Projects
A cross-national study on risk and protective factors for minority stress, mental health and school achievement among lesbian, gay, bisexual, transgender, queer and questioning students Ghent University
The proposed project will focus on the experiences of LGBTQ students, namely students who are lesbian, gay, or bisexual (LGB), who have a gender identity that is different from their biological sex (Transgender), who refuse traditional notions of dichotomous identities, e.g., female-male or heterosexual-LGB (Queer), or who question their sexual identity (Questioning). Research demonstrates that LGBTQ youth are more vulnerable to compromised ...
Is biculturalism a resource or hindrance for minority school achievement? A multi-method approach KU Leuven
In light of debates over multiculturalism and evidence of minority disadvantage, we examine when biculturalism (identifying with both minority and majority cultures) promotes minority school achievement. Asking how biculturalism meshes with the prevailing multicultural climate, Study 1 tests when bicultural identity helps or hinders minority performance across schools and societies with different diversity attitudes (CILS4EU in Sweden, UK, ...
School composition effect on achievement and self-concept of pupils in Bunia and Kisangani in DR Congo KU Leuven
In this study, we examine the composition effect of school on the achievement of schoolchildren in cognitive and non-cognitive field. To do so, we used data from the Service de Planification et d'Evaluation en Education of the University of Kisangani. In analyzing the data, we found that in reading, 59.48% of the variance in performance was at the student level, 11.44% at the class level and 29.09% at the school level. In mathematics, 68.87% ...
Teaching in the bed of Procrustes – Effectiveness of gender-sensitive strategies with regard to academic achievement, school retardation, unqualified drop-out, the motivation to learn and the aspirations of youngsters in secondary education. Vrije Universiteit Brussel
Is policy making capacity of schools a predictor for student achievement in TIMSS? University of Antwerp
How do different schools deal with cultural diversity and (why) does it matter for achievement gaps? KU Leuven
Many countries face severe ethnic and socioeconomic disparities in education. Combining recent insights from educational sciences and social-cultural psychology, this project formulates a novel route to understand and tackle these disparities - a route that studies how a school’s diversity model (SDM; i.e., approach to diversity) impacts achievement via psychosocial mechanisms at the teacher and pupil levels. Specifically, we aim to identify ...
Review indicators to enhance achievement, learning gains and well-being in primary schools KU Leuven
Review of indicators for improving student achievement, learning gains and school well-being in primary schools.
The results of this study were published in a book with the title 'Wat werkt?'
Who succeeds in the first-year of Higher Education? A longitudinal study on the impact of prior achievement, academic self-concept and self-regulation. University of Antwerp
The Role of 'Digital Super Peers' in Gender and Sexual Identity Achievement Among Adolescents KU Leuven
Adolescence is a crucial phase for the exploration and achievement of gender and sexual identity. During this period, parents, peers, but also the media can act as important socialization agents who shape norms and values. In particular, digital environments offer unique opportunities to turn to media personae, so-called ‘super peers’, who can serve as role models and information sources regarding gender and sexual identity in a way that is ...