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- aggregation classification "C3".
- aggregation creator person.
- aggregation date "2005".
- aggregation hasFormat 967273.bibtex.
- aggregation hasFormat 967273.csv.
- aggregation hasFormat 967273.dc.
- aggregation hasFormat 967273.didl.
- aggregation hasFormat 967273.doc.
- aggregation hasFormat 967273.json.
- aggregation hasFormat 967273.mets.
- aggregation hasFormat 967273.mods.
- aggregation hasFormat 967273.rdf.
- aggregation hasFormat 967273.ris.
- aggregation hasFormat 967273.txt.
- aggregation hasFormat 967273.xls.
- aggregation hasFormat 967273.yaml.
- aggregation language "eng".
- aggregation subject "Social Sciences".
- aggregation title "Exploring the Importance of National, School and Actor Specific Characteristics in the Development of Teachers’ Ethnic Stereotypes: A Case Study of a Belgian and English school".
- aggregation abstract "This paper employs ethnographic data gathered from one Flemish (Belgian) and one English secondary, multicultural inner-city school to explore how teachers in these two educational settings perceive Turkish speaking ethnic minority pupils. Both groups of teachers tend to hold negative views of such pupils in terms of their school related interests and knowledge of the language of instruction. However, while Flemish teachers interviewed tend to blame pupils for their negative attitudes and lack of language proficiency, English teachers show a stronger knowledge and consideration of the importance of Turkish pupils’ particular social situation. Four specific institutional characteristics appear to inform the observed variability in teachers’ perceptions of Turkish speaking pupils: nationally specific regulations governing teachers’ power to evaluate pupils, a nationally specific policy towards ethnic minority interests and needs, the ethnic composition of the school’s pupil and staff population and the enforcement of an inclusive school policy by the school’s senior management. Some of these institutional characteristics not only appear to inform teachers’ perceptions of ethnic minority pupils but also their perception of ethnic minority parents’ participation in school. The data suggests that in valuing particular forms of ethnic minority cultural capital, the school can help to develop more positive attitudes, more accurate knowledge (as forms of cultural capital) and stronger social ties between pupils, parents and teachers.".
- aggregation authorList BK119566.
- aggregation isDescribedBy 967273.
- aggregation similarTo LU-967273.