Peter A J Stevens
Datos Biográficos
| ID | 188246 |
|---|---|
| NOMBRE | Peter A J Stevens |
| NOMBRES | Peter A J |
| APELLIDO | Stevens |
| FIRMA | STEVENS P A J |
| AFILIACIONES | Ghent University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAS | 208 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 10 |
Pardon my French, Turkish and Arabic! How Flemish headteachers and teachers respond to multilingualism in the classroom
A growing amount of ethnically diverse students is bringing a multitude of different languages into the classroom. In Flanders, most schools respond to this reality by adopting a monolingual approach, where proficiency in Dutch is encouraged and the home language of students perceived as a barrier for learning, within this monolingual system. However recent studies have found that teachers will vary in their level of tolerance for linguistic dive…
Teachers’ responses to ethnic discrimination
While most research has focussed on the experiences and consequences of ethnic discrimination for students, little is known about how teachers respond to ethnic discrimination. Teachers’ responses are important as they may affect the outcomes of ethnic discrimination for students. Additionally, many studies have shown that teachers find it difficult to respond or talk about these issues but we know very little about how they act or address these …
Students' Perception of Anti-Academic Norms in Flanders
Anti-academic norms have proven to affect the educational strategies of adolescents. The determinants related to the experience of anti-academic norms and especially its link to ethnic inequality within the educational system have not received sufficient attention in European educational research. Hence, this study examines which students perceive anti-academic norms by investigating the role of students' ethnic group categorization, their experi…
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,…
Me, My Track and Society
Prior research has demonstrated the adverse effects of ability grouping (here tracking) on a broad range of outcomes for secondary school students, including their self-esteem. A recent line of study focuses on the importance of track identities in understanding how ability grouping impacts students. This study builds on these findings by investigating the role of public track regard and chauvinistic track identification on the relationship betwe…
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…
The Palgrave Handbook of Race and Ethnic Inequalities in Education
This authoritative, state-of-the-art reference work builds on its first edition to provide a cutting-edge systematic review of the relationship between race/ethnicity and educational inequality, studying 25 different national contexts drawn from every inhabited continent on earth.
The Palgrave Handbook of Race and Ethnic Inequalities in Education
Multicultural Teaching in Flemish Secondary Schools
In this study, we investigate the association between a school’s ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools suggest that teachers in schools with more ethnic minority pupils, teachers in vocational education, …
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…
Ethnicity and Racism in Cyprus
Investigating the relationship between ethnic pride and prejudice in the divided community of Cyprus, this book focuses on the ethnic stereotypes that Greek and Turkish Cypriot secondary school studen
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
No more Turkish music!' The acculturation strategies of teachers and ethnic minority students in Flemish schools
While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept ‘integration’, whic…
Track Position, Futility Culture, and Involvement With Paid Work
This study investigates in the context of Flanders (Belgium) whether working part-time during the school year is more prevalent in lower tracks than in higher tracks, and whether this might be due to an antischool culture and/or the less demanding nature of such tracks. Additionally, the study examines whether the higher tendency to fail and to drop out in lower tracks is associated with the fact that lower-track students are more likely to work.…
Tracking and sense of futility
It has been established since the 1960s that tracking yields negative consequences for students in lower tracks. As this research has been carried out mainly in the USA and UK , the effects of tracking have been demonstrated in systems of within‐school tracking mostly. However, in many European countries—such as Belgium (Flanders)—tracking is commonly organised between schools. The question then arises whether the specific system of tracking, wit…
The Palgrave Handbook of Race and Ethnic Inequalities in Education
This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality ove
Testing the Relationship between Nationalism and Racism
This article builds on a growing body of research that shows an intrinsic but complex relationship between the concepts and the ideologies of nationalism and racism. In doing so, it investigates how different, meaningful national and ethnic in-group identifications of a dominant national/ethnic group (Greek-Cypriots) within a given national context (Cyprus) influence their perceptions of different, meaningful ethnic and racial minority out-groups…
Transnational Marriages on the Decline
This article reports a decline in transnational marriages among Turkish Belgians between 2001 and 2008 and explains the changing trends through a qualitative study of Turkish Belgians’ current partner preferences and union formation practices. Young people prefer a local marriage because it enables upward social mobility, and the possibility of premarital relationships and lower parental involvement seem to further add to the declining popularity…
