Neighbourhood and school effects on educational inequalities in the transition from primary to secondary education in Amsterdam

J, Kuyvenhoven; Boterman, Willem

doi:10.1177/0042098020959011

Cited by 24 publications

(18 citation statements)

References 43 publications

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“…However, the social composition of the attended school and the neighbourhood characteristics have a stronger effect on student mobility patterns.What these results show is that high choice of schools (as in the case of Barcelona) does not translate automatically into higher levels of mobility. Distance travelled to school is mediated by the educational and social contexts of the areas where students reside.6 | DISCUSSION AND CONCLUSIONResearch has provided significant evidence on how unequal geographies of educational supply and demand interact to produce different choice opportunities and different student mobility patterns(Burgess et al, 2017;Kuyvenhoven & Boterman, 2020;Oberti & Savina, 2019). This body of evidence has challenged the supposed virtues of open enrolment policies, and it has highlighted the difficulties in balancing school choice and equity (OECD, 2019).…”

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confidence: 99%

Opting out of neighbourhood schools: The role of local education markets in student mobility

Scandurra

Zancajo

Bonal

2021

Population Space and Place

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Open enrolment policies assume that students living in disadvantaged areas can access better schools outside their neighbourhood. However, characteristics of individuals, quality of schooling and neighbourhood characteristics interact in very complex ways to produce heterogeneous patterns of school choice in local educational markets. This article analyses how the geography of educational opportunities, the socioeconomic background of students' families and the characteristics of their residential areas, impact on the travel-to-school distance in Barcelona. Based on a unique data set of school and student registers from Barcelona's local education authority, our study shows that distances travelled by students with the same social background vary depending on the characteristics of educational supply and the income of the neighbourhood. While socially advantaged students tend to travel longer distances than their peers from lower socioeconomic backgrounds, geographical and educational factors mediate to produce high heterogeneity in mobility patterns. Our findings cast doubt on the supposed virtue of school choice to reduce education inequalities and underline the need to consider the diversity of local microeducation markets in policymaking and planning.

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confidence: 99%

Opting out of neighbourhood schools: The role of local education markets in student mobility

Scandurra

Zancajo

Bonal

2021

Population Space and Place

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“…It is important to critically consider how the hegemonic school culture may create otherness among those who do not fit the local ideal. While Finland, Iceland and the Netherlands may be generally perceived as supporting egalitarian and meritocratic educational systems, there are clear indications that in these settings inequality is on the rise (Bernelius and Vilkama, 2019; Dovemark et al, 2018; Kuyvenhoven and Boterman, 2020). Considering these processes, future research on inclusive education can benefit from socio-politically informed, micro-level intersectional studies on disadvantage and marginalisation that remain reflexive regarding schemes of categorisation and/or classification.…”

Section: Resultsmentioning

confidence: 99%

Inclusive education in the diversifying environments of Finland, Iceland and the Netherlands: A multilingual systematic review

Wolff

Huilla

Tzaninis

et al. 2021

Research in Comparative and International Education

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This review investigates how the scholarly fields, themes and concepts of ‘inclusive education’ are applied in the research and educational contexts of Finland, Iceland and the Netherlands. It identifies and outlines which thematic areas of research and sub-fields of study are referenced in each country by applying a systematic, multilingual approach. We reviewed literature in the local languages of each of these countries over the past decade, from 2007 to 2018, paying particular attention to (a) micro-level, in-depth, classroom interactions; (b) social and political contexts; and (c) social categories. Results of this review emphasise that across all three countries (a) there are similar conceptualisations of inclusive education dominated by categories of disability and special needs, and (b) there is a similar lack of attention to modes of exclusion based on social class, gender, ethnicity and geography as well as to how these can be addressed by more advanced research on inclusive education in these local spheres.

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“…It suggests that there are localised differences in neighbourhood disadvantage, which are associated with relative FFD, but not captured by the sub-district level disadvantage classification. These localised differences may be explained by residential and school segregation, for example ( 35 ).…”

Section: Discussionmentioning

confidence: 99%

The Food Environment Around Primary Schools in a Diverse Urban Area in the Netherlands: Linking Fast-Food Density and Proximity to Neighbourhood Disadvantage and Childhood Overweight Prevalence

Smagge

Velde

Jong

2022

Front. Public Health

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In the Netherlands, the neighbourhood food environment has received little attention in initiatives to combat overweight/obesity. This study maps the food environment around primary schools in The Hague, The Netherlands, and examines associations between neighbourhood disadvantage, the school food environment and childhood overweight using Geographic Information Systems (GIS). Linear regression analyses were performed to test the association between schools' disadvantage scores (proxy for neighbourhood disadvantage) and relative fast-food density within 400 m and 1000 m and fast-food proximity. Univariable and multivariable linear regression analyses were used to test the association between the school food environment and overweight prevalence among children in the respective sub-district in which the schools is found. Multivariable analyses were adjusted for the schools' disadvantage scores. Results show that fast-food outlets were available around most primary schools. Schools in disadvantaged neighbourhoods were closer to and surrounded by a higher number of fast-food restaurants, grillrooms and kebab shops. On the sub-district level, the density of such fast-food outlets was associated with overweight prevalence among children. These findings highlight the importance of national and local policies to improve the food environment, particularly in disadvantaged neighbourhoods.

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Neighbourhood and school effects on educational inequalities in the transition from primary to secondary education in Amsterdam

Cited by 24 publications

References 43 publications

Opting out of neighbourhood schools: The role of local education markets in student mobility

Opting out of neighbourhood schools: The role of local education markets in student mobility

Inclusive education in the diversifying environments of Finland, Iceland and the Netherlands: A multilingual systematic review

The Food Environment Around Primary Schools in a Diverse Urban Area in the Netherlands: Linking Fast-Food Density and Proximity to Neighbourhood Disadvantage and Childhood Overweight Prevalence

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