Educational Trajectories Of Students Research Articles

Revisiting longitudinal qualitative studies in social work: considerations for design and methodological insights.

This paper undertakes an analysis and discussion of the methodological challenges and insights derived from three longitudinal qualitative studies, all conducted in Chile during the COVID-19 pandemic and subject to comprehensive theoretical-methodological reflection processes centred on their respective designs. This analysis makes a significant contribution to interdisciplinary discussions within social research, with a particular emphasis on longitudinal trajectories. First, we present a comparative analysis of three studies in social work, utilising Saldaña's questions addressing changes and learning in longitudinal studies. The first study explores the labour trajectories of researchers, the second focuses on the educational trajectories of students, and the last examines therapeutic alliance trajectories between social workers and families within the child protection system. Following this, we delve into the methodological decisions made by the research group during the execution of these longitudinal studies. This encompasses an examination of participant involvement, temporal definitions of the adopted designs, and the most suitable methodological tools for analysing change processes over time. The outcomes of this comparative analysis reveal the distinctive characteristics of the three longitudinal studies, providing insights into how the time dimension is explored within them. We highlight key criteria essential for consideration in longitudinal qualitative research, particularly regarding participants and methodology. In conclusion, we advocate for an expanded reflection within the realm of longitudinal qualitative methodology, encompassing aspects such as design choices, approaches to data analysis, integration of technology in information processing, and strategies for maintaining participant engagement.

The educational trajectory of students with autism and intellectual disability: assessment of reading, writing, mathematics and verbal behavior

Resumo: Esta pesquisa teve como objetivo caracterizar o comportamento matemático, de leitura, escrita e de intraverbal de estudantes com Transtorno do Espectro do Autismo e Deficiência Intelectual e relacioná-los às trajetórias educacionais de cada um deles. Participaram quatro estudantes do sexo masculino, com cinco, treze, dezessete e vinte anos. A trajetória educacional foi identificada a partir de uma entrevista semiestruturada com a família, enquanto a avaliação da leitura, escrita, matemática e intraverbal foi conduzida por meio de testes específicos. A análise estatística utilizada foi o teste-t pareado, para comparar os dados das avaliações, com identificação da correlação entre os desempenhos avaliados. A análise da trajetória educacional identificou a urgência de serviços especializados no contexto da classe comum, como apoio ao processo de escolarização, por meio de objetivos de ensino personalizados e sistematizados no Planejamento Educacional Individualizado de estudantes, para garantia de um ensino de qualidade.

Higher Education as a Resource for Regional Development: The Case of Krasnodar

One of the main intangible resources, along with regional and local identity, is human capital. Multiplying human capital is one of the main functions of the education system, including higher education. The theoretical framework of the study is defined by the concept of responsible development (I.S. Semenenko), the theories of “triple helix”, “preceding events” (path dependence) of P. David and “track of dependence”. The empirical base is represented by the results of a sociological study, held among students of Krasnodar universities in June 2022. As part of comprehensive analysis, documents of regional authorities and administration, and data from federal and regional statistics were used. The Krasnodar Krai was initially formed and integrated as an agricultural region; thus, the system of higher education focused largely on training specialists for agriculture and related industries. Structural transformations that began in the 1990s changed the region’s vector of development. The rapid progress of the resort and recreational industry, and enterprises of the tertiary sector influenced both intra-regional and inter-regional migration. The universities of the Krasnodar Krai are attractive to educational migrants from other regions of the country - from both the neighbouring Southern Russia regions and the north-eastern regions. At the same time, from the point of view of global competitiveness, the region has systemic problems in the development of human capital, innovation, and space. The authors focus on the educational trajectories of students, the reasons for their choice of Krasnodar as education destination, satisfaction with the quality of educational services, the degree and forms of social activities, as well as further life and professional plans. The authors identified three contradictions in the current state of the region’s higher education system, without the resolution of which it will be impossible to convert human capital into a real factor of regional development. These are the contradictions between the significantly growing population of the region and the reduction in the number of students, between the needs of the labour market of the “knowledge economy” and the structure of specialists’ training, and between the governmental trend for the development of rural areas and the lack of motivation among university graduates to work in rural municipalities. The article formulates several proposals for resolving these contradictions.

