Resisting Education: A Cross-National Study on Systems and School Effects (eBook)

Jannick Demanet, Mieke Van Houtte (Herausgeber)

eBook Download: PDF

2019
XVI, 208 Seiten
Springer International Publishing (Verlag)
978-3-030-04227-1 (ISBN)

Infos

This book focuses on how school-level features affect student resistance to education from a comparative angle, taking into account cross-national differences. All over the world, policy makers, school administrators, teachers, and parents are dealing with students who resist education. Resisting school might ultimately lead to unqualified dropout, and it is therefore crucial to understand what triggers resistance in students.

The book uses the ISCY data set to study multilevel questions in detail. It does so based on the view that system effects and school effects intertwine: system-level policy measures affect student outcomes in part by shaping school-level features, and school effects may differ according to certain system-level features. We start from an overarching theoretical framework that ties the various city-specific insights together, and contains empirical studies from Barcelona, Bergen, Ghent, Montréal Reykjavik, Sacramento, and Turku. It shows that, in all countries, the act of resisting school is more likely to occur among the socio-economically disadvantaged, and those in the most disadvantaged schools. However, educational system features, including tracking, free school choice, and school autonomy, are important driving factors of the differences between schools. As such, systems have the tools to curb between-school differences in resistance.

Previous research turns resistance into a problem of individual students. However, if school or system features engender resistance to school, policy initiatives directed at individual students may solve the problem only partially.

Jannick Demanet, PhD in Sociology, is assistant professor at the Department of Sociology, research team CuDOS (Cultural Diversity: Opportunities and Socialisation), at Ghent University, Belgium. His research deals with contextual effects, originating from school contexts and educational systems, on antischool attitudes and behavior and postsecondary education outcomes. He further researches friendships, bullying/victimization, grade retention, and teacher expectations. His work has been published in, among others, Journal of Youth and Adolescence, Sociological Quarterly, American Educational Research Journal, Acta Sociologica, and Teaching and Teacher Education (for full bibliography, see https://biblio.ugent.be/person/802000232230). He has been invited to lecture at the University of Lower Silesia, Wroclaw, Poland, and the Autonomous University of Barcelona, Spain. Since 2015, he is member of the board of the Research Network 10 (Sociology of Education) of the European Sociological Association (ESA) and since 2012 he is the coordinator of the International Study of City Youth in Ghent, Belgium.

Mieke Van Houtte, PhD in Sociology, is full professor and head of the research team CuDOS (Cultural Diversity: Opportunities and Socialisation) at the Department of Sociology at Ghent University (Belgium). Her research interests cover diverse topics within the sociology of education, particularly the effects of structural and compositional school features on diverse outcomes for students and teachers, with a focus on equal opportunities. In addition, she supervises research on sexual minorities. She (co)authored more than 300 publications, of which more than 100 accepted and/or published articles are listed in Web of Science, among which articles in high standing journals like Sociology of Education, American Educational Research Journal, Acta Sociologica, Sex Roles, Gender and Education - bibliography see https://biblio.ugent.be/person/801000942270. Since 2006 Van Houtte has been or is supervising about 20 PhD-students, of whom 14 successfully defended their PhD in the meantime. She has been invited to lecture at several universities abroad, such as St.-Petersburg, Barcelona, Paris, Amsterdam and Lancaster (UK). From 2009 until 2015 she was the president of the Flemish Sociological Association. Since 2009 she is member of the board, and since 2017 coordinator, of the Research Network 10 (Sociology of Education) of the European Sociological Association (ESA). Since 2015 she is a member of the Royal Flemish Academy of Belgium for Science and the Arts.

