Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

ABSTRACT

This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers’ liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students’ social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students’ attitudes toward dealing with conflicts. Second, teachers’ conservative citizenship beliefs negatively related to students’ reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.

KEYWORDS:

• Classroom climate
• social citizenship competences
• socio-ethnic classroom diversity
• teacher beliefs

Acknowledgments

The data were collected and processed conform the General Data Protection regulation (GDPR). The parents of the participating students gave active consent for their child to fill in the test and student questionnaire. To minimize parents’ non-response because of linguistic reasons, the parental documents were presented in five languages.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work has been supported by the Ghent University Special Research Fund [Doctoral Scholarship BOF17/DOC/284].