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- W2754476310 abstract "This study examines whether the influence of track position on study involvement is gendered and whether gender differences in study involvement according to track position are associated with school misconduct and rather poor future perspectives. Three-level analyses (HLM 6) of data gathered in 2004-2005 from 11,872 third- and fifth-grade students in 146 tracks in a representative sample of 85 secondary schools in Flanders (Belgium) confirmed the impact of tracking on boys’ as well as girls’ study involvement. Boys are, generally, less involved in studying than girls, and boys are more affected by track position than girls are, enlarging the gender gap in the lower tracks. In these tracks, boys are more prone to misconduct and rather poor future perspectives. Finally, girls in arts tracks are, on average, more involved in studying than girls in academic tracks, but because of their higher tendency for disruptive behavior in school, this does not show." @default.
- W2754476310 created "2017-09-25" @default.
- W2754476310 creator A5070635719 @default.
- W2754476310 date "2017-09-12" @default.
- W2754476310 modified "2023-09-24" @default.
- W2754476310 title "Gender Differences in Context: The Impact of Track Position on Study Involvement in Flemish Secondary Education" @default.
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- W2754476310 doi "https://doi.org/10.1177/0038040717731604" @default.
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