The consequences of educational differentiation have been at the centre research in sociology education during past decades. Processes allocation have, however, received much less attention. Despite fact that has shown teacher recommendations France and Germany are partly determined by pupils’ social background, studies inquire into causes this bias seem to be virtually inexistent. This study aims examine whether transition from primary secondary Flanders (northern, Dutch-speaking part...

This paper inquires into the mechanisms conducive to social class differentials in educational choice Flanders (the Northern, Dutch-speaking part of Belgium) using both quantitative data gathered from parents ( N = 1339) and qualitative during two focus groups with pupils 16). Unlike most previous studies, this study takes consideration all three theoretical perspectives that have driven research on so far, namely cultural reproduction theory, rational action theory notion capital. Logistic...

Social class differences in educational decision-making form an important explanation for persisting inequalities, particularly choice-driven systems with early tracking. Nevertheless, little is known about the process preceding these choices, especially when school and track choice are interrelated. Building on literature, this study aims to explore how parents from different social backgrounds shape their at transition primary secondary education Flanders (Belgium). To end, we adopt...

Teacher recommendations are an important factor in the process of track placement, but research has shown that they biased by pupils’ social background. Pupils from higher socio‐economic backgrounds more likely to get advice enrol academic than pupils lower backgrounds, irrespective prior achievement. Previous studies looked primarily at individual pupil or parent characteristics and their influence on teacher recommendations. However, this article, authors argue class context forms frame...

The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes the environment have negative influence on perceived control and engagement. However, until now little attention has been devoted role of onset ability grouping therein, which often coincides with start education. Research shown that students non‐academic tracks display lower levels In this study we examine relation between prospective track choice feelings behavioural...

Background: The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system.Purpose: We sought study elements that are associated with cultural capital – namely a sense entitlement and strategic knowledge have relevance NAMS' trajectories. In studying process relates careers, this argues for general shift from resource-focused approach towards strategy-focused...

Tracking and other forms of ability grouping such as streaming or setting, are general features many educational systems in Europe. Policy makers have introduced tracking to facilitate teaching learning. In this study, we will examine the impact structure system Flanders (northern part Belgium) on learning teaching. Results based data from participant observations semi-structured interviews with students teachers fifth grade secondary education one post-secondary vocational one-year...

In this article, we engage with the emerging literature that studies increased enrolment of first-generation college students (FGCS), is, from households where neither parent has obtained a bachelor’s /master’s degree. Our article answers two research questions. First, data 2,338 first-year are used to investigate extent which FGCS differ continuing-generation (CGCS) concerning reason why one enrols in university education. Second, what degree do these motives explain differences study...

Increasing numbers of youngsters are at risk early school leaving. In this study, we examine educational decision-making inner-city youth during their trajectories and how could contribute to the decision leave without an qualification. Based on interviews with 34 in a Flemish city (Antwerp, Belgium; 2014–2016), our findings show that these were very diverse terms choices, characterized by frequent, illogical movements across fields institutions type programmes. These can be seen as result...

Educational transitions are crucial sites of social selection. Whereas bias in teacher recommendations is well-established, less known about guidance the process preceding actual choice. Bridging literature on class and educational choice home-school relations this study explores classed patterns course outcome parent-teacher interactions regarding decision-making (EDM) at transition from primary to secondary education Flanders (Belgium). We used a qualitative research design combining...

Urban–rural disparities in educational outcomes have so far primarily received attention U.S.-based research. These studies show that pupils rural areas are at a disadvantage compared with (sub)urban areas. This article aims to examine urban–nonurban differences choice European context, namely Flanders (the northern part of Belgium). To do so, we make use data gathered from 1,339 parents sample 53 primary schools (24 urban, 29 nonurban). We find urban more ambitious choices and this is...

Research has studied less the embeddedness of relationship between parental educational expectations and teacher judgments in neighborhood. We use data that were collected a longitudinal study conducted Belgium, which focused on children fifth sixth grades primary school. found effect neighborhood is mediated by nonnative background students. The seems to be mainly one selecting pupils Teachers have—under control deductive ability previous judgments—a lower judgment students with an...