Fanny D’hondt
Biographic Data
| ID | 161069 |
|---|---|
| NAME | Fanny D’hondt |
| GIVEN NAMES | Fanny |
| FAMILY NAME | D’hondt |
| SIGNATURE | D’HONDT F |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0001-7697-0765 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 72 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Teachers and white privilege attitudes
While considerable research has examined white privilege in educational settings, particularly in Great Britain and the United States, less attention has been paid to in-service teachers’ white privilege attitudes, especially in European contexts. This study addresses this gap by analyzing cross-sectional data from 536 teachers across 44 Belgian secondary schools, using multilevel modeling. First, it explores the correlation between teachers’ whi…
School Matters
Adolescents’ stigmatizing attitudes and social distance toward peers with depression
Mental health stigma poses a significant burden on affected individuals, particularly adolescents, who are especially vulnerable to its consequences. However, the processes and predictors of adolescent mental health stigma remain underexplored. Guided by the Etiology and Effects of Stigma model, this study examines a broad range of factors that shape mental health stigma in this population. Data were drawn from the Red Noses Culturally Sensitive …
Exploring teacher–parent relationships in times of Covid-19
Previous research shows that the lockdown of schools due to the Covid-19 pandemic increased the already existing inequalities in education but little is known about the processes underlying these outcomes. In this study we used Bourdieu’s theories to explore how interactions between teachers’ expectations of parents and parents’ availability of cultural, social and economic capital could potentially influence educational inequalities in the conte…
Intercultural actions speak louder than words
Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they ali…
Reducing ethnic discrimination in rental applications
While field experiments are valuable in their ability to objectively analyse patterns of discrimination, research that focuses on reducing discrimination is systematically lacking. The present study addresses this gap. Building on both cognitive and behavioural processes that steer discriminatory decision-making and insights from diversity literature, we develop and test the effectiveness of a training intervention which is tailored to the specif…
Ethnic Microaggressions and Adolescents' Self-Esteem and Academic Futility
The central focus of this study is the perceived frequency and consequences of ethnic microaggressions. Research in this area of adolescent literature on ethnic discrimination is underdeveloped. Evidence showing that microaggressions are not interchangeable with blatant forms of discrimination and can have a severe negative impact on well-being is scarce. This study focuses on (a) three subdimensions of microaggressions (denial of ethnic reality,…
Diversity ideologies in Flemish education
As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multicultur…
Intercultural Competence Predicts Intercultural Effectiveness
Why does someone thrive in intercultural situations; while others seem to struggle? In 2014, Leung and colleagues summarized the literature on intercultural competence and intercultural effectiveness into a theoretical framework. This integrative framework hypothesizes that the interrelations between intercultural traits, intercultural attitudes and worldviews, and intercultural capabilities predict the effectiveness with which individuals respon…
Perceived Teacher Discrimination and Depressive Feelings in Adolescents
Adolescents’ identities are multiple, yet there is very little research that investigates the importance of intersecting identities, especially in relationship to teacher ethnic/racial discrimination and mental health. Multiplicity is often approached bi-dimensional (heritage and national identities) yet this study highlights the importance of regional identity. Regions are distinct socio-political contexts in relation to migration and integratio…
Ethnic discrimination in secondary education
Ethnic discrimination is a serious problem in education. Previous quantitative research is predominately focused on the consequences of ethnic discrimination. Very little is known, however, about the characteristics of the school context that influence the initial experience of ethnic discrimination. This knowledge is essential to support schools in how to organize in a way that diminishes the likelihood of adolescents being discriminated against…
School Context and Ethnic Minority Adolescent Religiosity
Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils' religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross-sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal dat…
The Relationships of Teacher Ethnic Discrimination, Ethnic Identification, and Host National Identification to School Misconduct of Turkish and Moroccan Immigrant Adolescents in Belgium
We focus on school misconduct and how ethnic teacher discrimination, ethnic identification, and host national identification are associated with school misconduct of male and female immigrant adolescents. Additionally, we verify the moderating role of ethnic identification and host national identification. The results show that discrimination and host national identification are related with the school deviance of immigrant adolescents. The relat…
The ethnic prejudice of Flemish teachers
These findings highlight the need for more research into the underlying processes, such as pupils' teachability, that influence the relationship between school characteristics and the ethnic prejudice of teachers. More knowledge about the context-specific factors and processes that mediate and/or moderate this relationship can increase the theoretical understanding of the development of ethnic prejudice. It can also highlight particular social ch…
Minority Students’ Responses to Racism
While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students’ responses to racism can be explained. By using an ecological approach to integrate existing research on actors’ responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of a…
Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students’ Academic Futility
The attitude-achievement paradox in Belgium
