Ethnic bound school choice: Tolerance thresholds motivated by in-group preferences, out-group avoidance and an ethnic proxy for academic quality

status: publishe

Patterns of mobility into and out of poverty: the role of work and education. : first results of the INCLUSIM microsimulation model

In the paper we present a dynamic micro-simulation model to examine short and long term mobility in and out of poverty in a context of educational deprivation and work opportunities. Using eight waves of the Belgian Household Panel Study transformed into monthly data, we estimate a dynamic selection model for poverty, conditional on educational attainment and work status. We then present paths in and out of poverty, for individuals without lower and higher secondary education and without work at the beginning of the observation period. Our results point out that work and educational resources play a different role in the short and longer term. A lack of lower secondary qualification renders people much more vulnerable to (extreme) poverty and reduces their chances to escape this condition. By contrast, without higher secondary education, up- and downward mobility is not different from that of the total population. Without work, the immediate risk of falling below the poverty threshold or below the minimum income is high. This situation, however, seems to be mostly temporary

Multiple languages, multiple identities? Children's language characteristics and their ethnic and national identification

Contains fulltext : 214608.pdf (publisher's version ) (Closed access)An increasing number of ethnolinguistic minority children in European cities grow up multilingual, being proficient in more than one language. Current public and political debates often insinuate that these children's language behaviour is a reflection of their identification with and integration in society. Though some empirical studies have corroborated this idea, others have contested it, suggesting that a more detailed analysis of the identity-language link is advisable. This quantitative study investigates if and how language practices, language exposure and language proficiencies differentially shape identification with the majority group and the ethnolinguistic minority group among a sample of primary school children (N = 528; ages 10–12) living in Antwerp, Belgium. Our results suggest that identification with these two groups involves separate processes and as such, this study helps to nuance the polarised public and political debate in Belgium about the role of language as an indicator of integration. In addition, the findings suggest that the essentializing of language within formal institutions such as schools, may contribute to the large share of children reporting that they strongly identify with the ethnolinguistic minority group as compared to the number of children strongly identifying with Belgium.14 november 201916 p

Child Well-being in Flanders: A Multidimensional Account

Child well-being, Educational attainment, Strengths and difficulties questionnaire, Belgian region of Flanders,

Homonegativity in the technical and vocational track : a survey of secondary school students in Flanders

Students from the technical and vocational track in Flanders have more homonegative attitudes than other students. We investigate what explains this track difference and if the homonegativity is reflected in more bullying experiences by lesbian, gay, and bisexual (LGB) students in these tracks. The results show that sex-role ideology and religion are related to homonegative attitudes, but they do not explain the greater homonegativity of technical and vocational track students. The study also confirms that LGB students experience significantly more bullying than heterosexual students, but the experience of bullying does not differ significantly between tracks