ABSTRACT
For decades, sociologists of education have argued that educational systems reproduce, rather than diminish, social inequality. It is important to gain insight into social inequality in non-cognitive outcomes because these also influence students' educational opportunities. This chapter aims to uncover whether students' individual socioeconomic status (SES) and the SES composition of their schools is associated with a set of attitudes and behaviors that can affect their educational opportunities. It considers whether associations between individual- and school-level SES and students' non-cognitive outcomes are mediated by their track position and assesses whether socioeconomic differences in these attitudes and behaviors are patterned according to students' attended track. While the role of SES in the discussed non-cognitive outcomes is unclear, much more research has addressed the implications of tracking. The Flemish system can be categorized as 'a separation model' that is categorized by stringent tracking and extensive use of grade retention.
