Steenwegen, J. & Clycq, N. “Don’t Cry You Are Strong: Community Cultural Wealth in Supplementary Schools”, Under Review.

We examine the role of supplementary schools as a community force for minoritized communities in Flanders. We lean on the theoretical frameworks of funds of knowledge and community cultural wealth to explore how community resources are strategically made accessible in supplementary schools, benefitting all community members involved.

Steenwegen, J., Clycq, N., & Vanhoof, J. “Beyond the Chasm of Ethnic Incongruence”

We investigate the views of elementary school pupils of minority background on their student teacher relationships in both the Flemish school and the supplementary school.

Steenwegen, J. & Brummer, E.C. “Belonging in Community Classrooms and Mainstream Classrooms”

We investigate how pupils perceive belonging in both the supplementary and the mainstream school context and specifically how language use shapes their sense of belonging.

Steenwegen, J. & Howard, P. “The Role of Supplementary Education in Explaining Educational Success: Life Trajectories”

We use life trajectory analysis to assess how community school attendance affected the educational trajectories of students with migration background in both Flanders and Quebec.

Steenwegen, J. & Meijers, M. “Public Perceptions of Grassroots Minority Organizations: Unpacking Public Prejudice Toward Community Education”. Pre-Analysis Plan.

Focusing on supplementary educational initiatives by ethnic minorities, we examine public perceptions of grassroots ethnic minority initiatives in the case of Flanders, Belgium with two unique studies. Using new observational survey data, Study 1 examines descriptively the levels of public support and opposition for community schools, and studies the individual-level determinants of public support and opposition. Yet, it is commonly assumed that the acceptance of minority initiatives varies across ethnic minority groups. In Study 2, we therefore examine whether the community of origin (Chinese, Italian, or Moroccan) and the intended purpose (heritage-language training or math tutoring) of the school drive opposition using a unique survey experiment.