Being ‘the lowest’: models of identity and deficit discourse in vocational education

ABSTRACT This paper critically analyses and aims to denaturalise models of identity that circulate in discourse about vocational education in the Netherlands. It is argued that discourse about the vocational track is characterised by a pervasive focus on deficits, framing vocational education as unprestigious, and its students as unintelligent and insubordinate. The analysis focuses on three levels at which this model of identity circulates and is reproduced: it is rooted in the historical emergence of tracks in the Netherlands, is re-enforced throughout the educational trajectories of students in the vocational track, and is reproduced on the event level in routine interactions among students and teachers. The paper contributes to existing scholarship on the sociocultural and personal dimensions of tracking, which predominantly comes from studies based on survey and interview-based data, by building on data from ethnographic fieldwork and participant observation.

Private schooling and unhealthy lifestyle in France

ABSTRACT Using data which follow the educational trajectories of students during secondary education and measure health status during adulthood, this paper analyzes the effects of private schooling on a range of unhealthy lifestyle outcomes. To account for the non-random selection of students in French private schools I use propensity score matching. I find a positive effect of private schooling on the self-reported health status of girls and a negative effect for boys. These results are related to those on risky behaviours: I find that enrolment in a private school reduces the likelihood of daily smoking for girls, but increases the likelihood of drinking multiple times a week for boys, twelve years after sixth grade. A set of robustness checks confirms the robustness of my results.

Use of artificial intelligence technologies for building individual educational trajectories of students

Problem and goal. Developed and tested solutions for building individual educational trajectories of students, focused on improving the educational process by forming a personalized set of recommendations from the optional disciplines. Methodology. Data mining and machine learning methods were used to process both numeric and textual data. The approaches based on collaborative and content filtering to generate recommendations for students were also used. Results. Testing of the developed system was carried out in the context of several periods of elective courses selection, in which 4,769 first- and second-year students took part. A set of recommendations was automatically generated for each student, and then the quality of the recommendations was evaluated based on the percentage of students who used these recommendations. According to the results of testing, the recommendations were used by 1,976 students, which was 41.43% of the total number of participants. Conclusion. In the study, a recommendation system was developed that performs automatic ranking of subjects of choice and forms a personalized set of recommendations for each student based on their interests for building individual educational trajectories.

Opportunities for a New Content and Methodological Line “Big Data Analysis” to Modernize the Training System of the Future Economist

The aim of the study is to apply the theory of pedagogical technologies to reveal the possibilities of the new content and methodological line “Big Data Analysis” in the aspect of modernizing the training system of the future economist.Materials and methods. During the study, theoretical and empirical research methods were used, in particular, a theoretical analysis of methods for structuring the content of education and managing the educational and cognitive activities of higher school students based on technological goal-setting and identifying a sequence of tasks, according to the content and methods of solving graduates close to future professional activities; studying the products of pedagogical activities of lecturers of higher education and experimental work, including the method of pedagogical experiment.Results. The necessity of modernization of the system of professional training of the future economist in the context of the development of data science through the selection and implementation of a new content-methodological line “Big Data Analysis” is substantiated. It points to the demand for methods of pedagogical design and the theory of pedagogical technologies for the methodologically expedient inclusion of elements of Big Data theory in the practice of professional training of future bachelors of economics. At the same time, attention is paid to both the content of already developed academic disciplines “Probability theory and mathematical statistics”, “Decision theory”, “System’s analysis in Economics”, “Instrumental methods in Economics”, and the setting of new professionally significant academic disciplines related to quantitative justification of the decisions made. The article presents and methodically describes the components of the content-methodological line “Big Data Analysis”: firstly, a sequence of six micro-goals that allow setting the implementation of this contentmethodological line in the language of educational and cognitive activities of the future bachelor of economics and taking into account the capabilities of new digital tools that support Big Data analysis models; secondly, five didactic modules that can be used to form individual educational trajectories of students of economic bachelor’s degree. Six types of application tasks are presented and characterized, which are of fundamental importance for the implementation of this content-methodological line. These tasks include the following: “Application problem for the analysis of Big Data on the RapidMiner platform”; “Data clustering application”; “Applied problem of soft and hard clustering”; “Applied classification problem”; “Applied problem on the application of methods for finding association rules”; “Applied problem for text mining”.Conclusion. The approach proposed by the authors to structuring the content of professional training of the future bachelor of economics allows us to maintain the balance of four educational components of the content and methodological line “Big Data Analysis”: experience in cognitive and creative activities, experience in implementing standard methods of activity and emotional and value relations (ideals of entrepreneurship, value orientations and motives of economic activity, etc.) The material presented in this article can be useful for lecturers of the higher economic school, as well as for everyone who is interested in the modern achievements of data science.

