This study uses ethnographic data collected in a Flemish (Belgian) secondary, multicultural technical and vocational education school, to investigate how, to what extent and why students perceive their teachers to be racist. The analysis suggests that students have relatively little experience of teacher racism. Using a Symbolic Interactionist framework, this study shows that students will define particular attitudes and social actions of their teachers as indicative of teacher racism. Differences between students in their perceptions of teachers as racist seem to be informed by the interactions between students and teachers and the particular meaning attached to teachers' attitudes and social actions in particular contexts. The conclusions discuss the implications of this study for future research on racism in (educational) organizations and social policy.
Chapter 1. Introduction the Handbook (second edition): Comparative sociological perspectives on racial and ethnic inequalities in education; Peter A.J. Stevens and A. Gary Dworkin -- Chapter 2. Argentina: Researching ethnic and educational inequalities in changing policy scenarios: from homogenization to the recognition of diversity; Analía Inés Meo, Silvina Cimolai and Lara Encinas -- Chapter 3. Australia: A multicultural education experiment; Lawrence J. Saha -- Chapter 4. Austria: Equity research between family background, educational systems and language policies; Barbara Herzog-Punzenberger and Philipp Schnell -- Chapter 5. Belgium: Cultural versus class explanations for ethnic inequalities in education in the Flemish and French communities; Lore Van Praag, Marie Verhoeven, Peter A.J Stevens and Mieke Van Houtte -- Chapter 6. Brazil: An overview of research on race, ethnicity and ethnic inequalities in education; Luiz Alberto Oliveira Gonçalves, Natalino Neves da Silva and Nigel Brooke -- Chapter 7. Canada: A review of research on race, ethnicity and inequality in education from 1980 to 2017; Katherine Lyon and Neil Guppy -- Chapter 8. China: Sociological perspectives on ethnicity and education in China: Views from Chinese and English literatures; Hua-Yu Sebastian Cherng, Emily Hannum, Chunping Lu, Peggy Kong and Xiaoran Yu -- Chapter 9. Cyprus: Educational inequalities in a divided country; Spyros Spyrou and Marios Vryonides -- Chapter 10. The Czech Republic: From ethnic discrimination to social inclusion in the education system; Laura Fónadová, Tomáš Katrňák and Natalie Simonová -- Chapter 11. England: Critical perspectives on the role of schools in developing race/ethnic inequalities; Peter A.J Stevens, Ada Mau and Gill Crozier -- Chapter 12. Finland: A learning society with limited understanding of ethnicity in the everyday life at school; Päivi Harinen and M'hammed Sabour -- Chapter 13. France: The increasing recognition of migration and ethnicity as a source of educational inequalities; Mathieu Ichou and Agnès van Zanten -- Chapter 14. Germany: Systemic, sociocultural and linguistic perspectives on educational inequality; Ingrid Gogolin, Sarah McMonagle and Tanja Salem -- Chapter 15. Ireland: A shift towards religious equality in schools; Daniel Faas and Rachael Fionda -- Chapter 16. Israel: Gaps in educational outcomes in a changing multi-ethnic society; Nura Resh and Nachum Blass -- Chapter 17. Italy: Four emerging traditions in immigrant education studies; Davide Azzolini, Debora Mantovani and Mariagrazia Santagati -- Chapter 18. Japan: The localization approach and an emerging trend toward the study of poverty within ethnicity and inequality; Kaori H. Okano -- Chapter 19. The Netherlands: From diversity celebration to a colorblind approach; Peter A.J. Stevens, Maurice J. Crul, Marieke W. Slootman, Noel Clycq and Christiane Timmerman -- Chapter 20. Norway: Ethnic (in)equality) in a social-democratic welfare state; Liza Reisel, Are Skeie Hermansen and Marianne Takvam Kindt -- Chapter 21. Russia: Ethnic differentiation in education in a context of debates on cultural diversity, autonomy, cultural homogeneity and centralization; Leokadia Drobizheva, David Konstantinovskiy, Laisan Mukharyamova and Nail Mukharymov -- Chapter 22. The Republic of South Africa: An enduring tale of two unequal systems; Shaheeda Essack and Duncan B. Hindle -- Chapter 23. Sweden: The otherization of the descendants of immigrants; Alireza Behtou, Fredrik Hertzberg, Rickard Jonsson, René León-Rosales and Anders Neergaard -- Chapter 24. Taiwan: An Immigrant Society with expanding educational opportunities; Chun-wen Lin, Ying-jie Jheng, Shan-hua Chen and Jason Chien-chen Chang -- Chapter 25. Turkey: Silencing ethnic inequalities under a carpet of nationalism shifting between secular and religious poles; Gülseli Baysu and Orhan Agirdag -- Chapter 26. The United States of America: Accountability, high-stakes testing, and the demography of educational inequality; A. Gary Dworkin and Pamela Anne Quiroz -- Chapter 27. Cross-nationally comparative research on racial and ethnic skill disparities: questions, findings and pitfalls; Alexander Dicks, Jaap Dronkers and Mark Levels -- Chapter 28. Social Cohesion, Trust, Accountability and Education; A. Gary Dworkin -- Chapter 29. Conclusions: Researching race and ethnic inequalities in education: Key findings and future directions; Peter A.J. Stevens and A. Gary Dworkin
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Purpose The purpose of this paper is to examine how repatriates' emotional support network affects their experience of re-entry.
Design/methodology/approach This inductive, qualitative study is based on 27 semi-structured, in-depth interviews with Belgian organizational repatriates.
Findings The analyses suggest that expatriation empathy is a key attribute of organizational repatriates' main emotional support providers. In addition, the results show that although partners are a main source of emotional support on re-entry, they are also important potential causes of distress. Lastly, the results suggest that the cultural diversity of a repatriate's emotional support network is linked with characteristics of the assignment and that it affects the experience of repatriation.
Research limitations/implications The results provide empirical evidence that the expatriation empathy of repatriates' support providers is a more informative characteristic to consider compared with whether they have personal experience of expatriation. In addition, the results suggest that research should also take into account the negative side of social support, and, for example, consider the influence of crossover distress of partners who experience relocation difficulties themselves.
Practical implications This study points to the possible benefits of organizing social activities or training for repatriates and their partner and any children, as well as the advantages of encouraging expatriates to invite home-country friends to visit.
Originality/value Although most scholars agree on the importance of support for expatriates' well-being, the sources of relevant emotional support have received little research attention so far, as has how this influences the repatriation experience.
This article explores why some Flemish secondary school students' study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.
