Abstract
| Original language | English |
|---|---|
| Title of host publication | The Palgrave Handbook of Race and Ethnic Inequalities in Education |
| Editors | Peter A.J. Stevens, A. Gary Dworkin |
| Place of Publication | Cham, Switzerland |
| Publisher | Palgrave Macmillan UK |
| Pages | 783-841 |
| Number of pages | 59 |
| Edition | 2nd |
| ISBN (Electronic) | 9783319947242 |
| ISBN (Print) | 9783319947235 |
| DOIs | |
| Publication status | Published - Jul 2019 |
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The Netherlands : From diversity celebration to a colorblind approach. / Crul, Maurice; Stevens, Peter A. J. ; Slootman, Marieke; Clycq, Noel; Timmerman, Christiane.
The Palgrave Handbook of Race and Ethnic Inequalities in Education. ed. / Peter A.J. Stevens; A. Gary Dworkin. 2nd. ed. Cham, Switzerland : Palgrave Macmillan UK, 2019. p. 783-841.Research output: Chapter in Book / Report / Conference proceeding › Chapter › Academic › peer-review
TY - CHAP
T1 - The Netherlands
T2 - From diversity celebration to a colorblind approach
AU - Crul, Maurice
AU - Stevens, Peter A. J.
AU - Slootman, Marieke
AU - Clycq, Noel
AU - Timmerman, Christiane
PY - 2019/7
Y1 - 2019/7
N2 - This chapter offers a systematic review of sociological research in the Netherlands on the relationship between race/ethnicity and educational inequality between 1980 and 2017. Six major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; (5) family background and (6) an institutional approach, with research on ‘family background’ and ‘political arithmetic’ being the most dominant research traditions. Most of the research conducted in the Netherlands focuses on explaining ‘underachievement’ in relationship to ‘Turkish’, ‘Moroccan’ and ‘Surinamese’ minority students and is characterized by the use of quantitative research methods and a more positivistic approach to social sciences. This rich body of research is written mainly in Dutch and developed in a context characterized by a close collaborative relationship between educational sociologists and the government in conducting research in this area and a shift in policy that emphasises assimilation over multiculturalism.
AB - This chapter offers a systematic review of sociological research in the Netherlands on the relationship between race/ethnicity and educational inequality between 1980 and 2017. Six major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; (5) family background and (6) an institutional approach, with research on ‘family background’ and ‘political arithmetic’ being the most dominant research traditions. Most of the research conducted in the Netherlands focuses on explaining ‘underachievement’ in relationship to ‘Turkish’, ‘Moroccan’ and ‘Surinamese’ minority students and is characterized by the use of quantitative research methods and a more positivistic approach to social sciences. This rich body of research is written mainly in Dutch and developed in a context characterized by a close collaborative relationship between educational sociologists and the government in conducting research in this area and a shift in policy that emphasises assimilation over multiculturalism.
UR - https://www.palgrave.com/gp/book/9783319947235
U2 - 10.1007/978-3-319-94724-2_19
DO - 10.1007/978-3-319-94724-2_19
M3 - Chapter
SN - 9783319947235
SP - 783
EP - 841
BT - The Palgrave Handbook of Race and Ethnic Inequalities in Education
A2 - Stevens, Peter A.J.
A2 - Dworkin, A. Gary
PB - Palgrave Macmillan UK
CY - Cham, Switzerland
ER -