Skip to main content

School type and academic culture: evidence for the differentiation–polarization theory

Buy Article:

$47.50 plus tax (Refund Policy)

Several decades ago it was shown that the differentiation of pupils into tracks and streams led to a polarization into ‘anti-school' and ‘pro-school' cultures. Support for this differentiation–polarization theory is mainly based on case studies. This paper presents findings of a quantitative study in Belgium (Flanders). Attention is given to the conceptualization of the polarization component of the differentiation–polarization theory. The findings suggest that the culture of pupils is less study-oriented in technical/vocational schools than in general (grammar) schools. The differentiation–polarization theory also applies to school staffs: the staff culture is less academically-oriented in technical/vocational schools than in general schools. Moreover, staffs' attitudes towards pupils—their judgements on the teachability of pupils and the trust they place in pupils—are different.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: ability‐grouping; pupil culture; teacher culture; tracking systems; vocational education

Document Type: Research Article

Affiliations: Postdoctoral Fellow of the Research Foundation—Flanders (FWO Vlaanderen) in the Department of Sociology, Ghent University, Universiteitstraat 4, 9000 Ghent, Belgium

Publication date: 2006-06-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more