Inhalt

Acknowledgments 6
Contents 7
About the Editors 9
Contributors 11
List of Figures 13
List of Tables 14
Part I: Introduction 16
Chapter 1: School Effects on Deviance: An International Perspective 17
Setting the Stage 17
An Overarching Conceptual Framework of School Effects 19
School Effectiveness Research: A History 19
The IPO Model 21
School Misconduct: Revelations and Black Holes 23
Some Conceptual Clarity 23
Sociodemographic Determinants: The Role of Background 24
Attitudes and Relationships: Individual-Level Theories 26
What About School-Level Determinants? 27
Social Milieu 28
Ecological Environment 29
School Culture 29
The Social System 30
Bringing National Contexts In 31
The Need for Cross-National Research 31
The Cross-National CIPO Model 32
A Look Forward at Further Chapters 33
References 35
Chapter 2: Understanding Student Misconduct in Urban Schools: Is There a Need for a Cross-National Approach? 41
Introduction 41
School Misconduct 42
Comparing Contexts in Educational Research 42
Urban Schools as Distinctive Contexts 44
Goal and Research Questions 45
Method 46
Participants 46
Measures 46
Student Misconduct 46
Student and Family Characteristics 47
School Composition 47
Data Analytic Strategy 47
Results 48
Does the Nature of Specific Misconduct Behaviors and the Frequency of Occurrence of School Misconduct Vary Among Cities? 49
What Proportion of Variance in Student Misconduct Lies Between Students, Schools, and Cities? Do Schools Matter Equally Among ... 51
To What Extent Do Individual and Family Correlates of Student Misconduct Differ Across Cities? 53
To What Extent Do School Correlates (School Composition Factors) of Student Misconduct Differ Across Cities? 57
Discussion 58
References 60
Part II: Case Studies 65
Chapter 3: The Effects of 21st Century Skills on Behavioral Disengagement in Sacramento High Schools 66
Introduction 66
Literature Review 69
Behavioral, Emotional, and Cognitive (Dis)engagement 69
Demographic Differences 70
School Compositional Effects on Behavioral Disengagement and Peer Influences 70
Methods 72
Data 72
Measures 76
Outcome Variable 76
Student Variables 77
School Variables: Student Composition 77
Statistical Models 78
Conceptual Framework and Model Building 78
Results 79
Does the Level of Student Behavioral Disengagement Vary Among Schools? 79
Are There Differences in Behavioral Disengagement Among Demographic Groups? 80
Do Any Demographic Group Differences Vary Across Schools? 81
Do 21st Century Skills Mediate Group Differences on Behavioral Disengagement? 81
What Student Composition Factors at Schools Contribute to Behavioral Disengagement? 85
Discussion 86
Limitations 88
Implications to Education Policy 89
Summary 90
References 90
Chapter 4: Student Disengagement in Comprehensive School in Turku, Southwest Finland 94
Introduction 94
Aim and Hypothesis of the Study 96
Methods and Measures 100
Participants and Procedure 100
Measures and Analysis Process 101
Results 103
Commonness of School Misconduct 103
Structural Model of School Belonging 104
Discussion and Conclusions 107
Students´ School Misconduct Is Relatively Rare 107
Schools´ Social Milieu and Culture Are Connected with Students´ Behavioral Engagement 108
Relevance of School-Level Factors in the Finnish Context 109
References 112
Chapter 5: School Misconduct in a Unified System: Norwegian 10th Graders in Bergen 116
Introduction 116
Background 117
Theoretical Approach and Expectations 117
Previous Research on School Misconduct 118
The Norwegian System 120
The Current Study 121
Methods and Analytical Approach 121
Results 123
Discussion and Conclusion 125
References 127
Chapter 6: Student Disengagement in Inclusive Icelandic Education: A Question of School Effect in Reykjavík 130
Introduction 130
Background 131
Student Behavioral Disengagement 131
Student Background and Disengagement 133
Social Bonds, Self-Efficacy, and Disengagement 134
The Icelandic Education System 135
Research Questions and Hypothesis 136
Method 137
Participants 137
Procedure 137
Measures 138
Outcome 138
Student-Level Variables 138
School-Level Variable 139
Analysis 139
Results 140
Discussion 142
References 143
Chapter 7: Socioeconomic School Composition and School Misconduct: Disentangling Structural and Cultural Explanations in Ghent 147
Introduction 147
Background 148
A Student-Centered Explanation: Strain and Subcultural Theory 148
A Teacher-Centered Explanation: The Pygmalion Framework 150
A Structural Explanation: The Flemish Tracking System 151
The Current Study 153
Methods 153
Data 153
Measures 153
Outcome 153
Individual-Level Variables 154
School-Level Variables 154
Data Analyses 156
Results 157
Discussion 160
References 162
Chapter 8: A Multilevel Analysis of Student School Misconduct in High Schools: Investigating the Role of School Socioeconomic ... 166
Introduction 166
Background 167
Objectives and Hypotheses 171
Methodology 171
Sample 171
Measures 172
Student-Level Variables 172
School-Level Variables 173
Data Analyses 174
Results 175
School Environment and Student Misconduct in School 175
Control Variables and Student Misconduct in School 175
School Socioeconomic Composition and Student Misconduct in School 177
SES, Teacher Culture, and Student Misconduct in School 177
Interaction Between SES Composition and Teacher Culture 177
Discussion 179
Strengths and Limitations 181
Conclusion 182
References 183
Chapter 9: Bad Schools or Bad Pupils? School Effects on Misbehaviour in Barcelona 187
Introduction 187
`Bad Students´ and Deviant Behaviour 188
The Search for Effective Schools in Spain 190
Barcelona in Context 192
Methodology 195
Sampling and Variables 195
Results 198
Bivariate Analyses 198
Multilevel Analyses 199
Discussion and Conclusion 201
References 202
Part III: Conclusion 205
Chapter 10: Resisting Education: Do Schools and Systems Matter? 206
Introduction 206
The Importance of a Cross-National View 207
Cities´ Specificities 207
The Pervasive Impact of System-Level Policy Decisions 211
Curbing Opposition: The Toolbox of Processes 212
Where to Go from Here 215
Concluding Remarks 216
References 216

Produkt-Details

• Erscheint lt. Verlag: 28.1.2019
• Reihe/Serie: International Study of City Youth Education
• Reihe/Serie: International Study of City Youth Education
• Zusatzinfo: XVI, 208 p. 13 illus.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Bildungstheorie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: behavioural engagement • CIPO model • cross-cultural approach of student misconduct • Icelandic educational system • school deviance • school effects and school misconduct • school effects research • school misconduct in a unified system • secondary education • socio-economic school composition and school misconduct
• ISBN-10: 3-030-04227-8 / 3030042278
• ISBN-13: 978-3-030-04227-1 / 9783030042271