Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-28T03:49:08.671Z Has data issue: false hasContentIssue false

Chapter 2 - Access to Higher Education and Retention of Students with a Migrant Background in the Netherlands

A Comparative Analysis

from Part I - Encountering Marginalisation

Published online by Cambridge University Press:  06 September 2020

By
Maurice Crul  and
Frans Lelie
Edited by
Jacqueline Bhabha ,
Wenona Giles  and
Faraaz Mahomed
Jacqueline Bhabha
Affiliation:
Harvard University, Massachusetts
Wenona Giles
Affiliation:
York University, Toronto
Faraaz Mahomed
Affiliation:
FXB Center for Health and Human Rights
Get access

Summary

This chapter looks at access to and retention in higher education of children of migrants with low levels of education across a number of Western European countries, using data of the Integration of the European Second Generation (TIES) survey. The comparative perspective shows the impact of national institutional arrangements on education. Access to and retention in higher education of children of migrants with low levels of education still show considerable gaps when compared to those of peers of native descent. Data analysis shows that socio-economic background characteristics or the migrant background is only partly responsible for the gaps between students with and without a migrant background. We zoom in on students of Turkish descent in the Dutch school system to analyse whether these gaps are the result of socio-cultural background characteristics related to their ethnic group or migration (their own or that of their parents) or whether the gap in educational outcomes can be explained by how educational institutions provide opportunities or, on the contrary, fail to cater for children of immigrants. Based on detailed information available in the Netherlands, we show how differences in the preparation for higher education that students get can lead to important differences in study success later on.

