Voortijdig schoolverlaten bij allochtone leerlingen

Samenvatting

Data from a longitudinal study conducted by Statistics Netherlands (VOCL, Cohort L989) were used to investigate why non-indigenous pupils have higher risks of drop-out in secondary education (N=19,524). The results show that four years after the first measurement, at the start of secondary education, five percent of the pupils had dropped out. The drop-out risks of pupils whose parents were born in the Antilles, Surinain, the Moluccan Islands, Morocco or Turkey were three to five times as high as those of indigenous pupils. The elevated risks could not be explained completely by a rather detailed measurement of the social background. Only the Moroccan pupils had risks approximately the same as those of indigenous pupils from lower social backgrounds. Habituation to the Dutch culture had only a modest impact on the ethnic differences, as the differences were only marginally smaller when the analyses were restricted to pupils who themselves were born in the Netherlands. The results emphasize the importance of early achievement scores in determining the educational career and in particular risks of drop-out. [ABSTRACT FROM AUTHOR]; Copyright of Mens en Maatschappij is the property of Amsterdam University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)