Abstract
ABSTRACTAccording to the differentiation-polarisation hypothesis, educational tracking will cause a polarisation of students’ school attitudes and behaviours: while students in high tracks will develop pro-school attitudes and behaviours, students in low tracks come to reject school. This hypothesis may be too crude, as the effect of tracking on school misconduct could vary across students. Based on the literature on the immigrant aspiration-achievement paradox and the oppositional culture hypothesis, I argue that the tracking effect will be different for students with a migration background. Using two-wave panel data from three educational systems with different types of tracking (i.e. England, the Netherlands, and Sweden), I find some support for the differentiation-polarisation hypothesis among students from the native majority, yet effect sizes are small. In line with the literature on the immigrant aspiration-achievement paradox, no support for the differentiation-polarisation hypothesis is found among students with a migration background. There are no statistically significant differences in these patterns across the three different educational systems.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
