Culture, identity, belonging, and school success

Maurice Crul*

*Corresponding author for this work

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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
Volume2018
Issue number160
Early online date6 Apr 2018
DOIs
Publication statusPublished - Jun 2018

Bibliographical note

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

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