Gender Differences in Context: The Impact of Track Position on Study Involvement in Flemish Secondary Education

Autor/in	Van Houtte, Mieke
Titel	Gender Differences in Context: The Impact of Track Position on Study Involvement in Flemish Secondary Education
Quelle	In: Sociology of Education, 90 (2017) 4, S.275-295 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040717731604
Schlagwörter	Gender Differences; Track System (Education); Foreign Countries; Secondary School Students; Behavior Problems; Correlation; Grade 3; Grade 5; Elementary School Students; Study Habits; Ability Grouping; Academic Aspiration; Higher Education; Grade Point Average; Hierarchical Linear Modeling; Statistical Analysis; Questionnaires; Belgium + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Leistungsgruppe; Leistungsdifferenzierung; Ausland; Sekundarschüler; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Study behavior; Study behaviour; Studienverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Hochschulbildung; Hochschulsystem; Hochschulwesen; Statistische Analyse; Fragebogen; Belgien
Abstract	This study examines whether the influence of track position on study involvement is gendered and whether gender differences in study involvement according to track position are associated with school misconduct and rather poor future perspectives. Three-level analyses (HLM 6) of data gathered in 2004-2005 from 11,872 third- and fifth-grade students in 146 tracks in a representative sample of 85 secondary schools in Flanders (Belgium) confirmed the impact of tracking on boys' as well as girls' study involvement. Boys are, generally, less involved in studying than girls, and boys are more affected by track position than girls are, enlarging the gender gap in the lower tracks. In these tracks, boys are more prone to misconduct and rather poor future perspectives. Finally, girls in arts tracks are, on average, more involved in studying than girls in academic tracks, but because of their higher tendency for disruptive behavior in school, this does not show. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01