Researching race/ethnicity and educational inequality in the Netherlands
This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by p…
School ethnic composition and aspirations of immigrant students in Belgium
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20%…
Exploring the importance of institutional contexts for the development of ethnic stereotypes
This article suggests the usefulness of an ecological approach in studying the development of teachers' ethnic stereotypes in schools. It builds on existing research in this area by exploring the importance of nationally specific educational contexts and school characteristics on the development of teachers' stereotypes of Turkish minority students. Observation and interview data from case-study research involving one Flemish (Belgian) and one En…
Pupils' perspectives on racism and differential treatment by teachers
While British educational researchers have given considerable attention to issues of racism, little attention has been given to how pupils themselves perceive differential teacher treatment and how such views relate to pupils' claims of teacher racism and racial discrimination. This article employs ethnographic data gathered from one English and two Flemish (Belgian) secondary schools to investigate pupils' perceptions of teachers' differential t…
Study Involvement of Academic and Vocational Students
Although a rich tradition of mainly U.S. and U.K. research focuses on the nature and effects of tracking students within schools, little research has investigated the importance of tracking students in the same or in separate schools. The authors used data from a unique, representative survey in Flanders (Belgium) to examine how students’ study involvement varied between multilateral schools (in which all different tracks are offered) and categor…
School Ethnic Composition and Students' Integration Outside and Inside Schools in Belgium
To advance social integration, policy makers strive for the educational desegregation of immigrant students in Flemish schools. Given the lack of empirical research supporting this policy, this article examines the association between the ethnic composition of schools and native and immigrant students' interethnic friendships, social participation, and sense of belonging in school. Blau's structural theory offers the theoretical rationale for the…
School Ethnic Composition and Students' Integration Outside and Inside Schools in Belgium
To advance social integration, policy makers strive for the educational desegregation of immigrant students in Flemish schools. Given the lack of empirical research supporting this policy, this article examines the association between the ethnic composition of schools and native and immigrant students' interethnic friendships, social participation, and sense of belonging in school. Blau's structural theory offers the theoretical rationale for the…
Sense of Futility
It is often reported that delinquency and school misconduct are more prevalent among students in lower academic tracks. This article examines the relationship between school type (general vs. technical/vocational) and self-reported school misconduct, considering simultaneously two recurrent explanations: the students' self-esteem and 'strain theory.' Through a multilevel analysis, we assess the explanatory value of self-esteem, the sense of futil…
Study Involvement of Academic and Vocational Students
Although a rich tradition of mainly U.S. and U.K. research focuses on the nature and effects of tracking students within schools, little research has investigated the importance of tracking students in the same or in separate schools. The authors used data from a unique, representative survey in Flanders (Belgium) to examine how students’ study involvement varied between multilateral schools (in which all different tracks are offered) and categor…
Transnational Marriages on the Decline
This article reports a decline in transnational marriages among Turkish Belgians between 2001 and 2008 and explains the changing trends through a qualitative study of Turkish Belgians’ current partner preferences and union formation practices. Young people prefer a local marriage because it enables upward social mobility, and the possibility of premarital relationships and lower parental involvement seem to further add to the declining popularity…
Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students’ Academic Futility
No more Turkish music!' The acculturation strategies of teachers and ethnic minority students in Flemish schools
While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept ‘integration’, whic…
School ethnic composition and aspirations of immigrant students in Belgium
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20%…
Exploring the Importance of Teachers' Institutional Structure on the Development of Teachers' Standards of Assessment in Belgium
While a large body of research has focused on the effects of teachers' educational standards and/or expectations of different types of pupils related to pupils' ability, race/ethnicity, gender, and/or social class, there has been much less research on how such standards/expectations are formed by teachers' institutional structure. Previous research on the impact of institutional factors on teachers' pedagogy and curriculum has suggested the usefu…
Tracking and sense of futility
