Behavioral disengagement as a reaction to structural and cultural school disadvantage? The role of academic mindsets Universiteit Gent
The relationship between socio-economic background and deviance has been debated for decades. In this contribution, we investigate whether objective and subjective indicators of socio-economic disadvantage at the student level – namely, parental unemployment and feelings of economic deprivation – and at the school level – that is, unemployment composition and a culture of economic deprivation – affect behavioral disengagement. Moreover, starting ...