The Palgrave Handbook of Race and Ethnic Inequalities in Education
This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality over the last thirty years in eighteen different nati
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18.1
Introduction
This review builds on a recently published review of research on race/ethnicity in the Netherlands (Stevens et al., 2011) by including important, additional studies that were previously omitted for the period 1980–2008 and by including more recent research published during the years 2009–2010. In addition, whilst the 1980–2008 review compares the various research traditions that emerged in the Netherlands with those that developed in England, this review focuses exclusively on the Dutch context. The chapter is divided into four main parts. First, this chapter describes the main characteristics of the Dutch educational system and immigration history and the main developments in terms of social policy between 1980 and 2010. Secondly, the process of conducting this literature review is described, with particular focus on the employed search strategies and related criteria for inclusion. Thirdly, research conducted in the Netherlands on the relationship between race/ ethnicity and educational inequality is analyzed in terms of the major focus, methods, findings, and debates characteristic of specific research traditions that developed between 1980 and 2010. Finally, the conclusion and discussion section summarizes and critically analyzes the main findings of this study.
18.2 Education, migration and social policy developments in the Netherlands This section offers a brief overview of the main characteristics of the Dutch educational system, the multicultural nature of the Netherlands, and the key developments in terms of social policy between 1980 and 2010.
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The Netherlands
18.2.1 Educational system In the Netherlands full-time education is compulsory from the age of five until the age of 16 (Driessen, 2000b; Rijkschroeff et al., 2005; UNESCO, 2006). 519
10.1057/9781137317803.0023 - The Netherlands, Peter A. J. Stevens, Maurice J. Crul, Marieke W. Slootman, Noel Clycq, Christiane Timmerman and Mieke Van Houtte
Primary education is the same for all pupils and takes eight years. Dutch children enter secondary education at the age of 12. Depending on the advice1 of the elementary school and the score of the Cito test,2 pupils are assigned to either VMBO (pre-vocational or junior general secondary education), HAVO (senior general education) or VWO (pre-university education). It is possible for pupils who have attained the VMBO diploma to attend two years of HAVOlevel education and sit the HAVO exam, and for pupils with a HAVO diploma to attend two years of VWO-level education and then sit the VWO exam (see Figure 18.1). However, in practice there is a divide between pre-vocational secondary education on the one hand and general secondary education on the other. In each of these tracks students are taught a core curriculum during the first three years, after which they prepare for their exam (which takes one year for VMBO, two years for HAVO and three years for
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