute fragments of video-recorded lessons were coded. Information was gathered about students' certification (grade retention). Logistic regression analyses provide evidence for the higher likelihood of students with a lower sense of equity to receive a certificate forcing them to repeat the current year. The odds to repeat a year were also significantly higher in students that are more off task. Gender was no significant predictor and, based on the regression results of multiple models, it is hypothesised that gender effects might be mediated through sense of equity. The interaction of gender and socio-economic background (SES) was a significant predictor. High SES girls are less likely than high SES boys to repeat a year. No gender difference exists in students from low SES. Finally, lower mathematical ability was a significant predictor of grade retention.

In this article, we engage with the emerging literature that studies the increased enrolment of first-generation college students (FGCS), that is, students from households where neither parent has obtained a bachelor's /master's degree. Our article answers two research questions. First, data from 2,338 first-year students are used to investigate the extent to which FGCS differ from continuing-generation college students (CGCS) concerning the reason why one enrols in university education. Second, to what degree do these motives explain differences in study choice? Our results show that FCGS, compared to CGCS, more strongly endorsed the economic investment motive and what we call the social investment motive, that is, the motivation to become a role model for one's community. In addition, our findings reveal that the choice for more economically rewarding fields of study is related to these motives to start a university education. In the conclusion, we discuss the implications of our findings.