Nederland als immigratiesamenleving

Wrr,

doi:10.26530/oapen_439748

Cited by 14 publications

(3 citation statements)

References 8 publications

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“…Part of the explanation might be that first generation immigrants were more traditional, as wives were not allowed to leave their homes, whereas later generations are more emancipated and have more contact with Dutch society. A more comprehensive explanation might be that family reunification or ethnic inter-marriages reduce both spouses' need for a good command of the Dutch language (WRR, 2001).…”

Section: Home Language and Language Proficiency 189mentioning

confidence: 99%

Home Language and Language Proficiency: A Large-scale Longitudinal Study in Dutch Primary Schools

Driessen¹,

Slik²,

Bot³

2002

Journal of Multilingual and Multicultural Development

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This article reports on a large-scale longitudinal study into the development of language proficiency of Dutch primary school pupils aged 7-10. Data on language proficiency and a range of background variables (home language, level of education and occupational status of parents, language background, migrants' length of residence) from 4419 pupils were analysed. The main outcomes of the study are that, although children with an immigrant language background (Turkish/Moroccan) develop their skills in Dutch considerably over two years, they are nonetheless lagging behind compared to the Dutch reference group. As other groups with a home language other than standard Dutch (Frisian, Limburgish, dialects) do not show a similar trend, it is concluded that the use of the Dutch language in itself is not a crucial factor in the development of language proficiency in primary school. With respect to the background variables, one interesting finding was that the same structural equation model applies to all linguistic groups. The outcomes are discussed in the light of the current debate on school performance of children with migrant backgrounds.

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Section: Home Language and Language Proficiency 189mentioning

confidence: 99%

Home Language and Language Proficiency: A Large-scale Longitudinal Study in Dutch Primary Schools

Driessen¹,

Slik²,

Bot³

2002

Journal of Multilingual and Multicultural Development

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“…Conceptualized in this manner, integration is operationalized as the individual obligation to actively participate in a variety of societal domains, e.g. political-judicial, social-economic, ethnic-cultural and religious (WRR, 2001). A division frequently used for research purposes is that between structural integration, measured as the level of education attained and position on the job market, and social-cultural integration, measured in terms of social contacts and participation in cultural institutions (Vermeulen and Penninx, 2000;Odé, 2002).…”

Section: Immigrants and Integration Policy In The Netherlandsmentioning

confidence: 99%

Effects of Immigrant Parents' Participation in Society on Their Children's School Performance

Driessen¹,

Smit

2007

Acta Sociologica

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Integration of ethnic minorities into society is often operationalized as participation in various societal institutions. Examples are cultural, political and labour participation. On the basis of the theoretical concepts of social and cultural capital as proposed by sociologists Bourdieu and Coleman, it is often hypothesized that greater parental participation in society will generally lead to a better educational position for the children of such parents. To test this hypothesis, descriptive and multi-level analyses were conducted using data from the Dutch cohort study Primary Education. The sample included information on nearly 11,000 kindergarten students (6-year-olds) from almost 600 primary schools. In the analyses, ethnic minority parents and their children were compared to native Dutch parents and their children. After controlling for parental socio-economic and ethnic background, the results showed an effect of cultural participation only on language and mathematics skills. No effects on non-cognitive outcomes, such as social position, individual well-being or self-confidence, were found.

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“…Als indicatoren voor de structurele dimensie van integratie worden genoemd: de positie op de arbeidsmarkt, de onderwijspositie, het inkomen (uit zowel arbeid als sociale zekerheid), en de huisvesting (Martens & Weijers 2000;Dagevos 2001). Als indicatoren voor de culturele dimensie wordt in de literatuur een breed scala aan aspecten genoemd, waaronder: de beheersing van de Nederlandse taal of meertaligheid, lidmaatschap van vrije-tijdsverenigingen, mate van voorkomen van gemengde huwelijken, inter-etnische contacten, oriëntatie op remigratie, naturalisatie, oriëntatie op de eigen groep, deelname aan eigen (politieke) organisaties, vruchtbaarheidsgedrag, en religiositeit (Lesthaeghe & Surkyn 1995;Entzinger 1996;Vermeulen & Penninx 1994;Veenman 1999;WRR 2001). Sommige van deze indicatoren zijn echter weinig concreet en dienen nader ingevuld te worden.…”

Section: Integratieunclassified

De integratie van allochtone ouders en onderwijsprestaties van hun kinderen:enkele allochtone groepen vergeleken

Oomens¹,

Driessen²,

Scheepers³

2003

Tijdschrift Voor Sociologie

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This article reports a study of the impact of minority parents' integration into Dutch society on their children's educational achievement. First, it was investigated whether differences exist in the degree of integration in society between parents from different minority groups. The sample analysed (N=1819) included parents and children from the Netherlands Antilles, Surinam, Turkey, Morocco, Southern Europe, and mixed families. The results show that there are clear differences in the degree of integration between minority groups. Parents of mixed families are integrated best both structurally and culturally, while Moroccan parents are integrated least. However, the degree of integration only has a small effect on the children's educational achievement, mainly on language achievement. The most important factor in predicting educational achievement is the minority group the child belongs to.

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Nederland als immigratiesamenleving

Cited by 14 publications

References 8 publications

Home Language and Language Proficiency: A Large-scale Longitudinal Study in Dutch Primary Schools

Home Language and Language Proficiency: A Large-scale Longitudinal Study in Dutch Primary Schools

Effects of Immigrant Parents' Participation in Society on Their Children's School Performance

De integratie van allochtone ouders en onderwijsprestaties van hun kinderen:enkele allochtone groepen vergeleken

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