Policy on ethnic segregation in a system of choice: the case of The Netherlands

Karsten, Sjoerd

doi:10.1080/0268093940090302

Cited by 53 publications

(58 citation statements)

References 6 publications

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“…The choice of school among the parents primarily relate to their place of residence. In both Amsterdam (Karsten, 1994;Karstenet et al 2003) and Strasbourg (Fabert and Raluy, 2002), a large proportion of immigrant families live in segregated neighbourhoods and attend local schools which reflect this population balance. Such schools are seen as an extension of neighbourhood ghettoization since most parents send their children to a "nearby" school (Karsten et al, 2003).…”

Section: School Choicementioning

confidence: 99%

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“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

Keskiner

2015

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Streaming into educational tracks forms a turning point in the school careers of young people living in the Netherlands and in France. Yet the two countries differ from each other with regards to tracking conditions they provide. This is especially reflected in the experiences of descendants of immigrants from Turkey who access vocational education in higher numbers compared to the children of native parents but also to a greater extent in the Netherlands than in France. While streaming decisions are usually based on meritocratic selection, the current study aims to understand the role of the parents with regard to the tracking decision. Using qualitative interviews with descendants of Turkish immigrants in Amsterdam and Strasbourg, the study shows how the differential role played by parents, during the streaming shapes the tracking outcome of the young people.

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Section: School Choicementioning

confidence: 99%

“…In the Dutch context, parents are given the freedom to choose their children's school (Karsten, 1994). In France, by contrast, parents are required to send children to a school in the postcode area (Mellottee et al, 2010).…”

Section: School Choicementioning

confidence: 99%

“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

Keskiner

2015

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“…a market-driven educational system-would serve as a remedy, healing all the major ailments now afflicting schools (Chubb & Moe, 1990Cookson, 1992;Tooley, 1995). Opponents claim, however, that school choice might be a mixed blessing (Astin, 1992;Karsten, 1994;Gewirtz et aL, 1995). They insist that the issues of justice and fairness have a different logic than that of marketdriven institutions (Walzer, 1983;Wringe, 1994).…”

Section: Introductionmentioning

confidence: 94%

School Organization and Market Ecology: a realist sociological look at the infrastructure of school choice

Yair

1996

British Journal of Sociology of Education

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Programs of school choice are based largely on the idea of a free market'. Recent reform efforts have been based on the assumption that market-driven educational systems would bring higher achievement levels and greater satisfaction among clients. According to popular views, parents would shop for a school just as they do for any other commodity and competition between schools would ensue, with each school trying to improve itself thereby attracting consumers. There is a major drawback to this reasoning. Markets are rarely completely free from regulation and control, and the desires of individuals do not fully explain the social facts of school choice. As a complement to current school choice studies, a structural explanation of school choice within the theory of network analysis is presented. The study analyses choice in terms of inter-school student transfers and explains choice as the combined result of two factors. The first is the organization of student mobility in schools, in terms of vacant positions (timing and volume) and student body composition, which posits nine ideal types of school organization. The second factor is the ecology of the market, given in the number of schools in each type. Research conducted in a large city in Israel serves as an example for the approach. The more general implications of the study suggest directions for the theoretical refinement of mobility and attainment studies in sociology.In order to understand the processes of inequality and attainment, we need to develop a more adequate 'sociological conception' of mobility, one based upon the actual vacancy mechanisms by which positions are allocated in many systems... When we examine mobility systems with 'closed positions', i.e. systems in which vacancy mechanisms operate, we need to reformulate

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“…32 La conséquence de ce mode de fonctionnement, inattendue par rapport à l'objectif d'un système de choix visant à respecter la liberté éducative des parents, est une ségrégation ethnique croissante (Karsten, 1994). Cette ségrégation eth nique (plus marquée encore que la ségrégation sociale) s'est accrue fortement ces dernières années : dans certaines écoles des grandes villes, le pourcentage d'élèves issus de l'immigration a doublé en trois ans, avec en fin de période des taux compris parfois entre 70 et 100 %.…”

Section: L'embarras Françaisunclassified

Debates about the issues of choice of schools: lessons from abroad

Duru‐Bellat¹

2001

osp

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Policy on ethnic segregation in a system of choice: the case of The Netherlands

Cited by 53 publications

References 6 publications

“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

“Is it Merit or Cultural Capital?” The role of parents during early tracking in Amsterdam and Strasbourg among descendants of immigrants from Turkey

School Organization and Market Ecology: a realist sociological look at the infrastructure of school choice

Debates about the issues of choice of schools: lessons from abroad

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