Culture, identity, belonging, and school success

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

The big puzzle of inequality in education is not that children of immigrant parents with low levels of formal education do not succeed in school; this is the expected outcome. More interesting is why some of these children succeed against all odds, or how what Bourdieu (1990) called cultural reproduction can be disrupted (Cooper et al., Chapter 5). Some researchers have looked at parental, school, and teacher factors, while others have emphasized systemic institutional educational factors. Much less attention is spent on the impact of factors like culture, belonging, identity, and future orientation. Culture, both working‐class culture and the culture migrants bring with them, is often regarded as impeding success when the implicit (and often explicit) goal of schooling is cultural assimilation. In this volume, however, the authors examine, with different types of often long‐running ethnographic research, how immigrant cultures can be a resource or under which conditions they can become one.
Original languageEnglish
Pages (from-to)109-114
Number of pages6
JournalNew Directions for Child and Adolescent Development
Volume160
Early online date6 Apr 2018
DOIs
Publication statusPublished - Jun 2018

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Education
Acculturation
Reproduction
Parents
Research Personnel
Research
School Teachers

Bibliographical note

Special Issue: Navigating Pathways in Multicultural Nations: Identities, Future Orientation, Schooling, and Careers

Cite this

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Culture, identity, belonging, and school success. / Crul, Maurice.

In: New Directions for Child and Adolescent Development, Vol. 160, 06.2018, p. 109-114.

Research output: Contribution to JournalArticleAcademicpeer-review

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