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THE EFFECT OF RELIGIOUS GROUPS' DOMINANCE IN CLASSROOMS ON COGNITIVE AND NONCOGNITIVE EDUCATIONAL OUTCOMES

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For more content, see Journal of Empirical Theology.

This paper focusses on the relation between pupils' religious minority or majority position in school on the one hand, and a number of cognitive and noncognitive educational outcomes on the other. On the basis of theoretical notions about value and functional communities (Coleman), school belonging and school membership (Goodenow), and the effects of school composition, it was expected that pupils in a position of religious dominance function and perform better at school. Data from 550 Dutch primary schools and 10,000 grade 2 pupils were analysed using descriptive and multilevel analysis techniques. The results failed to confirm expectations concerning a position of religious dominance.

10.1163/157006202760182436
/content/journals/10.1163/157006202760182436
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/content/journals/10.1163/157006202760182436
2002-06-01
2016-12-03

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