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Table of contents

  1. Front Matter
    Pages i-xvi
  2. Introduction

    1. Front Matter
      Pages 1-1
    2. Jannick Demanet, Mieke Van Houtte
      Pages 3-26
    3. Sophie Pascal, Michel Janosz, Isabelle Archambault, Marie-Christine Brault
      Pages 27-50
  3. Case Studies

    1. Front Matter
      Pages 51-51
    2. Kristjana Stella Blondal, Jón Torfi Jónasson, Atli Hafthórsson
      Pages 117-133
    3. Marie-Christine Brault, Véronique Dupéré, Michel Janosz, Sophie Pascal, Isabelle Archambault, Nathan Yerg
      Pages 155-175
    4. Rafael Merino Pareja, Dani Torrents Vilà
      Pages 177-194
  4. Conclusion

    1. Front Matter
      Pages 195-195
    2. Jannick Demanet, Mieke Van Houtte
      Pages 197-208

About this book

Introduction

This book focuses on how school-level features affect student resistance to education from a comparative angle, taking into account cross-national differences. All over the world, policy makers, school administrators, teachers, and parents are dealing with students who resist education. Resisting school might ultimately lead to unqualified dropout, and it is therefore crucial to understand what triggers resistance in students.

The book uses the ISCY data set to study multilevel questions in detail. It does so based on the view that system effects and school effects intertwine: system-level policy measures affect student outcomes in part by shaping school-level features, and school effects may differ according to certain system-level features. We start from an overarching theoretical framework that ties the various city-specific insights together, and contains empirical studies from Barcelona, Bergen, Ghent, Montréal Reykjavik, Sacramento, and Turku. It shows that, in all countries, the act of resisting school is more likely to occur among the socio-economically disadvantaged, and those in the most disadvantaged schools. However, educational system features, including tracking, free school choice, and school autonomy, are important driving factors of the differences between schools. As such, systems have the tools to curb between-school differences in resistance.

Previous research turns resistance into a problem of individual students. However, if school or system features engender resistance to school, policy initiatives directed at individual students may solve the problem only partially.


Keywords

school effects and school misconduct cross-cultural approach of student misconduct Icelandic educational system CIPO model secondary education school misconduct in a unified system school deviance socio-economic school composition and school misconduct school effects research behavioural engagement

Editors and affiliations

  • Jannick Demanet
    • 1
  • Mieke Van Houtte
    • 2
  1. 1.Research Group CuDOS, Department of SociologyGhent UniversityGhentBelgium
  2. 2.Research Group CuDOS, Department of SociologyGhent UniversityGhentBelgium

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-04227-1
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-04226-4
  • Online ISBN 978-3-030-04227-1
  • Series Print ISSN 2524-8537
  • Series Online ISSN 2524-8545
  • Buy this book on publisher's site
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