Досвід викладання вибіркової дисципліни «Сучасні принципи діагностики та лікування дизонтогенетичної патології щелепно-лицевої ділянки»

Sustainable development of public health care in Ukraine, in particular dental care, requires highly qualified specialists with skills in the field of diagnosis, treatment, rehabilitation and prevention of various human diseases. Therefore, improving the quality of training of health care professionals in compliance with the standards of higher education is very important current issue. The Ukrainian Medical Stomatological Academy has created all the necessary conditions for the formation of individual educational trajectory of students of the second (Master’s) level of higher education in the specialty 221 “Dentistry” due to the balance of compulsory and elective educational components in the curriculum “Dentistry”. It contains a large list of elective components created by the UMSA faculty staff at the initiative of the academy and the recommendations of stakeholders, including “Current principles of the diagnosis and treatment of dysontogenetic pathology of the maxillofacial area”, which comprehensively studies the etiology, pathogenesis, clinical presentation, current methods of diagnosrics, treatment of diseases of dysontogenetic origin in children; develops skills of making a rational plan of examination of a patient with diseases caused by embryogenetic disorders and the ability to analyze the resulting data; identifies the key symptoms and syndromes of dysontogenetic origin and differential diagnosis with justification and making the diagnosis, principles of comprehensive treatment of patients; contributes in prediction and prevention of complications of these diseases in children. The paper highlights the experience of teaching the elective component of the curriculum “Current principles of the diagnosis and treatment of dysontogenetic pathology of the maxillofacial area” at the Department of Pediatric Oral Surgery of UMSA, which showed the prospects of teaching it to the 5th – year dental students and received positive feedback. This inspired the faculty staff of the Department to continue activities on improving the academic process.

Curricular Analytics to Characterize Educational Trajectories in High-Failure Rate Courses That Lead to Late Dropout

Late dropout is one of the most pressing challenges currently facing higher education, and the process that each student follows to arrive at that decision usually involves several academic periods. This work presents a curricular analytics approach at the program level, to analyze how educational trajectories of undergraduate students in high-failure rate courses help to describe the process that leads to late dropout. Educational trajectories (n = 10,969) of high-failure rate courses are created using Process Mining techniques, and the results are discussed based on established theoretical frameworks. Late dropout was more frequent among students who took a stopout while having high-failure rate courses they must retake. Furthermore, students who ended in late dropout with high-failure rate courses they must retake had educational trajectories that were on average shorter and less satisfactory. On the other hand, the educational trajectories of students who ended in late dropout without high-failure rate courses they must retake were more similar to those of students who graduated late. Moreover, some differences found among ISCED fields are also described. The proposed approach can be replicated in any other university to understand the educational trajectories of late dropout students from a longitudinal perspective, generating new knowledge about the dynamic behavior of the students. This knowledge can trigger improvements to the curriculum and in the follow-up mechanisms used to increase student retention.

Individual Educational Trajectories in Higher Education Institution - Global Challenges for Regions

The need to introduce individualization of education in the universities of Yakutia is dictated by the need to find optimum solutions for preserving human capital in the northern territories, attracting applicants to regional universities and the labor market’s need for competitive specialists from the local population. The purpose of the study is to develop innovative approaches to the educational process in regional universities in the context of global challenges. Research methods: analysis and processing of data from an array of theoretical sources and educational practice; modeling. Scientific novelty of the research: a personality-oriented model of education at the university has been built, taking into account the regional specifics and factors affecting the formation of individual educational trajectories of students.

