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In Belgium and in other industrialized countries educational institutions often tend to insert immigrant youngsters by way of 'subtractive acculturation' as they are expected to perform better at school if they learn the language and culture of the 'host country' as soon as possible and become like their autochthonous counterparts (Roosens, 1995). A striking fact is that school teams are dominated by Dutch-speaking persons with a Flemish and Catholic background (Clycq, 2009). In this paper we focus on additive acculturation theories that stress the importance of a positive ethnocultural identity on a successful educational career. We study how several secondary …