Keywords

Academic successretention in higher educationaccess to higher educationintegration context theoryschool systemeducationintergenerational mobilitystudent preparationstudents with a migrant background
Type
Chapter
Information
A Better Future
The Role of Higher Education for Displaced and Marginalised People
 , pp. 40 - 58
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alba, R., & Holdaway, J. (2013). The Children of Immigrants at School. New York: New York University Press.Google Scholar
Akgunduz, A. (2008). Labour Migration from Turkey to Western Europe, 1960–1974: A Multidisciplinary Analysis. Aldershot & Burlington, VT: Ashgate (2016) London & New York: Routledge (Second Edition).Google Scholar
Crul, M. (2000). De sleutel tot success. Over hulp, keuzes en kansen in de schoolloopbanen van leerlingen van Turkse en Marokkaanse jongeren van de tweede generatie. Amsterdam: Het Spinhuis.Google Scholar
Crul, M. (2013). Snakes and Ladders in Educational Systems: Access to Higher Education for Second Generation Turks in Europe. Journal of Ethnic and Migration Studies, 39(9), 1383–1401.Google Scholar
Crul, M. (2015). Is Education the Pathway to Success? A Comparison of Second- Generation Turkish Professionals in Sweden, France, Germany and the Netherlands. European Journal of Education, 50(3), 325–339.CrossRefGoogle Scholar
Crul, M. (2018). How Key Transitions Influence School and Labour Market Careers of Descendants of Moroccan and Turkish Migrants in the Netherlands. European Journal of Education, 53, 481–594.Google Scholar
Crul, M., Ghorashi, H., & Valenzuala, A. (in press). Introduction. In Crul, M., Ghorashi, H., & Valenzuala, A. (eds.), Different Faces and Practices of Decolonization. The Challenges of Critically Informed Academia in Polarizing Times. Stellenbosch: SUNMedia.Google Scholar
Crul, M., & Schneider, J. (2010). Comparative Context Integration Theory: Participation and Belong in Europe’s Large Cities. Ethnic and Racial Studies, 34, 1249–1268.Google Scholar
Crul, M., Schneider, J., & Lelie, F. (2012). The European Second Generation: Does the Integration Context Matter? Amsterdam: Amsterdam University Press.Google Scholar
Crul, M., Keskiner, E., Schneider, J., & Lelie, F. (2017). The Multiplier Effect: How the Accumulation of Cultural and Social Capital Explains Steep Upward Mobility of Children of Low Educated Immigrants. Ethnic and Racial Studies, 40, 321–338.Google Scholar
Crul, M., Holdaway, J., De Valk, H., Fuentes, N., & Zaal, M. (2013). Educating the Children of Immigrants in New and Old Amsterdam. In Alba, R., & Holdaway, J. (eds.), The Children of Immigrants at School. (pp. 39–83) New York: New York University Press.Google Scholar
Cuseo, J. (2012). Academic-Support Strategies for Promoting Student Retention and Achievement during the First Year of College. Ulster: University of Ulster.Google Scholar
Cuvelier, P., Berckmoes, D., Rombouts, H., De Beuckelaer, W., & Vandenbussche, P. (2014). Monitoraat op maat. Taalondersteuning academisch Nederlands Universiteit Antwerpen. Antwerp: Universiteit Antwerpen.Google Scholar
De Jong, M. (2012). Ik ben die Marokkaan niet! Onderzoek naar identiteitsvorming van Marokkaans-Nederlandse HBO studenten. Amsterdam: VU University Press.Google Scholar
De Vries, M. (1987). Ogen in je rug. Turkse jonge meisjes en jonge vrouwen in Nederland. Alphen aan de Rijn: Samson.Google Scholar
EP and Nuffic (2015). Education System, The Netherlands: The Dutch Education System Described. The Hague: EP and Nuffic.Google Scholar
Foo, K., & Ariss Fong, N. (2009). Best Practices in Equity and Diversity: A Survey of Selected Universities. Project Report for the Equity Office of the University of British Columbia.Google Scholar
Gandera, P., & Contreras, F. (2008). Understanding the Latino Educational Gap: Why Latinos Don’t Go to College. Cambridge, MA: Harvard University Press.Google Scholar
Glick Schiller, N., Çaglãr, A., & Guldbrandsen, T. (2006). Beyond the Ethnic Lens: Locality, Globality, and Born-Again Incorporation. American Ethnologist, 33(4), 612–633.CrossRefGoogle Scholar
Heath, A., & Brinbaum, Y. (2007). Explaining Ethnic Inequalities in Educational Attainment. Ethnicities, 7, 291–304.CrossRefGoogle Scholar
Hurd, N., Tan, J., & Loeb, E. (2016). Natural Mentoring Relationships and the Adjustment to College among Underrepresented Students. American Journal of Community Psychology, 57(3), 330–341.CrossRefGoogle ScholarPubMed
Hurtado, S. (2013). Diverse Learning Environments: Assessing and Creating Conditions for Student Success: Final Report to the Ford Foundation. Los Angeles: Higher Education Research Institute, University of California.Google Scholar
Inspectie van het Onderwijs (2016). De staat van het onderwijs. Onderwijsverslag 2014/2015. Utrecht: Inspectie van het Onderwijs.Google Scholar
Lens, D., Levrau, F., Piqueray, E., De Coninck, D., Clycq, N., & Timmerman, C. (2015). De universiteit in een tijd van toegenomen diversiteit: Een studie over de in-, door- en uitstroom van ‘maatschappelijk kwetsbare studenten’ aan de UAntwerpen. Antwerp: Centrum voor Migratie en Interculturele Studies, Universiteit Antwerpen.Google Scholar
Lindo, F. (1996). Maakt cultuur verschil? De invloed van groep specifieke gedragspatronen op de schoolloopbanen van Turkse en Iberische migrantenjongeren. Amsterdam: Het Spinhuis.Google Scholar
Louie, V. (2012). Keeping the Immigrant Bargain: The Costs and Rewards of Success in America. New York: Russell Sage Foundation Press.Google Scholar
Meeuwisse, M., & Severiens, S. (2012). Studiesucces en leeromgeving. Een studie naar thuisvoelen, inzet en tijdsbesteding. HO management, 4(1), 18–20.Google Scholar
Milem, J., Chang, M., & Antonio, A. (2005). Making Diversity Work on Campus: A Research-Based Perspective. Washington, DC: Association of American Colleges and Universities.Google Scholar
Nanhoe, A. (2012). Mijn ouders migreerden om erop vooruit te gaan. Onderwijs en de dynamische habitus. Succesbevorderende factoren in de onderwijscarriere van Marokkaanse, Hindostaanse en autochtoon Nederlandse academici uit lagere sociaal-economische milieus in Nederland. Antwerp–Apeldoorn: Garant Publishers.Google Scholar
Rezai, S., Crul, M., Severiens, S., & Keskiner, E. (2015). Passing the Torch to a New Generation: A Qualitative Study of Highly Educated Second Generation’s Receiving Parental Support and Giving Support to the Younger Generation. Journal of Comparative Migration Studies, 3(12), 1–17.Google Scholar
Santelli, E. (2013). Upward Social Mobility among Franco-Algerians, the Role of Family Transmission. Swiss Journal of Sociology, 39(3), 551–573.Google Scholar
Schnell, P. (2014). Educational Mobility of Second-Generation Turks. Amsterdam: Amsterdam University Press.Google Scholar
Schnell, P. (2015). Behind the Scenes: Family Involvement and Educational Achievement of Second-Generation Turks in Austria, France and Sweden. Journal of Comparative Migration Studies, 3(2), 10. DOI:10.1186/s40878-015-0013-8Google Scholar
Schnell, P., Crul, M., & Keskiner, E. (2013). Success against All Odds: Educational Pathways of Disadvantaged Second Generation Turks in France and the Netherlands. Educational Inquiry, 1(4), 125–147.CrossRefGoogle Scholar
Sociaal Cultureel Planbureau (2013). Jaarrapport integratie. The Hague: SCP.Google Scholar
Slootman, M. (2017). Diversity Monitor VU 2017. Amsterdam: VU.Google Scholar
Slootman, M., & Wolff, R. (2017). Diversity Monitor 2017: Enrolment, Dropout and Graduation at Three Universities (EUR, VU and UL) A Synthesis. Amsterdam and Rotterdam: VU/EUR.Google Scholar
Smedley, B., Myers, H. F., & Harrell, S. P. (1993). Minority-Status Stresses and the College Adjustment of Ethnic Minority Freshmen. Journal of Higher Education, 64(4), 434–452.Google Scholar
Suárez-Orozco, C., Pimentel, A., & Martin, M. (2009). The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth. Teachers College Record, 111, 712–749.CrossRefGoogle Scholar
Tinto, V. (1987). Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chicago Press.Google Scholar
Tinto, V. (2012). Completing College: Rethinking Institutional Action. Chicago: University of Chicago Press.Google Scholar
Wolff, R. (2013). Presteren op eigen bodem. Een onderzoek naar sociale hulpbronnen en de leeromgeving als studiesuccesfactoren voor niet westerse allochtone studenten in het Nederlandse Hoger Onderwijs. Amsterdam: UvA.Google Scholar
Wolff, R., & Crul, M. (2002). Talent gewonnen. Talent verspild? Utrecht: ECHO.Google Scholar
Wolff, R., & Crul, M. (2003). Blijvers en uitvallers in hoger onderwijs. Utrecht: ECHO.Google Scholar
Wolff, R., & Severiens, S. (2011). De weg naar een keuze, een afslag naar success. Thema, 2, 16–21.Google Scholar
Zijlstra, W., Asper, H., Amrani, A., & Tupan-Wenno, M. (2013). Generiek is divers. Sturen op studiesucces in een grootstedelijke context. Utrecht: ECHO.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×