Cross-Regional Divorce Risks in Belgium: Culture or Legislative System?

Cross-national research is by definition carried out between different countries. Looking at country differences often results in common and diverse sets of divorce risks. This article uses a cross-national research perspective on divorce risks within a single country. Belgium is a special case in this respect. The division of the country in two regions with a different language and a quite different historical background often frightens researchers to include the country in large-scale international comparisons. We argue that Belgium is an interesting test case in international perspective since it combines—in a quasi-experimental setting—two important explanatory conditions for divorce risks on the macro level. First, Belgium is a unitary country with a single social security system, similar labor market characteristics, and a single family policy. Second, whereas the institutions between the northern and the southern part are similar, Belgium is culturally divided in a rather Catholic northern part (Flanders) and a secular southern part (Wallonia). This division is often referred to as a northern (Scandinavian) and a southern (Spain, Italy) cultural pattern. This means that when studying divorce patterns, we have the opportunity to examine the net effect of cultural determinants because of the similar feature of the institutional setting of both the Walloon and the Flemish part of the country.     

Ethnic Composition and School Performance in the Secondary Education of Turkish Migrant Students in Seven Countries and 19 European Educational Systems

This article examines the effect of the ethnic composition on school performances in secondary education for Turkish students, using both cross‐national and Swiss national PISA 2009 data. At the school level our results show no effect of the proportion of natives or the proportion of coethnics and a negative association between ethnic diversity (we employ a residualized score of diversity on the proportion of migrants) and math performances. Consequently, we find no evidence for social capital advantages and an indication of barriers. Finally, we find no association between social capital variables on national or educational system level and math performance.     

The intergenerational transmission of divorce in cross-national perspective: results from the Fertility and Family Surveys

We used data on women's first marriages from the Fertility and Family Surveys to analyse the intergenerational transmission of divorce across 18 countries and to seek explanations in macro-level characteristics for the cross-national variation. Our results show that women whose parents divorced have a significantly higher risk of divorce in 17 countries. There is some cross-national variation. When compared with the USA, the association is stronger in six countries. This variation is negatively associated with the proportion of women in each cohort who experienced the divorce of their parents and with the national level of women's participation in the labour force during childhood. We conclude that differences in the contexts in which children of divorce learn marital and interpersonal behaviour affect the strength of the intergenerational transmission of divorce.     

Mechanisms Behind the Negative Influence of Single Parenthood on School Performance: Lower Teaching and Learning Conditions?

We take a first step toward unravelling the mechanisms behind the negative influence of single parenthood and the proportion of single-parent families on school performance, using 2012 international Program for International Student Assessment (PISA) data. We find that individual truancy of pupils fully explains the relationship between living in a single-mother family and math performance (after controlling for confounding factors, such as parental socioeconomic status). School-level measures of classroom disruption and truancy and individual truancy explain some of the negative effect of the school’s concentration of students from single-parent families on individual students’ math performance. However, the effect of a school’s proportion of single-parent families remains significantly negative on individual performance.