caa a22 4500 606239197 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150301xx s 000 0 eng 10.1007/s11218-014-9273-7 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9273-7 How tracking structures attitudes towards ethnic out-groups and interethnic interactions in the classroom: an ethnographic study in Belgium [Elektronische Daten] [Lore VanPraag, Simon Boone, Peter Stevens, Mieke VanHoutte] The influence of the ethnic composition of schools on interethnic relations and attitudes has been studied extensively and has received ample interest from policy makers. However, less attention has been paid to the structures and processes inside schools that organize interethnic relations and attitudes. In Flanders (Belgium), secondary education is organized by grouping students in different tracks, which are hierarchically ordered and prepare students for different futures. Tracking in Flanders is intended to group students according to their abilities but together with this, students are grouped according to their ethnic and socioeconomic background. In the present study, the interethnic relations and attitudes in each track will be explored, based on ethnographic observations and semi-structured interviews in three multi-ethnic secondary schools in one city. Our findings suggest that different patterns occur across three groups of tracks: the most appreciated fields of study in academic, the intermediary (less appreciated fields of study in academic and technical tracks) and vocational tracks. According to the relative sizes of ethnic groups and track specific characteristics, interethnic relations were characterized respectively by ethnic segregation, positive experiences of interethnic contact or ethnic conflict/tensions. The ethnic composition of classrooms seemed to matter for students' ethnic in-group identifications and evaluations and perceived out-group threats. Springer Science+Business Media Dordrecht, 2014 Tracking nationallicence Ethnicity nationallicence Contact theory nationallicence Conflict theory nationallicence Education nationallicence Belgium nationallicence VanPraag Lore Department of Sociology, Ghent University, Korte Meer 5, 9000, Ghent, Belgium aut Boone Simon Department of Sociology, Ghent University, Korte Meer 5, 9000, Ghent, Belgium aut Stevens Peter Faculty of Political and Social Sciences, Ghent University, Universiteitsstraat 8, 9000, Ghent, Belgium aut VanHoutte Mieke Department of Sociology, Ghent University, Korte Meer 5, 9000, Ghent, Belgium aut Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 165-184 1381-2890 18:1<165 2015 18 11218 https://doi.org/10.1007/s11218-014-9273-7 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9273-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- VanPraag Lore Department of Sociology, Ghent University, Korte Meer 5, 9000, Ghent, Belgium aut NATIONALLICENCE 700 1- Boone Simon Department of Sociology, Ghent University, Korte Meer 5, 9000, Ghent, Belgium aut NATIONALLICENCE 700 1- Stevens Peter Faculty of Political and Social Sciences, Ghent University, Universiteitsstraat 8, 9000, Ghent, Belgium aut NATIONALLICENCE 700 1- VanHoutte Mieke Department of Sociology, Ghent University, Korte Meer 5, 9000, Ghent, Belgium aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 165-184 1381-2890 18:1<165 2015 18 11218