Publication
Title
Do attitudes toward school influence the underachievement of Turkish and Moroccan minority students in Flanders? The attitude-achievement paradox revisited
Author
Abstract
While many ethnic minority students underachieve compared with their ethnic majority peers, they often hold very positive school attitudes. Mickelson (1990) explained this attitude-achievement paradox by the existence of a double set of attitudes. Abstract attitudes reflect the dominant ideas about schooling, while concrete attitudes refer to a persons perceptions of reality and originate from the educational benefits people expect to obtain on the labor market. According to Mickelson, only students concrete attitudes influence achievement. Applying Mickelsons theory in Flanders, regarding students of Turkish and Moroccan descent, we could not find evidence that abstract and concrete attitudes play a role in the achievement of ethnic minority students. Qualitative research suggests that this could be due to distinct interpretations of success and ways of dealing with perceived constraints. This contrasts with ethnic majority students, who are more likely to end the school year unsuccessfully if they hold pessimistic concrete attitudes.
Language
English
Source (journal)
Comparative education review. - New York, N.Y., 1957, currens
Publication
New York, N.Y. : 2015
ISSN
0010-4086
Volume/pages
59:2(2015), p. 332-354
ISI
000354117500006
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
External links
Web of Science
Record
Identification
Creation 24.05.2016
Last edited 15.06.2017