Budget, motives and strategies for financial independence of undergraduates

Introduction. The problems of scientific analysis, where the subject of study is the financial independence of undergraduates, mainly focuses on two directories: the study of the academic performance of undergraduate and the factors affecting it; financial condition of undergraduate depending on tuition fees. In modern studies, the issues of financial independence of students, their budget are not given due attention. The employment of students is often seen as one of the factors that negatively affect their academic performance, or in the context of forced work caused by high tuition fees. In today's pandemic realities, the aspect of the financial independence of students is actualized, while the problem of students' labor activity during training is of scientific and practical interest as a forced measure to maintain their well-being in order to gain financial independence. Materials and methods. The survey was attended by: 2-4-year students of the Bachelor's degree program "Applied Economics and Finance" (38.03.01 Economics) of the Institute of Economics and Management of Ural Federal University was carried out. The total number of students in 2-4 courses on the program is 284. Results and discussion. As a result of the study, the key motives for obtaining financial independence have been identified, which boil down either to the forced need to find finances, or to the desire to obtain financial independence and the formation of labor and financial competencies; formulated the basic financial strategies of students in relation to budget planning, budget optimization - passive as an orientation towards transfers from parents and the state, active as a search for grant support or going to work; it was found that the problem of choosing between work and study as an additional criterion included opportunity costs, measured as deterioration in academic performance; it was found that significant financial support from parents (family) and its increase with an increase in student spending forms a "soft budget constraint" for a student, reducing the motivation to gain financial independence. It was founded that more than 20% of 2-4-year students have part-time gob, while 2/3 of the working students do not “sacrifice” their studies for work. This is due to the fact that the motivation for choosing a job is voluntary. The survey data allowed to conclude that students are focused both on the improving of labor and financial competencies. It was revealed that the main source of income for their budget is transfers from parents (more than 90%) but own earns are less than 6% of the student budget. It should be noted that there was a large range in the students’ income: from 2,500 to 36,000 rubles. This may be due to both the income of the family in which the student lives and the model of financial support of the parents: they admit the independence of students according to their budget or the autonomy of their student children is practically absent. Conclusion. The results of this study are aimed at comprehending the educational, scientific, labor activity of a student, taking into account the motives for obtaining financial independence, which can be taken into account in the design of individual educational trajectories of students, the development of grant projects and offers of internship, educational loans, which together ensure the strengthening of the financial independence of students.

ИНТЕГРАЦИЯ МАССОВЫХ ОТКРЫТЫХ ОНЛАЙН-КУРСОВ В ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС ПЕДАГОГИЧЕСКОГО ВУЗА

The relevance of the problem stated in the article is due to the fact that the role and functions of higher education institutions is fundamentally changing nowadays. It happens thanks to breakthrough IT solutions in various areas of human life, the development of online learning technologies, and the increased need for fast and highly specialized education. This is primarily due to the demands of the time – the transformation of the modern world economy towards digitalization. The purpose of the work was to obtain objective information about the effectiveness of the use of innovative forms in the educational process of higher education. The implementation of the priority project in the field of education "Modern digital educational environment in the Russian Federation" allowed us to deploy a national Internet platform with the possibility of integrating mass open online courses (MOOCs) into the educational process. This approach has opened up new opportunities for universities to implement online educational programs and use Internet technologies to form individual educational trajectories of students. A priori, the high quality of moocs was declared and, as a result, the high quality of students educational results. However, there were no separate studies on the quality of students' competence formation. The article considers models for organizing the educational process in higher education using mass open online courses, describes the experience of the Bashkir state pedagogical University named after M. Akmulla as a specialized pedagogical university, considers private methods for online and offline training in the higher education system, and presents experimental data on the introduction of online lectures as an element of MOOCs in the educational process of a pedagogical university. The authors as well studied the students' opinions about new forms of education.

The results of the analysis of the research-methodological functions of the test current control of knowledge for natural sciences in MGRI

An obligatory part of the quality management system of educational institutions is pedagogical control of digestion of the learning material by students, which should be considered as an important component of the diagnosis and monitoring of training. The analysis of research and methodological functions of the current knowledge control on the basics of paleontology, general stratigraphy and historical geology, performed with the help of test tasks, was conducted from the spring semester of 2014 to the spring semester of 2019 inclusive. It has confirmed that the test system of the current control allowed carrying out effective diagnostics of higher education, making more systematic and effective carrying out of lessons, organization of the self-control over the digestion of some topics of the course and correction lecture material in order to increase the efficiency of the training. The consequence of methodically correct organization of systematic test control is the formation of holistic natural science world view by students, as well as the culture of educational process by students — concentration, responsibility, accuracy, ability to develop internal and external self-organization and self-control. The reasons for the low results of testings are analyzed. It has been proved that the analysis of the results of the current control of knowledge can determine creativity and a clear vocation for the research activities of students. Data on the results of the test control of educational work should be fully used for timely adjustment of educational trajectories of students at all stages of training. They will be necessary for the development of initiatives in mastering the future profession, creative abilities, the ability to plan and predict the results of their independent actions and to solve non-standard tasks.

