Worlds apart? An empirical assessment of education as a social boundary among young people in Flanders

References

• Baker, D. P. (2014). The schooled society. The educational transformation of global culture. Stanford University Press.
   Google Scholar
• Bernardi, F., & Ballarino, G. (2016). Education as the great equalizer: A theoretical framework. In F. Bernardi & G. Ballarino (Eds.), Education, occupation and social origin: A comparative analysis of the transmission of socio-economic inequalities (pp. 1–19). Edward Elgar.
   Google Scholar
• Boone, S., & Van Houtte, S. (2013). Why are teacher recommendations at the transition from primary to secondary education socially biased? A mixed-methods research. British Journal of Sociology of Education, 34(1), 20–38. https://doi.org/10.1080/01425692.2012.704720
   Web of Science ®Google Scholar
• Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R.(2011). Introduction to meta-analysis. https://books.google.be/books?id=JQg9jdrq26wC
   Google Scholar
• Chan, T. W. (2019). Understanding social status: A reply to Flemmen, jarness, and Rosenlund. British Journal of Sociology, 70(3), 867–897. https://doi.org/10.1111/1468-4446.12628
   PubMed Web of Science ®Google Scholar
• de Beer, P. (2007). How individualized are the Dutch? Current Sociology, 55(3), 389–413. https://doi.org/10.1177/0011392107076082
   Web of Science ®Google Scholar
• Dekeyser, L., Van Houtte, M., Maene, C., & Stevens, P. (2023a). Track prejudice in Belgian secondary schools: Examining the influence of social-psychological and structural school features. Oxford Review of Education Online First, 50(1), 6–23. https://doi.org/10.1080/03054985.2022.2146078
   Web of Science ®Google Scholar
• Dekeyser, L., Van Houtte, M., Maene, C., & Stevens, P. A. J. (2023b). Me, my track and society: How track identification affects the relationship between general self-esteem and perceived public track status. Sociological Inquiry. Online First. https://doi.org/10.1111/soin.12567
   Web of Science ®Google Scholar
• Easterbrook, M. J., Kuppens, T., & Manstead, A. S. R. (2016). The education effect: Higher educational qualifications are robustly associated with beneficial personal and socio-political outcomes. Social Indicators Research, 126(3), 1261–1298. https://doi.org/10.1007/s11205-015-0946-1
   Web of Science ®Google Scholar
• Elchardus, M., & De Keere, K. (2013). Republicanism in mediated society. A comparative analysis on public and Private evaluation guided by the theory of symbolic society. International Journal of Politics, Culture and Society, 26(3), 273–290. https://doi.org/10.1007/s10767-013-9145-8
   Google Scholar
• Elchardus, M., & Siongers, J. (2007). Ethnocentrism, taste and symbolic boundaries. Poetics, 35(4–5), 215–238. https://doi.org/10.1016/j.poetic.2007.09.002
   Web of Science ®Google Scholar
• Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.
   Google Scholar
• Euridice. (2019). Belgium - Flemish Community Overview. https://eacea.ec.europa.eu/national-policies/eurydice/content/belgium-flemish-community_en
   Google Scholar
• Hamplova, D. (2009). Educational homogamy among married and unmarried couples in Europe: Does context matter? Journal of Family Issues, 30(1), 28–52. https://doi.org/10.1177/0192513X08324576
   Web of Science ®Google Scholar
• Ingram, N. (2014). Working-class boys, educational success and the misrecognition of working-class culture. Routledge.
   Google Scholar
• Jackman, M. R. (1994). The velvet glove: Paternalism and conflict in gender, class, and race relations. University of California Press.
   Google Scholar
• Jackman, M. R., & Muha, M. J. (1984). Education and intergroup attitudes: moral enlightenment, superficial democratic commitment, or ideological refinement? American Sociological Review, 49(6), 751–769. https://doi.org/10.2307/2095528
   Web of Science ®Google Scholar
• Jackson, J. W. (1993). Realistic group conflict theory: A review and evaluation of the theoretical and empirical literature. The Psychological Record, 43(3), 395–413.
