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

Abstract

ABSTRACT Educational tracking refers to the grouping of students based on their academic abilities. Although tracking has been intensively debated in terms of its impact on academic outcomes, this study assesses whether educational tracks effectively constitute a social boundary between youth. Data from 11 surveys (Total N = 38,372) gathered among pupils enrolled in secondary education in Flanders were used to assess to what extent young people’s educational track position relates to a wide range of opinions and behavior in general (471 outcomes) and the potential moderating role of gender and migration status. Subsequently, we focused on indicators that refer to intergroup processes (i.e. cross-track friendships and perceived contempt). Educational differences are especially large for tastes, indicators of lifestyle, and societal attitudes. Moreover, we find that differences in educational track position are connected with perceived status differences and constitute an important structuring factor regarding their friendships.