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- aggregation classification "B2".
- aggregation creator person.
- aggregation creator person.
- aggregation creator person.
- aggregation date "2014".
- aggregation format "application/pdf".
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- aggregation isPartOf urn:isbn:9780230304284.
- aggregation language "eng".
- aggregation publisher "Palgrave".
- aggregation rights "I have transferred the copyright for this publication to the publisher".
- aggregation subject "Social Sciences".
- aggregation title "Belgium (Flanders)".
- aggregation abstract "This chapter offers a systematic review of sociological research in Flanders (Belgium) on the relationship between race/ethnicity and educational inequality between 1980 and 2010. We could identify five main research traditions: (1) the ‘political arithmetic’ tradition; (2) the ‘cultural and educational outcomes’ tradition; (3) the ‘language proficiency’ tradition; (4) the ‘racial and racial discrimination in school’ tradition; and (5) the ‘school effectiveness research’ tradition, with the ‘political arithmetic tradition’ research being the most dominant research tradition in Flanders. Most of the research conducted in Flanders focuses on explaining ‘underachievement’ in relationship to ‘Turkish’ and ‘Moroccan’ minority students. However, many studies have extended this to the study of ‘allochthons’ (maternal grandmother not born in Belgium) or students whose maternal language is not Dutch. Most studies are characterized by the use of quantitative research methods and a more (post-)positivistic approach to social sciences. Research practices changed from writing policy-oriented research reports, written in Dutch in order to evaluate policies and inform policy makers, to the writing of PhD dissertations in Dutch and, more recently, to the publication of internationally peer-reviewed journal articles in English.".
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