   Web of Science ®Google Scholar
• Kalmijn, M., & Kraaykamp, G. (2007). Social stratification and attitudes: A comparative analysis of the effects of class and education in Europe 1. The British Journal of Sociology, 58(4), 547–576. https://doi.org/10.1111/j.1468-4446.2007.00166.x
   PubMed Web of Science ®Google Scholar
• Kuppens, T., & Spears, R. (2014). You don’t have to be well-educated to be an aversive racist, but it helps. Social Science Research, 45(May), 211–223. https://doi.org/10.1016/j.ssresearch.2014.01.006
   PubMedGoogle Scholar
• Kuppens T., Spears R., Manstead A. S. R., Spruyt B., & Easterbrook, M. J. (2018) Educationism and the irony of meritocracy: Negative attitudes of higher educated people towards the less educated Journal of Experimental Psychology, 76(May), 429–447. https://doi.org/10.1016/j.jesp.2017.11.001
   Google Scholar
• Labaree, D. F. (2008). The winning ways of a losing strategy: Educationalizing social problems in the United States. Educational Theory, 58(4), 447–460. https://doi.org/10.1111/j.1741-5446.2008.00299.x
   Google Scholar
• Lamont, M., & Molnar, V. (2002). The study of boundaries in the social sciences. Annual Review of Sociology, 28(1), 167–195. https://doi.org/10.1146/annurev.soc.28.110601.141107
   Web of Science ®Google Scholar
• Major, B., & O’Brien, L. T. (2005). The social psychology of stigma. Annual Review of Psychology, 56(1), 393–421. https://doi.org/10.1146/annurev.psych.56.091103.070137
   PubMed Web of Science ®Google Scholar
• McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27(1), 415–444. https://doi.org/10.1146/annurev.soc.27.1.415
   Web of Science ®Google Scholar
• Mosley, T. M., & Rosenberg, J. (2007). Stigma consciousness and perceived stereotype threat and their effects on academic performance. The University of Alabama McNair Journal, 7, 85–114. https://doi.org/10.1177/00222194221087383
   Google Scholar
• Murphy, J. G., & Hampton, J. (1988). Forgiveness and mercy. Cambridge University Press.
   Google Scholar
• Pelleriaux, K.(2001). Demotie en burgerschap: de culturele constructie van ongelijkheid in de kennismaatschappij. VUB Press.
   Google Scholar
• Pfeffer, F. T. (2008). Persistent inequality in educational attainment and its institutional context. European Sociological Review, 24(5), 543–565. https://doi.org/10.1093/esr/jcn026
   Web of Science ®Google Scholar
• Pinel, E. C. (1999). Stigma consciousness: The psychological legacy of social stereotypes. Journal of Personality and Social Psychology, 76(1), 114–128. https://doi.org/10.1037/0022-3514.76.1.114
   PubMed Web of Science ®Google Scholar
• Pinel, E. C. (2004). You’re just saying that because I’m a woman: Stigma consciousness and attributions to discrimination. Self and Identity, 3(1), 39–51. https://doi.org/10.1080/13576500342000031
   Web of Science ®Google Scholar
• Rampino, T., & Taylor, M. (2013). Gender differences in educational aspirations and attitudes. ISER Working Papers Series. https://www.iser.essex.ac.uk/research/publications/working-papers/iser/2013-15.pdf
   Google Scholar
• Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. https://doi.org/10.1016/j.edurev.2010.12.001
   Web of Science ®Google Scholar
• Sikora, J., & Pokropek, A. (2021). Immigrant optimism or immigrant pragmatism? Linguistic capital, orientation towards science and occupational expectations of adolescent immigrants. Large-Scale Assessments in Education, 9(1). https://doi.org/10.1186/s40536-021-00101-9
   PubMed Web of Science ®Google Scholar
• Skopek, J., Schulz, F., & Blossfeld, H.-P. (2011). Who contacts whom? Educational homophily in online mate selection. European Sociological Review, 27(2), 180–195. https://doi.org/10.1093/esr/jcp068
   Web of Science ®Google Scholar
• Spruyt, B., & Kuppens, T. (2015). Education-based thinking and acting? Towards an identity perspective for studying education differentials in public opinion and political participation. European Journal of Cultural and Political Sociology, 2(3–4), 291–312. https://doi.org/10.1080/23254823.2016.1150689
   Google Scholar
• Spruyt, B., Van Droogenbroeck, F., & Kavadias, D. (2015). Educational tracking and sense of futility: A matter of stigma consciousness? Oxford Review of Education, 41(6), 747–765. https://doi.org/10.1080/03054985.2015.1117971
   Web of Science ®Google Scholar
• Suurmond, R., van Rhee, H., & Hak, T. (2017). Introduction, comparison, and validation of meta-essentials: A free and simple tool for meta-analysis. Research Synthesis Methods, 8(4), 537–553. https://doi.org/10.1002/jrsm.1260
   PubMed Web of Science ®Google Scholar
• Van de Werfhorst, H. (2019). Early tracking and social inequality in educational attainment: Educational reforms in 21 European countries. American Journal of Education, 126(1), 65–99. https://doi.org/10.1086/705500
   Web of Science ®Google Scholar
• Van Houtte, M. (2004). Why boys achieve less at school than girls: The difference between boys’ and girls’ academic culture. Educational Studies, 30(2), 159–173. https://doi.org/10.1080/0305569032000159804
   Web of Science ®Google Scholar
• Van Houtte, M., & Stevens, P. A. J. (2010). The culture of futility and its impact on study culture in technical/vocational schools in Belgium. Oxford Review of Education, 36(1), 23–43. https://doi.org/10.1080/03054980903481564
   Web of Science ®Google Scholar
• Van Noord, J., Spruyt, B., Kuppens, T., & Spears, R. (2019). Education-based status in comparative perspective: The legitimization of education as a basis for social stratification. Social Forces, 98(2), 649–676. https://doi.org/10.1093/sf/soz012
   Web of Science ®Google Scholar
• Willis, P. (1977). Learning to labour. How working-class kids get working-class jobs. Saxon House.
   Google Scholar