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In this paper, patterns of group-specific reasons for school choice and their implications for segregation within the Dutch educational system are examined. The data from more than 10,000 parents are considered in analyses of variance. Parental reasons for school choice are found to relate to religion, social milieu and ethnicity, on the one hand, and the school's denomination, social milieu and ethnic composition, on the other hand. The results show general quality of education to be a leading reason for school choice while group-specific reasons for school choice also exist with Muslim migrant parents, in particular, showing a strong preference for an Islamic education for their children. The results thus suggest a risk of self-segregation among Muslim migrant parents.

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-Since the mid-1990s, considerable concern has been expressed about the feminization of education. The underlying assumption is that the increasing number of female teachers is leading to a lack of male role models, which may then have negative consequences for the achievement and behaviour of boys in particular. For this reason, policy is currently being pursued in several countries to increase the number of male teachers. In the present article, the theoretical foundation for this policy will be shown to be weak at best. To test this empirically, a large-scale study of Dutch primary schools was conducted, which involved 5181 grade eight pupils, 251 teachers and 163 schools. This study confirmed that teacher sex has no effect whatsoever on the achievement, attitudes or behaviour of pupils. This finding holds for both boys and girls, for both minority and non-minority pupils and for both children from lower and higher socialeconomic milieus. Re´sume´-LA FÉ MINISATION DE L'É DUCATION PRIMAIRE: EFFETS DU SEXE DES PROFESSEURS SUR L'ACCOMPLISSEMENT, LES ATTITUDES ET LE COMPORTEMENT DES É LÈ VES -Depuis le milieu des anne´es 90, on a exprimede grandes inquie´tudes a`propos de la fe´minisation de l'e´ducation. L'hypothe`se sousjacente est que le nombre croissant de professeurs fe´minins conduit a`un manque de mode`les du roˆle masculin, ce qui pourrait alors avoir des conse´quences ne´gatives sur l'accomplissement et le comportement des garc¸ons en particulier. Pour cette raison, on poursuit actuellement dans plusieurs pays une politique visant a`augmenter le nombre de professeurs masculins. Dans le pre´sent article, on montrera que la base the´orique de