Peter Stevens
Peter A. J. Stevens’ (MA, PhD Warwick University, UK) is Associate Professor in Qualitative Research Methodology at Ghent University, Faculty of Social and Political Sciences. His research is situated within the fields of sociology of education and race and ethnic relations. He is currently doing research on racism and nationalism in Cyprus and is supervising PhD research projects on: 1) Racism in Flemish schools, 2) The re-integration of Belgian expats, 3) The relationship between ethnic pride and prejudice in Belgium and 4) Ethnic inequalities in Chinese Higher Education. His is editor (with Gary Dworkin, Houston University) of the Palgrave Handbook of Race and Ethnic Inequalities in Education and his work has been published in journals in the field of education, sociology, and race/ethnicity, including Review of Educational Research, Sociology of Education and Ethnic and Racial Studies. Publications: http://www.lib.ugent.be/bibliografie/801001231149. Contact email address: peter.stevens@ugent.be.
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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 together 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.
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 together 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.
Using a similar, comprehensive literature review methodology, national experts critically review how sociologists have studied race and ethnic inequalities in education over the last thirty years. The analysis focuses on the main research traditions that developed over time and their relationships with developments in social policy and social thought. This book ultimately integrates the findings of the national reviews and maps out new directions for future research. Additionally, the editors explore how national contexts of race/ethnic relations shape the character and content of educational inequalities.
Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of education, sociology, race and ethnicity studies and social policy.