In Belgium, students of Turkish and North African descent express optimistic attitudes toward education. However, these attitudes conflict with their achievement results, as many underachieve compared to their peers of Belgian descent. Mickelson's work discusses this attitude-achievement paradox in the United States. In the current study, we use Mickelson's framework to investigate the attitude-achievement paradox in Belgium. Using quantitative a…
How does ethnic and non-ethnic victimization by peers and by teachers relate to the school belongingness of ethnic minority students in Flanders, Belgium? An explorative study
Is the Sky Really the Limit? Exploring the Attitude-Achievement Paradox in the Belgian Context
While immigrant students in Belgium have expressed high educational aspirations, if we compare them with ethnic majority students, those aspirations are not reflected in their achievement results. Ethnographic observations and semi-structured interviews with students from 10 class groups in three Flemish schools (northern part of Belgium) were used to understand why these high aspirations are not translated into actual examination results, also k…
Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students’ Academic Futility
The attitude-achievement paradox in Belgium
In Belgium, students of Turkish and North African descent express optimistic attitudes toward education. However, these attitudes conflict with their achievement results, as many underachieve compared to their peers of Belgian descent. Mickelson's work discusses this attitude-achievement paradox in the United States. In the current study, we use Mickelson's framework to investigate the attitude-achievement paradox in Belgium. Using quantitative a…
How does ethnic and non-ethnic victimization by peers and by teachers relate to the school belongingness of ethnic minority students in Flanders, Belgium? An explorative study
The ethnic prejudice of Flemish teachers
These findings highlight the need for more research into the underlying processes, such as pupils' teachability, that influence the relationship between school characteristics and the ethnic prejudice of teachers. More knowledge about the context-specific factors and processes that mediate and/or moderate this relationship can increase the theoretical understanding of the development of ethnic prejudice. It can also highlight particular social ch…
Ethnic discrimination in secondary education
Ethnic discrimination is a serious problem in education. Previous quantitative research is predominately focused on the consequences of ethnic discrimination. Very little is known, however, about the characteristics of the school context that influence the initial experience of ethnic discrimination. This knowledge is essential to support schools in how to organize in a way that diminishes the likelihood of adolescents being discriminated against…
Is the Sky Really the Limit? Exploring the Attitude-Achievement Paradox in the Belgian Context
While immigrant students in Belgium have expressed high educational aspirations, if we compare them with ethnic majority students, those aspirations are not reflected in their achievement results. Ethnographic observations and semi-structured interviews with students from 10 class groups in three Flemish schools (northern part of Belgium) were used to understand why these high aspirations are not translated into actual examination results, also k…
The Relationships of Teacher Ethnic Discrimination, Ethnic Identification, and Host National Identification to School Misconduct of Turkish and Moroccan Immigrant Adolescents in Belgium
We focus on school misconduct and how ethnic teacher discrimination, ethnic identification, and host national identification are associated with school misconduct of male and female immigrant adolescents. Additionally, we verify the moderating role of ethnic identification and host national identification. The results show that discrimination and host national identification are related with the school deviance of immigrant adolescents. The relat…
Minority Students’ Responses to Racism
While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students’ responses to racism can be explained. By using an ecological approach to integrate existing research on actors’ responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of a…
Diversity ideologies in Flemish education
As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multicultur…
School Context and Ethnic Minority Adolescent Religiosity
Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils' religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross-sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal dat…
School Matters
Intercultural actions speak louder than words
Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they ali…
Perceived Teacher Discrimination and Depressive Feelings in Adolescents
Adolescents’ identities are multiple, yet there is very little research that investigates the importance of intersecting identities, especially in relationship to teacher ethnic/racial discrimination and mental health. Multiplicity is often approached bi-dimensional (heritage and national identities) yet this study highlights the importance of regional identity. Regions are distinct socio-political contexts in relation to migration and integratio…
How does ethnic and non-ethnic victimization by peers and by teachers relate to the school belongingness of ethnic minority students in Flanders, Belgium? An explorative study
Is the Sky Really the Limit? Exploring the Attitude-Achievement Paradox in the Belgian Context
While immigrant students in Belgium have expressed high educational aspirations, if we compare them with ethnic majority students, those aspirations are not reflected in their achievement results. Ethnographic observations and semi-structured interviews with students from 10 class groups in three Flemish schools (northern part of Belgium) were used to understand why these high aspirations are not translated into actual examination results, also k…
The ethnic prejudice of Flemish teachers
These findings highlight the need for more research into the underlying processes, such as pupils' teachability, that influence the relationship between school characteristics and the ethnic prejudice of teachers. More knowledge about the context-specific factors and processes that mediate and/or moderate this relationship can increase the theoretical understanding of the development of ethnic prejudice. It can also highlight particular social ch…
Minority Students’ Responses to Racism
While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students’ responses to racism can be explained. By using an ecological approach to integrate existing research on actors’ responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of a…
Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students’ Academic Futility
The attitude-achievement paradox in Belgium
In Belgium, students of Turkish and North African descent express optimistic attitudes toward education. However, these attitudes conflict with their achievement results, as many underachieve compared to their peers of Belgian descent. Mickelson's work discusses this attitude-achievement paradox in the United States. In the current study, we use Mickelson's framework to investigate the attitude-achievement paradox in Belgium. Using quantitative a…
School Context and Ethnic Minority Adolescent Religiosity
Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils' religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross-sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal dat…
The Relationships of Teacher Ethnic Discrimination, Ethnic Identification, and Host National Identification to School Misconduct of Turkish and Moroccan Immigrant Adolescents in Belgium
We focus on school misconduct and how ethnic teacher discrimination, ethnic identification, and host national identification are associated with school misconduct of male and female immigrant adolescents. Additionally, we verify the moderating role of ethnic identification and host national identification. The results show that discrimination and host national identification are related with the school deviance of immigrant adolescents. The relat…
Ethnic discrimination in secondary education
Ethnic discrimination is a serious problem in education. Previous quantitative research is predominately focused on the consequences of ethnic discrimination. Very little is known, however, about the characteristics of the school context that influence the initial experience of ethnic discrimination. This knowledge is essential to support schools in how to organize in a way that diminishes the likelihood of adolescents being discriminated against…
Intercultural Competence Predicts Intercultural Effectiveness
Why does someone thrive in intercultural situations; while others seem to struggle? In 2014, Leung and colleagues summarized the literature on intercultural competence and intercultural effectiveness into a theoretical framework. This integrative framework hypothesizes that the interrelations between intercultural traits, intercultural attitudes and worldviews, and intercultural capabilities predict the effectiveness with which individuals respon…
Perceived Teacher Discrimination and Depressive Feelings in Adolescents
Adolescents’ identities are multiple, yet there is very little research that investigates the importance of intersecting identities, especially in relationship to teacher ethnic/racial discrimination and mental health. Multiplicity is often approached bi-dimensional (heritage and national identities) yet this study highlights the importance of regional identity. Regions are distinct socio-political contexts in relation to migration and integratio…
Diversity ideologies in Flemish education
As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process. This study explores how teachers implement MAC diversity approaches and what drives them in doing so. Based on a cluster analysis of 38 schools, three extreme cases were selected that either valued (multicultur…
Exploring teacher–parent relationships in times of Covid-19
Previous research shows that the lockdown of schools due to the Covid-19 pandemic increased the already existing inequalities in education but little is known about the processes underlying these outcomes. In this study we used Bourdieu’s theories to explore how interactions between teachers’ expectations of parents and parents’ availability of cultural, social and economic capital could potentially influence educational inequalities in the conte…
Intercultural actions speak louder than words
Teachers in ethnically diverse environments face increasingly complex demands. Intercultural competences can support teachers in navigating such contexts, but little is known about how teachers utilize these competences in practice. This study interviewed 48 teachers across four Flemish secondary schools, selected based on their diversity policies. We explored how teachers apply culturally relevant practices on a day-to-day basis and how they ali…
Reducing ethnic discrimination in rental applications
While field experiments are valuable in their ability to objectively analyse patterns of discrimination, research that focuses on reducing discrimination is systematically lacking. The present study addresses this gap. Building on both cognitive and behavioural processes that steer discriminatory decision-making and insights from diversity literature, we develop and test the effectiveness of a training intervention which is tailored to the specif…
Ethnic Microaggressions and Adolescents' Self-Esteem and Academic Futility
The central focus of this study is the perceived frequency and consequences of ethnic microaggressions. Research in this area of adolescent literature on ethnic discrimination is underdeveloped. Evidence showing that microaggressions are not interchangeable with blatant forms of discrimination and can have a severe negative impact on well-being is scarce. This study focuses on (a) three subdimensions of microaggressions (denial of ethnic reality,…
Adolescents’ stigmatizing attitudes and social distance toward peers with depression
Mental health stigma poses a significant burden on affected individuals, particularly adolescents, who are especially vulnerable to its consequences. However, the processes and predictors of adolescent mental health stigma remain underexplored. Guided by the Etiology and Effects of Stigma model, this study examines a broad range of factors that shape mental health stigma in this population. Data were drawn from the Red Noses Culturally Sensitive …
Teachers and white privilege attitudes
While considerable research has examined white privilege in educational settings, particularly in Great Britain and the United States, less attention has been paid to in-service teachers’ white privilege attitudes, especially in European contexts. This study addresses this gap by analyzing cross-sectional data from 536 teachers across 44 Belgian secondary schools, using multilevel modeling. First, it explores the correlation between teachers’ whi…
School Matters
Psychology (17 works) · Ethnic group (14 works) · Social Psychology (13 works) · Sociology (13 works) · Social Psychology (10 works) · Pedagogy (8 works) · Geography (7 works) · Global Education and Multiculturalism (7 works) · Political science (7 works) · Racial and Ethnic Identity Research (6 works)