depreeuw – lens - debrabandere – diversiteit ho - vfo 2007 diversiteit in een brusselse nl...

Depreeuw – Lens - Debrabandere – Diversiteit HO - VFO 2007

Diversiteit in een Brusselse NL hogeschool: dringend naar

de fase van interventies

Eric Depreeuw - K.U. Brussel - HUB

Willy Lens - K.U. Leuven

Tina Debrabandere


Educational context

Concern about failures and drop out – high cost (personal, societal, financial etc.)

Significant differences among ‘groups’: cf. gender, ethnic origin


Educational context: factors

1. Macro : SES / Ethnic-cultural 2. Meso: educational culture 3. Micro: educational home culture

/ religion4. Language!5. Personal: Ability / Skills /

Attitudes / Self-confidence / Fear of failure / Vulnerability etc


Research

• Flemish school for Professional Higher Economic Education in Brussels (Professional Bachelor)

• 1rst and 2nd year • 2005 – 2006 : Spring• Focus on high % of failures and

drop out in segment of students with foreign origin – SFO


Research

Goals

1. Recrutement: diversity?

2. Success and failure: factors of influence

3. Relations between factors

and ….


Research

Goals

….eventually…

4. Concluding advices for educational policy and practice

???


Definition of SFO: pragmatic

Students with foreign origin - SFO?• 1rst generation, born abroad,

with other than Belgian nationality

• Or parents / grand parents born abroad + conservation of specific characteristics


Definition of SFO: pragmatic

* Skin colour or other somatic aspects: out of choice

* Deliberately (+): religion, language, clothing, life style…


Language at home(Huis van het Nederlands)

• Homogeneous Dutch

• Multilinguistic: Dutch + other // Other + Dutch

• Otherlinguistic: no Dutch at all


Methodology

Questionnaires

during class hours

on line in computer class

instruction and coaching by third author (master thesis)

± 30 minutes


Questionnaires

Q1 Identification + ethnic background and home

language(s)

Q2 Personal and context (54 items)


Questionnaires

Q3 Mastery of Dutch: self evaluation, evaluation by significant others (7 items)

Q4 VaSEV – TASTE Test Abilities for Study and Evaluation

1. Valuation of studying2. Self-confidence3. Fear of failure4. Lack of effort - procrastination


Questionnaires Q2 + Q3: factor analysis

Q 2 (54 items) and Q3 (7 items)

1. Relation with father (n=14 – 32.3% - alpha .96)

2. Relation with mother (n=13 – 25.9% - alpha .91)

3. Relation with peers (n=9 – 14.8% - alpha .80)


Questionnaires: factor analysis

4. Mastery of Dutch (N=7 – 14.6% - alpha .79)

5. Self-determination in study choice (N=9 – 12.5% - alpha .77)


Sample: participation

Sample School %participation

N = 287 491 58%

1rst yr 54% 62% 51%2nd yr 46% 38% 70%

F 46% 40% 67%M 54% 60% 53%

Belg 82% 75% 63%SFO 18% (25%) 43%


Sample: participation

Sample School (%participation)N = 287 491 (58%)

ASO 57% 49% (68%)TSO 43% 42% (60%)BSO 0.35% 8% (3%)

Autocht. 82% 75% (63%)SFO 18% (25%?) (43%)

Success 78% 58% (78%)Failure 22% 42% (31%)


Students Foreign Origin

West – Southern Europe: N = 25

Rest SFO – N = 28 (Morocco 14 / Turkey 3)


Sample: description

Language

Dutch – 59%

Multilinguistic – 23%

Other-linguistic – 18%

VaSEV – TASTESignificant difference with test norms on IV – 45 vs 40


Important remark

Sample is underrepresented for

1rst year : 51%

males: 53%

SFO : 43% BSO : 3% (N = 1)Failure: 31%

(versus 78% of success students)


Relation to study success

Success School pop Sample

Total 58% 78%

• Male 53% 74%• Female 67% 82%

• Autocht 65% 82%• SFO 39% 57%



Success School pop. Sample

Total 58% 78%

• ASO 75% 85%

• TSO 49% 67%

• BSO 3% 100%!


Relation to study success: research sample only

LanguageDutch 84%Multi-linguistic 78%Other-linguistic 56%

Differences continue in 2nd year (but Multi > Dutch: 96% vs 87%)

SFO - W and S Europe: 60%SFO – Other: 54%



Relation father: NS

Relation mother: NSRelation peers: .03*

success ~~ better peer relation

Self-determination NS

Mastery Dutch : .0011**(*)



• VaSEV – TASTE

Valuation nsSelf-confidence .02*Fear of failure nsLack of effort

.0001***


Specific interrelations

• VaSEV III - Fear of failure~ language : p .012*

Dutch 51 – ML 56 – OL 64

• VaSEV II - Self-confidence~ gender: p .012*

Male 54 – Female 62!!!~ secondary school: p .016*

General 62 - Technical 54


Regression analysis

262 cases – model predicts exact result in 78% of cases R-square = 0.15 of 15% variance explained

Contribution to prediction of failureSecondary school: Bêta 11.1 ***Ethnicity Bêta -1.0 *Language Bêta -0.4 (.07) Lack of effort Bêta 0.3 ***


Policy and practice?

• Underrepresentation rates in sample = significant information: first year, males, SFO, BSO and at later failures

• Expected differences in success rates are confirmed: gender, former education, ethnic background, mastery of language, self confidence, effort



• Expected differences in success rates not confirmed: relation with father and mother, valuation and fear of failure



• UCLA – AAP: Pedagogy of excellence?

• Qualitative pilot projects with output evaluation

• Association KU Leuven: coordination of diversity projects: OOF-project – Tellen en Meetellen

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