To the experience in the use of tests for current control of knowledge on historical geology in MGRI

The possibilities of using test tasks of various forms for the current control of the objective assessment of students knowledge of historical geology have been clarified. Brief information about the essence of pedagogical control and tests has been given. The value of control maps for the analysis and statistical processing of test results has been considered. The effectiveness of the test verification system for the organization of self-control over the course of assimilation and consolidation of the acquired knowledge, as well as the implementation of self-management training activities of students, has been proved. It has been concluded that the educational material that affects the history of the Earth in the Precambrian is the most difficult (10,0% of the correct answers), as well as the various aspects of the evolution of the organic world (10,1%), and alsothe information about minerals (11,5%). Students showed the best knowledge in the field of stratigraphic division of the studied intervals of geological history of the Earth (50,4%), features of the Paleozoic stage (42,4%) and various historical aspects (37,3%). It has been established that the maximal difficulties, regardless of the content, cause the tasks requiring systematic knowledge for compliance (9,4%). A small positive dynamics of students performance indicators has been revealed in the study of the material relating to different ages and different types of tectonic structures, as well as in the work with tests to establish compliance. It has been proved that the test control system makes it possible to make more systematic and effective conduct of classes, organize a self-control over the course for mastering individual topics and adjust the lecture material to improve the efficiency of training. Data on the results of the test control of educational work should be fully used for timely adjustment of educational trajectories of students at all stages of training in historical geology. They will be necessary for the development of initiatives in mastering the future profession, creative abilities, the ability to plan and predict the results of their independent actions and to solve non-standard tasks.

Principles of differentiated teaching English for occupational purposes to pre-service IT-specialists

The subject of the study in this article is the principles of differentiated teaching English for Occupational Purposes (EOP) to university students majoring in IT. The analysis of recent reserach studies and publications shows that most classifications of teaching principles are common in differentiating them into those that are universal, that can be used to teach different disciplines, and specific ones that cover specific methodological features of language teaching. A significant role belongs to methodological principles which reflect theoretical and practical features of the suggested teaching methodology. The specific principles of differentiated teaching by many researchers are aimed at defining the regularities of the educational process with a focus on various individual and typological characteristics of students. Based on the experience of different researchers, the methodological and didactical principles of differentiated teaching EOP to IT-students are chosen, selected, added and analysed by the author of this article. The methodological principles include general methodological and special methodological principles. The group of general methodological principles of differentiated teaching covers 1) the principle of communication; 2) the principle of interrelated teaching all language skills; 3) the principle of the dominant role of exercises; 4) the principle of blending individual, group and collective forms of work; 5) the principle of authenticity. The group of special methodological principles of differentiated teaching comprises 1) the principle of maximal consideration of the individual educational trajectories of students; 2) the principle of group flexibility and coordinating group interaction; 3) the principle of constant evaluation and reflection; 4) the principle of quasi-professional modelling and interdisciplinarity; 5) the principle of teaching techniques variation; 6) the principle of strategies diversification. The chosen didactical principles include 1) the principle of consciousness; 2) the principle of communicative activites; 3) the principle of humanity. The selected principles of differentiated teaching EOP to university students majoring in IT make the basis of the educational process, reflect its regularities and ensure its effectiveness.

ORGANIZATION OF EXTERNAL ACTIVITY OF FUTURE BACHELORS IN THE BASIC PROFESSIONAL EDUCATIONAL PROGRAM

Introduction:In Minin Nizhny Novgorod State Pedagogical University a tutorial program for first-year students aimed at developing individual educational trajectories of students in the course of their entire education in the university is developed. Each student at the beginning of the training fills in an individual educational plan containing a list of basic disciplines and elective courses studied in the current year in the electronic environment of the university. In addition, the student plans extracurricular work. Extracurricular work is an integral component of the system of vocational education, allowing, with its effective organization, to form the general cultural, professional and professional competencies of future specialists. The article is devoted to the search for effective forms of extracurricular activity for creative self-realization of students within the framework of individual educational trajectories.Materials and methods: When writing the article, the following methods were used: analysis of domestic and foreign literature, comparative analysis, and pedagogical experiment.Results:The experience of the organization of extracurricular activities for future bachelors of directions of preparation "Information systems and technologies" Minin Nizhny Novgorod State Pedagogical University is presented. The possibilities of volunteer activity within the framework of the project "Your course: IT for youth", organization of various events of the week of Russian informatics, networking projects are considered. The didactic potential of the network project activity of students in the framework of the information and educational environment of the basic professional educational program is analyzed. The project method originated more than 100 years ago, but the interest in it does not weaken today, but significantly increases in connection with the transition to a competence-based learning model. The example of the "Virtual Museum of Russian Informatics" network project demonstrates the features of the research activities of students, the possibilities of their creative self-realization, formation of general cultural and general professional.Discussion and Conclusions: The search for new effective forms of organization of extracurricular activities of students is aimed at creating pedagogical conditions for creative self-realization, professional adaptation and professional development of future bachelors within the framework of the basic professional educational program.

