Changing effects of family background on transitions to secondary education in the Netherlands: Consequences of educational expansion and reform

Tieben, Nicole; Graaf, P.M. de; Graaf, Nan Dirk de

doi:10.1016/j.rssm.2009.12.004

Cited by 29 publications

(26 citation statements)

References 17 publications

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“…Schimpl-Neimanns (2000) investigated social inequality and its trends in the transitions to different secondary tracks in Germany and found that inequality decreased in access to the lower tracks of secondary education, but that the academic track of secondary education (Gymnasium) remained exclusive. Tieben et al (2009) come to a similar conclusion for the Dutch educational system. Besides, these authors found that the growth in educational participation for cohorts that entered secondary education between 1946 and 1998 mainly took place in MAVO and HAVO and that access-selectivity decreased only in these tracks, while access to VWO remained exclusive.…”

Section: Trends In Inequalitysupporting

confidence: 62%

“…However, this research does not scrutinize on trends over time. There have been several attempts to scrutinize on the changes of social selectivity over time within tracked educational systems, but these merely focus on the secondary level and do not take subsequent decision patterns into account (Schimpl-Neimanns 2000; Tieben et al 2009;Tieben and Wolbers 2008). Schimpl-Neimanns (2000) investigated social inequality and its trends in the transitions to different secondary tracks in Germany and found that inequality decreased in access to the lower tracks of secondary education, but that the academic track of secondary education (Gymnasium) remained exclusive.…”

Section: Trends In Inequalitymentioning

confidence: 99%

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Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects

Tieben

Wolbers

2009

High Educ

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In the tracked educational system of the Netherlands, students at the end of secondary education have to decide whether they want to enter subsequent post-secondary or tertiary education. Depending on the previous qualification, they have the choice between up to four different options, including not entering further education. We propose, in line with prevalent theoretical approaches, that children from lower socio-economic backgrounds tend to make decisions that do not fully capitalize on their previously obtained qualifications. By means of multinomial logistic regression models we tested the unconditional and conditional effects of family background for entering the different tracks of post-secondary education. In the unconditional analyses we found effects for parental education on making a transition to all types of post-secondary and tertiary education, but the occupational status of the father seems to be only relevant for the transition to lower tier tertiary education. The conditional effects of parental education for making the transition to senior vocational education and university are strong, while the transition to lower tertiary education is not influenced by parental background characteristics. This shows that even with eligibility for the most prestigious tracks, children from lower socio-economic backgrounds tend to make less ambitious educational decisions. We also examined to what extent this inequality changed across time for the cohorts that terminated secondary education between 1932 and 1995. Decreasing effects of parental education indicate that the expansion of secondary education had the positive effect of leading more children from lower social backgrounds into favourable secondary education tracks, especially the intermediate general track. This equalization is carried forward through the entire sequence of educational transitions. The students from advantaged backgrounds nevertheless still profit from the parental resources in access to the most prestigious tertiary education 123High Educ (2010) 60:85-100 DOI 10.1007 institutions given secondary qualifications. Their head start into the academic track has not been reduced across cohorts.

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Section: Trends In Inequalitysupporting

confidence: 62%

Section: Trends In Inequalitymentioning

confidence: 99%

Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects

Tieben

Wolbers

2009

High Educ

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“…The Netherlands has an educational system with considerable between-school tracking at age 12; thus, the ultimate level of education reached is largely based on early scholastic developments and schooling decisions. Studies have shown quite strong effects of parental education on the type of secondary school chosen (Tieben et al 2010). Moreover, the role of ascription is relatively large in the Netherlands compared with other countries because of the early tracking system (Van de Werfhorst and Mijs 2010).…”

Section: Background and Hypothesesmentioning

confidence: 99%

Family Disruption and Intergenerational Reproduction: Comparing the Influences of Married Parents, Divorced Parents, and Stepparents

Kalmijn

2015

Demography

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The transmission of individual characteristics and behaviors across generations has frequently been studied in the social sciences. For a growing number of children, however, the biological father was present in the household for only part of the time; and for many children, stepfathers were present. What are the implications of these changes for the process of intergenerational transmission? To answer this question, this article compares intergenerational transmission among married, divorced, and stepparents. Two forms of reproduction are studied: educational attainment and church attendance. For education, divorced fathers were as influential as married fathers, whereas stepfathers were less influential. For church attendance, married fathers were most influential, divorced fathers were least influential, and stepfathers were in between. Divorced mothers, in contrast, appeared to be more influential than married mothers. These findings lend negative support for the social capital hypothesis and positive support for notions of value socialization. The strong role of the divorced father for educational transmission is consistent with genetic processes and hypotheses about early advantages.

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“…In the Netherlands, participation increased especially in the intermediate secondary track (HAVO) and decreased in LBO. Inequality in the transition to secondary education has decreased over time (de Graaf and Ganzeboom 1993), but only for the lower and intermediate secondary tracks (Tieben, de Graaf, and de Graaf 2010). The reasons for this trend are not entirely clear but the authors refer to modernization and educational reforms as possible explanations.…”

Section: Trendsmentioning

confidence: 99%

“…Unlike Breen and Jonsson, we therefore do not scrutinize the transition from secondary to post-secondary education, but focus on the secondary educational outcome instead. We know from previous research (de Graaf and Ganzeboom 1993;Tieben, de Graaf, and de Graaf 2010) that inequality in the Dutch educational system especially occurs at the first transition after primary school, when students are allocated to one of the four existing tracks of secondary education. Although this transition appears to be the most crucial in the educational career, it does not entirely determine secondary school outcome.…”

Section: Introductionmentioning

confidence: 99%

Success and failure in secondary education: socio‐economic background effects on secondary school outcome in the Netherlands, 1927–1998

Tieben

Wolbers

2010

British Journal of Sociology of Education

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Changing effects of family background on transitions to secondary education in the Netherlands: Consequences of educational expansion and reform

Cited by 29 publications

References 17 publications

Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects

Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects

Family Disruption and Intergenerational Reproduction: Comparing the Influences of Married Parents, Divorced Parents, and Stepparents

Success and failure in secondary education: socio‐economic background effects on secondary school outcome in the Netherlands, 1927–1998

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