Advertisement

Resisting Education: Do Schools and Systems Matter?

  • Jannick DemanetEmail author
  • Mieke Van Houtte
Chapter
Part of the International Study of City Youth Education book series (SCYE, volume 2)

Abstract

In this final chapter, we provide a summary of the main findings of the studies presented in this volume and discuss the main implications for policy-makers. The results show quite convincingly that cross-national research in this domain is important to undertake, as both the severity of school misconduct, as the size of the school effect therein, differs between cities. We discuss the role of various system-level policy choices driving these between-city differences, including the policy choice to track or not, to curb school autonomy by centralizing policy decisions, and free school choice. In the last part of this chapter, we provide insight into the role of malleable school processes. The findings of this volume especially stress three processes, namely, self-evaluations of academic ability, sense of purpose of education, and attachment to various school actors. We suggest that these processes can and should be used as a toolbox by policy-makers, school administrators, and teachers, to curb structural system- and school-level effects on school misconduct.

Keywords

Policy implications School misconduct School effects Cross-national differences 

References

  1. Agirdag, O., Van Houtte, M., & Van Avermaet, P. (2012). Why does the ethnic and socio-economic composition of schools influence math achievement? The role of sense of futility and futility culture. European Sociological Review, 28(3), 366–378.CrossRefGoogle Scholar
  2. Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1994). On the success of failure. A reassessment of the effects of retention in the primary grades. Cambridge, UK: University Press.Google Scholar
  3. Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24(3), 243–262.CrossRefGoogle Scholar
  4. Battistich, V., Solomon, D., Kim, D. I., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students attitudes, motives, and performance. A multilevel analysis. American Educational Research Journal, 32, 627–658.CrossRefGoogle Scholar
  5. Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32(3), 137–151.CrossRefGoogle Scholar
  6. Bol, T., & Van de Werfhorst, H. G. (2011). Signals and closure by degrees: The education effect across 15 European countries. Research in Social Stratification and Mobility, 29(1), 119–132.CrossRefGoogle Scholar
  7. Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Chicago: University of Chicago Press.Google Scholar
  8. Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education, United States Government Printing Office.Google Scholar
  9. Demanet, J., & Van Houtte, M. (2012). School belonging and school misconduct: The differing role of teacher and peer attachment. Journal of Youth and Adolescence, 41(4), 499–514.CrossRefGoogle Scholar
  10. Demanet, J., & Van Houtte, M. (2014). Social–ethnic school composition and disengagement: An inquiry into the perceived control explanation. The Social Science Journal, 51(4), 659–675.CrossRefGoogle Scholar
  11. Demanet, J., Vanderwegen, P., Vermeersch, H., & Van Houtte, M. (2013). Unravelling gender composition effects on rule-breaking at school: A focus on study attitudes. Gender and Education, 25(4), 466–485.CrossRefGoogle Scholar
  12. Dronkers, J., Van der Velden, R., & Dunne, A. (2012). Why are migrant students better off in certain types of educational systems or schools than in others? European Educational Research Journal, 11(1), 11–44.CrossRefGoogle Scholar
  13. Dweck, C. S. (2000). Self-theories. Their role in motivation, personality, and development. Philadelphia: Taylor & Francis.Google Scholar
  14. Hadjar, A., & Gross, C. (2016). Education systems and inequalities: International comparisons. Bristol, UK: Policy Press.CrossRefGoogle Scholar
  15. Jones, M. G. (1989). Gender issues in teacher education. Journal of Teacher Education, 40, 33–38.CrossRefGoogle Scholar
  16. Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74, 274–283.CrossRefGoogle Scholar
  17. Nieto, S. (2000). Placing equity front and center – Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180–187.CrossRefGoogle Scholar
  18. Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345–387.CrossRefGoogle Scholar
  19. Salchegger, S. (2016). Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the Big-Fish-Little-Pond effect across cultures. Journal of Educational Psychology, 108(3), 405–423.CrossRefGoogle Scholar
  20. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom – Reciprocal effects of teacher-behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.CrossRefGoogle Scholar
  21. Stern, J. (2018). Schools as communities. In A philosophy of schooling (pp. 19–37). Cham, Switzerland: Palgrave Macmillan.CrossRefGoogle Scholar
  22. Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. London: Falmer Press.Google Scholar
  23. Timperley, H. S., & Phillips, G. (2003). Changing and sustaining teachers’ expectations through professional development in literacy. Teaching and Teacher Education, 19, 627–641.CrossRefGoogle Scholar
  24. Van Houtte, M. (2004). Gender context of the school and study culture, or how the presence of girls affects the achievement of boys. Educational Studies, 30(4), 409–423.CrossRefGoogle Scholar
  25. Van Houtte, M. (2017). Gender differences in context: The impact of track position on study involvement in Flemish secondary education. Sociology of Education, 90(4), 275–295.CrossRefGoogle Scholar
  26. Van Houtte, M., Demanet, J., & Stevens, P. A. (2013). Curriculum tracking and teacher evaluations of individual students: Selection, adjustment or labeling. Social Psychology of Education, 16(3), 329–352.CrossRefGoogle Scholar
  27. Wu, W., West, S. G., & Hughes, J. N. (2010). Effect of grade retention in first grade on psychosocial outcomes. Journal of Educational Psychology, 102(1), 135–152.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Research Group CuDOS, Department of SociologyGhent UniversityGhentBelgium

Personalised recommendations