Формування ік-компетентності у майбутніх вчителів початкових класів в умовах змішаної форми навчання

The article is devoted to the issue of formation and increasing digital competence of future primary school teachers. The article addresses the issue of the implementation of blended learning in higher education, analysis methods and software applications with which scientific and teaching staff engaged in educational activities. The characteristic features and needs of the new generation Z have been determined, the concepts of macro, meso and micro trends in European education have been analyzed. The authors discovered the meaning of Personal learning environment (PLE), substantiated the idea that giving students the opportunity to work in a qualitatively formed e-environment will allow them to acquire professional and soft-skills for later life, create their own e-portfolio, manage their own educational formal and informal learning process throughout life. There are highlighted and described the characteristic features of informal learning in the article. The emphasis in the work is on the personalization of educational trajectories of students, thanks to PLE tools. The use of ICT, in particular, network services, allows us to create the appropriate pedagogical and technological basis for the maintenance of modern informational systems of educational purposes, which are the priority in the basis of any educational process, the formation of digital competence, and the effective organization of the educational environment of an educational institution

Верификация менеджмент-сопровождения профессионально-образовательной траектории обучающихся в социокультурной образовательной среде вуза

The verification of management support of professional and educational trajectory of students in terms of socio-cultural educational environment of the university is considered. The research urgency is caused by the transition to the educational standards of the third generation, which offer students and teachers new opportunities. The teachers face the challenge not only of transferring knowledge and skills to students, but also the formation of future graduate’s personality, capable of professional development. The article analyses the conditions for the maintenance of professional and educational trajectory of students at the university. Professional motives and commitment to professional development of students, the level of professional knowledge, commitment to their completion and perfection during the period of professionalization of personality are commented. Formed abilities and skills, professional experience are represented as a set of indicators of quality of professional and personal development of students. The authors hold the view that in practice of higher education institutions the teaching staff faces the task of the organization and ensuring educational process with the guarantee of student’s transition to higher levels of professional and personal development. It is proved that the requirements of vocational and educational trajectory allows to approximate the educational process to the needs of students, to form their professional and educational development in the conditions of the university, to prepare for practice.

Elección de modalidad educativa en la Enseñanza Media y su rol en la postulación a las universidades del CRUCH

Even though vocational education at the secondary level is focused on preparing students for the work world, in Chile, it has turned into a way to enter higher education. In this context, this research aims to increase the knowledge about educational trajectories of students in vocational education at the secondary level, by addressing two main areas: factors related to a preference for vocational secondary school and the future choice of these students to apply to a university . This investigation, thus, studied the association between a set of variables related to habitus and the preference for studying vocational education at the secondary level. Additionally, it investigated if having studied this modality in secondary education affects the probability that these students will apply to the universities of the Consejo de Rectores de las Universidades Chilenas (CRUCH, Board of Regents of Chilean Universities), after controlling for academic and socioeconomic variables. This investigation’s results support the relevance of social predispositions on educational trajectories and highlight the role that the modality of secondary level education would have on the reproduction of the students’ social differences.

‘We value your food but not your language’: Education systems and nation-building processes in Flanders

Education systems are crucial social and cultural apparatuses. They are designed to homogenize at least to a large extent the discourses and praxis of the citizens of a nation by channelling them as much as possible through a unified educational system. However, in ethnically and culturally diversified societies, these homogenizing social institutions can become counterproductive as they are primarily designed by and for the dominant ethnic group. This issue is particularly important in nation-building processes, something that is still explicitly ongoing in Flanders (Belgium), as these institutions put forward a unified nation with one culture and language. In this article we study how these macro-level processes can be related to the interaction processes in and between families and schools. The central research question this article tries to answer is: is the idea of a culturally and linguistically unified representation of the Flemish nation relevant when studying teacher-pupil-parent relations? We aim to build upon the existing literature by relating meso-level processes of institutional racialization and culturalization to micro-level interactions in educational settings and to macro-level processes of nation-building in Flanders. To answer these questions, we rely upon data from two qualitative research projects: (1) one study that focuses on the family socialization processes in ethnic majority and minority families and collected 42 interviews with parents; and (2) a second study that focuses on the educational trajectories of students, with specific attention on the school environment, and collected 114 interviews with students and 57 interviews with school actors. The findings show clear similarities between the macro-level processes and the interactions between families and schools in such a way that the article discusses if ongoing and explicit nation-building processes are capable of appreciating the existing diversity in a nation.