How tracking structures interethnic class group interactions: an ethnographic study of the educational system in Belgium

摘要: The influence of ethnic school composition on interethnic interactions has been studied extensively and received ample interest from policy makers. However, less attention paid to the structures processes inside schools that organize interactions. In Flanders, secondary education, often referred as a cascade system, is organized by grouping students in different tracks (academic, art, technical vocational), which are hierarchically ordered prepare for futures. Tracking Flanders was originally intended group according their abilities facilitate teaching. side effect tracking appears be it segregates along socio-economic lines. present study, each track will explored, based ethnographic observations semi-structured interviews conducted three multi-ethnic one city (Belgium). Distinct patterns across fields study were found. this demonstrate how students’ habitus (Bourdieu, 1971) subtly leads formation in- out-groups interacted differently tracks, suggesting importance characteristics. highest academic characterized co-existence, intermediary contact vocational conflict. When relating these field they occur, seemed shaped relative sizes groups class, societal appreciation, resources future opportunities associated with track. sum, demonstrates characteristics class compositions understand classes.