Diversity among Bi-ethnic students and differences in educational outcomes and social functioning

The number of bi-ethnic children is increasing. The focus of this study is on bi-ethnic students in the Netherlands with one parent with an ethnic majority background and one parent with an ethnic minority background. Most studies that have investigated educational outcomes and social functioning in school for bi-ethnic students have not focused on the diversity within this group. In this study, we described the demographic, social and cultural diversity among bi-ethnic students and examined whether, in particular, ethnic background and gender of the migrant parent were related to the educational outcomes and social functioning of bi-ethnic students. Data on a total of 653 sixth grade bi-ethnic students (age 11–12) in primary education of the national Dutch cohort study (COOL5−18) were used in this study. To analyse the relationship between the ethnic background and gender of the migrant parent and the educational outcomes and social functioning among bi-ethnic students, multivariate multilevel analyses were performed. The research findings indicate that bi-ethnic students differ demographically, socially and culturally in a manner dependent on ethnic background and gender of the migrant parent. We also found that the ethnic background and the gender of the migrant parent were related to cognitive outcomes, social-emotional functioning and citizenship competences. When trying to understand and support bi-ethnic students, we must consider the diversity among them

Socioeconomic Inequality and Student Outcomes in The Netherlands

In this chapter, we address the educational outcomes of students with low socioeconomic status (SES), both Dutch and with an immigrant background. We indicate how these outcomes have developed over time, and how this development might be related to educational policy measures that seek to enhance the educational opportunities for students with a disadvantaged background. We start with a description of the Dutch school structure and note that the highly tracked secondary school level and high school autonomy are significant features. Next, we provide a short description of the share of low SES parents and primary school students, and how these have evolved over time during the period 2008–2017, while distinguishing between Dutch and immigrant background. The main body of the chapter provides an overview of the outcomes of low SES and immigrant students in primary and secondary education. Finally, we critically comment on the effectiveness and efficiency of the Dutch educational equity policy