Do Attitudes toward School Influence the Underachievement of Turkish and Moroccan Minority Students in Flanders? The Attitude-Achievement Paradox Revisited

Autor/inn/en	D'hondt, Fanny; Van Praag, Lore; Stevens, Peter A. J.; Van Houtte, Mieke
Titel	Do Attitudes toward School Influence the Underachievement of Turkish and Moroccan Minority Students in Flanders? The Attitude-Achievement Paradox Revisited
Quelle	In: Comparative Education Review, 59 (2015) 2, S.332-354 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/680171
Schlagwörter	Underachievement; Minority Group Students; Student Attitudes; Positive Attitudes; Educational Benefits; Labor Market; Theories; Immigrants; Role; Qualitative Research; Ethnic Groups; Negative Attitudes; Foreign Countries; Racial Discrimination; Secondary School Students; Questionnaires; Statistical Analysis; Markov Processes; Monte Carlo Methods; Belgium; Morocco; Turkey + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Schülerverhalten; Bildungsertrag; Labour market; Arbeitsmarkt; Theory; Theorie; Immigrant; Immigrantin; Immigranten; Rollen; Qualitative Forschung; Ethnie; Negative Fixierung; Ausland; Racial bias; Rassismus; Sekundarschüler; Fragebogen; Statistische Analyse; Markowscher Prozess; Monte-Carlo-Methode; Belgien; Marokko; Türkei
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 person's 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 Mickelson's 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01