School type and academic culture: evidence for the differentiation-polarization theory

Several decades ago it was shown that the differentiation of pupils into tracks and streams led to a polarization into `anti-school' and `pro-school' cultures. Support for this differentiation-polarization theory is mainly based on case studies. This paper presents findings of a quantitative study in Belgium (Flanders). Attention is given to the conceptualization of the polarization component of the differentiation-polarization theory. The findings suggest that the culture of pupils is less study-oriented in technical/vocational schools than in general (grammar) schools. The differentiation-polarization theory also applies to school staffs: the staff culture is less academically-oriented in technical/vocational schools than in general schools. Moreover, staffs' attitudes towards pupils-their judgements on the teachability of pupils and the trust they place in pupils-are different.