It has been established since the 1960s that tracking yields negative consequences for students in lower tracks. As this research has been carried out mainly in the USA and UK , the effects of tracking have been demonstrated in systems of within‐school tracking mostly. However, in many European countries—such as Belgium (Flanders)—tracking is commonly organised between schools. The question then arises whether the specific system of tracking, wit…
Exploring the importance of institutional contexts for the development of ethnic stereotypes
This article suggests the usefulness of an ecological approach in studying the development of teachers' ethnic stereotypes in schools. It builds on existing research in this area by exploring the importance of nationally specific educational contexts and school characteristics on the development of teachers' stereotypes of Turkish minority students. Observation and interview data from case-study research involving one Flemish (Belgian) and one En…
Pupils' perspectives on racism and differential treatment by teachers
While British educational researchers have given considerable attention to issues of racism, little attention has been given to how pupils themselves perceive differential teacher treatment and how such views relate to pupils' claims of teacher racism and racial discrimination. This article employs ethnographic data gathered from one English and two Flemish (Belgian) secondary schools to investigate pupils' perceptions of teachers' differential t…
Multicultural Teaching in Flemish Secondary Schools
In this study, we investigate the association between a school’s ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools suggest that teachers in schools with more ethnic minority pupils, teachers in vocational education, …
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…
Track Position, Futility Culture, and Involvement With Paid Work
This study investigates in the context of Flanders (Belgium) whether working part-time during the school year is more prevalent in lower tracks than in higher tracks, and whether this might be due to an antischool culture and/or the less demanding nature of such tracks. Additionally, the study examines whether the higher tendency to fail and to drop out in lower tracks is associated with the fact that lower-track students are more likely to work.…
Testing the Relationship between Nationalism and Racism
This article builds on a growing body of research that shows an intrinsic but complex relationship between the concepts and the ideologies of nationalism and racism. In doing so, it investigates how different, meaningful national and ethnic in-group identifications of a dominant national/ethnic group (Greek-Cypriots) within a given national context (Cyprus) influence their perceptions of different, meaningful ethnic and racial minority out-groups…
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…
Exploring the Importance of Teachers' Institutional Structure on the Development of Teachers' Standards of Assessment in Belgium
While a large body of research has focused on the effects of teachers' educational standards and/or expectations of different types of pupils related to pupils' ability, race/ethnicity, gender, and/or social class, there has been much less research on how such standards/expectations are formed by teachers' institutional structure. Previous research on the impact of institutional factors on teachers' pedagogy and curriculum has suggested the usefu…
Sense of Futility
It is often reported that delinquency and school misconduct are more prevalent among students in lower academic tracks. This article examines the relationship between school type (general vs. technical/vocational) and self-reported school misconduct, considering simultaneously two recurrent explanations: the students' self-esteem and 'strain theory.' Through a multilevel analysis, we assess the explanatory value of self-esteem, the sense of futil…
Pupils' perspectives on racism and differential treatment by teachers
While British educational researchers have given considerable attention to issues of racism, little attention has been given to how pupils themselves perceive differential teacher treatment and how such views relate to pupils' claims of teacher racism and racial discrimination. This article employs ethnographic data gathered from one English and two Flemish (Belgian) secondary schools to investigate pupils' perceptions of teachers' differential t…
Study Involvement of Academic and Vocational Students
Although a rich tradition of mainly U.S. and U.K. research focuses on the nature and effects of tracking students within schools, little research has investigated the importance of tracking students in the same or in separate schools. The authors used data from a unique, representative survey in Flanders (Belgium) to examine how students’ study involvement varied between multilateral schools (in which all different tracks are offered) and categor…
School Ethnic Composition and Students' Integration Outside and Inside Schools in Belgium
To advance social integration, policy makers strive for the educational desegregation of immigrant students in Flemish schools. Given the lack of empirical research supporting this policy, this article examines the association between the ethnic composition of schools and native and immigrant students' interethnic friendships, social participation, and sense of belonging in school. Blau's structural theory offers the theoretical rationale for the…
School ethnic composition and aspirations of immigrant students in Belgium
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20%…
