Suchergebnisse

AbstractOn average, boys display more disruptive school behaviour than girls. This study looks at this behaviour in the first place as gendered behaviour, investigating whether boys' and girls' disruptive behaviour is associated with their schools' student and teacher gender role culture. Multilevel analyses (HLM7) of representative Flemish data of 2706 male and 2436 female 8th grade students in resp. 57 and 49 secondary schools, and 1247 teachers gathered at the end of school‐year 2013/14, revealed that a more traditional student gender role culture is associated with less disruptive school behaviour in girls. As for boys, the positive association between traditional student gender role culture and disruptive school behaviour disappears when accounting for their individual gender role attitudes, which are significantly more traditional than those of girls. More traditional gender role attitudes coincide with more disruptive behaviour in boys and girls. Moreover, boys displaying less disruptive behaviour report a higher felt pressure for gender conformity. No impact is found of the homogeneity of teachers' gender role attitudes. The findings demonstrate that disruptive school behaviour can be looked at as gendered behaviour and can be tackled, at least partly, by discouraging gender stereotypical beliefs in students.

The topic of this article is the effect of mothers' employment on three indicators of well-being, namely self-esteem, locus of control and stress. The research population consists of 7431 adolescents. The analyses are carried out separately for girls and boys with families of different socioeconomic status. The underlying assumption is that the research population might determine whether an effect will be found or not, additionally, there are controls for some selection effects, for certain family characteristics and for the attention the adolescent receives at home. The conclusion of this article is that it is impossible to make general statements regarding the consequences of mother's employment: the research population plays a determining role. Moreover, the effects are minimal: for the majority of the adolescents in this research no effect has been found.

Starting point of this paper is retirement as the loss of the work role. Central to this are three theories about growing old, namely the disengagement theory, the continuity theory and the activity theory (substitution theory). These theories all make the connection between the degree in which the elderly are socially active and their life satisfaction. From these theories, three ways of adjustment to retirement are derived. Each has been related to life satisfaction. Empirical data for recently retired people indicate that substitution yields the highest scores. A further exploration instills the assumption that each way of adjustment may lead to a good life satisfaction, since people choose that way which corresponds best with their own life style and personality.

In Belgium there is recently a controversy concerning the court of justice and all who is professionally related to it. Conservativity and alienation are the main reproaches. This article questions if lawyers working in the 'traditional' sector (barrister, magistrate, notary and bailiff) differ in terms of social orientation (authoritarian conservatism, standards of morality and trust) from lawyers in other sectors. Hereto the theory of generalization is applied to sector of employment, with the Kohn-Schooler-tradition as source of inspiration. Data were gathered in 1994 of 801 lawyers (554 men and 247 women) working in Flanders and Brussels. A main finding is that lawyers in the traditional sector do not differ from the others with respect to authoritarian conservatism and standards of morality. However, women in the traditional sector have less trust in other people than female lawyers in other sectors. Furthermore, magistrates seem more likely to strictly obey the law than barristers do.

In present analysis, an attempt is made to identify perceived social support mechanisms through which the gender composition of the school may influence pupils' stress responses. Use was made of data from 68 academically oriented secondary schools in Flanders, Belgium. Of these schools, 25 were mixed-sex schools and 43 were single-sex schools (21 girls' and 22 boys' schools). Respondents (3,370 girls and 3,057 boys) were 3rd-year students, ages 14 and 15. A multilevel analysis (Hierarchical Linear Modeling) was performed adjusting for parental socioeconomic status (SES), parental support, academic performance, curriculum enrollment, school mean SES, sense of belonging in school, and quality of teacher-pupil relationships. Results show that early adolescent girls in single-sex schools experience lower levels of stress than coeducational schoolgirls do and that this effect is largely accounted for by sense of belonging.

In this paper it is examined how the girls' school effect on stress levels might be explained by pupils' self-esteem. Use was made of data concerning 6427 third-year pupils from 68 secondary schools in Belgium (Flanders) - 25 coeducational, 21 girls' and 22 boys' schools. A multilevel analysis (Hierarchical Linear Modeling) was performed adjusting for socio-economic status, academic performance, curriculum enrollment, school mean socio-economic status and self-esteem. Results indicate that the fact that early adolescent girls in single-sex schools tend to experience lower levels of stress than their coeducational counterparts, can partially be accounted for by self-esteem.

This study investigates in the context of Flanders (Belgium) whether working part‐time during the school year is more prevalent in lower tracks than in higher tracks, and whether this might be due to an antischool culture and/or the less demanding nature of such tracks. Additionally, the study examines whether the higher tendency to fail and to drop out in lower tracks is associated with the fact that lower‐track students are more likely to work. Multilevel analyses of data from 6,373 students in 44 secondary schools show that a school's futility culture explains lower‐track students' higher participation with paid work rather than the school's demanding nature. The results do not show a relation between students' employment and educational attainment. However, students working part‐time are less inclined to plan high school completion.

This article investigates whether European identity is a feasible and functional alternative to national identity. We examine the extent, determinants and consequences of national and European identification among (immigrant) Turkish and native Belgian pupils, with data gathered from 1629 pupils across 68 Belgian schools. The results show that immigrant Turkish pupils identify more strongly with Europe than with Belgium. The groups are closer to each other with respect to their European identification, while the latter is not in conflict with national identification. Moreover, European identity is less ethnically and more civically defined than national identity. Importantly, European identification was moderately related to academic achievement, though it is hard to make a causal claim.