Inner group trust and school autonomy in a segregated school system; parental self-segregation in the Netherlands

Melanie Ehren*

*Corresponding author for this work

Research output: Chapter in Book / Report / Conference proceedingChapterAcademicpeer-review

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Abstract

In its most recent annual report, the Inspectorate of Education (2018) provided evidence of rising segregation in the Netherlands. The report highlights how, in primary education, children are increasingly distributed unequally on the basis of ethnic and socio-economic background. Free school choice enables wealthy parents to opt out of schools that have perceptibly more deprived pupils – thus expressing their wish for like-minded peers for their children. Similarly, parents from low socio-economic groups do not want to send their children to ‘snobbish’ schools, while ethnic groups are worried about the (perceived) loose morality around sexuality and gender in white schools. The result is an increasingly segregated landscape where children are educated in mostly socio-economically homogenous schools. School inspections are expected to counterbalance such mechanisms by informing parents of the true quality of schools, but like-mindedness and group identity seem stronger motivators for school choice. This chapter will reflect on the rising segregation in Dutch education, how this relates to generalized trust in the state to provide high quality education for all and a historic context of a ‘pillarized’ society and education system. It will also focus on issues around intergroup trust and why the long tradition of public reporting on school quality has not been able to curb this trend.
Original languageEnglish
Title of host publicationTrust, Accountability and Capacity in Education System Reform
Subtitle of host publicationGlobal Perspectives in Comparative Education
EditorsMelanie Ehren, Jacqueline Baxter
PublisherRoutledge
Chapter6
Pages124-143
Number of pages20
ISBN (Electronic)9780429344855, 9781000330823
ISBN (Print)9780367362478, 9780367362492
DOIs
Publication statusPublished - 2020

Bibliographical note

Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.

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