Exploring the importance of institutional contexts for the development of ethnic stereotypes
This article suggests the usefulness of an ecological approach in studying the development of teachers' ethnic stereotypes in schools. It builds on existing research in this area by exploring the importance of nationally specific educational contexts and school characteristics on the development of teachers' stereotypes of Turkish minority students. Observation and interview data from case-study research involving one Flemish (Belgian) and one En…
Researching race/ethnicity and educational inequality in the Netherlands
This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by p…
Transnational Marriages on the Decline
This article reports a decline in transnational marriages among Turkish Belgians between 2001 and 2008 and explains the changing trends through a qualitative study of Turkish Belgians’ current partner preferences and union formation practices. Young people prefer a local marriage because it enables upward social mobility, and the possibility of premarital relationships and lower parental involvement seem to further add to the declining popularity…
The Palgrave Handbook of Race and Ethnic Inequalities in Education
This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality ove
Testing the Relationship between Nationalism and Racism
This article builds on a growing body of research that shows an intrinsic but complex relationship between the concepts and the ideologies of nationalism and racism. In doing so, it investigates how different, meaningful national and ethnic in-group identifications of a dominant national/ethnic group (Greek-Cypriots) within a given national context (Cyprus) influence their perceptions of different, meaningful ethnic and racial minority out-groups…
Tracking and sense of futility
It has been established since the 1960s that tracking yields negative consequences for students in lower tracks. As this research has been carried out mainly in the USA and UK , the effects of tracking have been demonstrated in systems of within‐school tracking mostly. However, in many European countries—such as Belgium (Flanders)—tracking is commonly organised between schools. The question then arises whether the specific system of tracking, wit…
Ethnicity and Racism in Cyprus
Investigating the relationship between ethnic pride and prejudice in the divided community of Cyprus, this book focuses on the ethnic stereotypes that Greek and Turkish Cypriot secondary school studen
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
No more Turkish music!' The acculturation strategies of teachers and ethnic minority students in Flemish schools
While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept ‘integration’, whic…
Track Position, Futility Culture, and Involvement With Paid Work
This study investigates in the context of Flanders (Belgium) whether working part-time during the school year is more prevalent in lower tracks than in higher tracks, and whether this might be due to an antischool culture and/or the less demanding nature of such tracks. Additionally, the study examines whether the higher tendency to fail and to drop out in lower tracks is associated with the fact that lower-track students are more likely to work.…
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…
Multicultural Teaching in Flemish Secondary Schools
In this study, we investigate the association between a school’s ethnic composition, the track in which teachers teach, and their level of involvement with multicultural teaching (MCT) in the Flemish context, taking into account the ethnic prejudice of teachers. Multilevel analyses of data from 590 Flemish teachers in 40 Belgian secondary schools suggest that teachers in schools with more ethnic minority pupils, teachers in vocational education, …
The Palgrave Handbook of Race and Ethnic Inequalities in Education
This authoritative, state-of-the-art reference work builds on its first edition to provide a cutting-edge systematic review of the relationship between race/ethnicity and educational inequality, studying 25 different national contexts drawn from every inhabited continent on earth.
The Palgrave Handbook of Race and Ethnic Inequalities in Education
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…
Teachers’ responses to ethnic discrimination
While most research has focussed on the experiences and consequences of ethnic discrimination for students, little is known about how teachers respond to ethnic discrimination. Teachers’ responses are important as they may affect the outcomes of ethnic discrimination for students. Additionally, many studies have shown that teachers find it difficult to respond or talk about these issues but we know very little about how they act or address these …
Students' Perception of Anti-Academic Norms in Flanders
Anti-academic norms have proven to affect the educational strategies of adolescents. The determinants related to the experience of anti-academic norms and especially its link to ethnic inequality within the educational system have not received sufficient attention in European educational research. Hence, this study examines which students perceive anti-academic norms by investigating the role of students' ethnic group categorization, their experi…
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,…
Psychology (21 obras) · Sociology (20 obras) · Ethnic group (17 obras) · Pedagogy (15 obras) · Political science (13 obras) · Flemish (12 obras) · Social Psychology (11 obras) · Geography (10 obras) · Racial and Ethnic Identity Research (9 obras) · Gender Studies (8 obras)