How Key Transitions Influence School and Labour Market Careers of Descendants of Moroccan and Turkish Migrants in the Netherlands

Autor/in	Crul, Maurice
Titel	How Key Transitions Influence School and Labour Market Careers of Descendants of Moroccan and Turkish Migrants in the Netherlands
Quelle	In: European Journal of Education, 53 (2018) 4, S.481-494 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12310
Schlagwörter	Foreign Countries; Education Work Relationship; Disadvantaged Youth; Immigrants; School Choice; Equal Education; Outcomes of Education; Netherlands; Morocco; Turkey + Suchen Sie Ihr Suchwort? Ausland; Benachteiligter Jugendlicher; Immigrant; Immigrantin; Immigranten; Choice of school; Schulwahl; Lernleistung; Schulerfolg; Niederlande; Marokko; Türkei
Abstract	Most educational research examines school outcomes at certain stages or at the final stage of the school career. This article looks at the entire school career and the transition to the labour market. It focuses on key transitions to identify the educational institutional arrangements that either help or hinder school and labour market success among the most disadvantaged groups in the Netherlands: young people of Moroccan and Turkish descent. The Dutch educational system is one of the most complicated school systems in Europe. Consequently, parents and children have to make many 'choices' when navigating it. Many of these key 'choice' moments are selection points, either because they are not real choices but dependent upon a teacher's recommendation or because parents and pupils need a great deal of information about the school system in order to make a choice. This usually results in inequalities for the most disadvantaged groups. Because selection is disguised as 'choices', the structural inequalities of the Dutch school system are not usually perceived as blocking mechanisms for disadvantaged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01