Publication
Title
The association between Islamic religion, religiosity and academic achievement
Author
Abstract
Recently, an influential study has shown that immigrant pupils from Islamic countries perform worse than other pupils and that the share of pupils from Islamic countries at schools is negatively related to the academic achievement of other pupils (Dronkers, 2010). These effects are interpreted as consequences of Islamic religion and religiosity, although both variables religion and religiosity were not included in that study. The aim of the present study is to gain a better understanding of the effects of Islamic religion and religiosity, based on data of 2.845 pupils (average age 11,62) in 68 Flemish primary schools. The results of multilevel analyses indicate that Muslim students do not perform worse than other students, when controlling for country of origin. Secondly, the share of Muslim students at school does not have an effect on the educational achievement of other pupils. Finally, the extent of Islamic religiosity does not have a linear effect, but rather a curvilinear effect on educational performance of Muslims, as both most religious and least religious pupils score higher. Implications for educational research and policy are discussed.
Language
Dutch
Source (journal)
Pedagogische studiën
Publication
2011
Volume/pages
88:5(2011), p. 339-353
ISI
000298021800004
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 18.04.2012
Last edited 09.12.2017
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