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

Author

Listed:
  • Joeke Kuyvenhoven

    (Netherlands Interdisciplinary Demographic Institute (NIDI)/KNAW/University of Groningen, Netherlands)

  • Willem R. Boterman

    (University of Amsterdam, Netherlands)

Abstract

Drawing on an advanced analysis of individual longitudinal register data of school careers of four cohorts of children in Amsterdam, this article suggests that school advice is highly differentiated between children of different migrant and socioeconomic backgrounds. Moreover, apart from these individual characteristics, we demonstrate that the socioeconomic composition of neighbourhoods and schools is important for understanding differences in school advice. The analysis shows that neighbourhood and school socioeconomic disadvantage negatively affects the school advice of children with highly educated parents, while socioeconomic advantage positively affects all children and especially children of lower- and intermediate-educated parents. The positive neighbourhood effects are, however, mediated by primary school context. We suggest that while most of the educational inequalities may be explained by individual characteristics, residential and school segregation intensify these inequalities, especially through the beneficial effects of neighbourhood and school advantage.

Suggested Citation

  • Joeke Kuyvenhoven & Willem R. Boterman, 2021. "Neighbourhood and school effects on educational inequalities in the transition from primary to secondary education in Amsterdam," Urban Studies, Urban Studies Journal Limited, vol. 58(13), pages 2660-2682, October.
    • Handle: RePEc:sae:urbstu:v:58:y:2021:i:13:p:2660-2682
    DOI: 10.1177/0042098020959011
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    References listed on IDEAS

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    6. Tom Slater, 2013. "Your Life Chances Affect Where You Live: A Critique of the ‘Cottage Industry’ of Neighbourhood Effects Research," International Journal of Urban and Regional Research, Wiley Blackwell, vol. 37(2), pages 367-387, March.
    7. Geoffrey T. Wodtke & Matthew Parbst, 2017. "Neighborhoods, Schools, and Academic Achievement: A Formal Mediation Analysis of Contextual Effects on Reading and Mathematics Abilities," Demography, Springer;Population Association of America (PAA), vol. 54(5), pages 1653-1676, October.
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    Cited by:

    1. Gijs Custers & Marjolijn Das & Godfried Engbersen, 2023. "Change or stability in educational inequalities? Educational mobility and school effects in the context of a major urban policy," Urban Studies, Urban Studies Journal Limited, vol. 60(14), pages 2852-2873, November.
    2. Agata A Troost & Heleen J Janssen & Maarten van Ham, 2023. "Neighbourhood histories and educational attainment: The role of accumulation, duration, timing and sequencing of exposure to poverty," Urban Studies, Urban Studies Journal Limited, vol. 60(4), pages 655-672, March.
    3. Eva Andersson & Heleen Janssen & Maarten van Ham & Bo Malmberg, 2023. "Contextual poverty and obtained educational level and income in Sweden and the Netherlands: A multi-scale and longitudinal study," Urban Studies, Urban Studies Journal Limited, vol. 60(5), pages 885-903, April.
    4. Helbig, Marcel, 2023. "Hinter den Fassaden: Zur Ungleichverteilung von Armut, Reichtum, Bildung und Ethnie in den deutschen Städten," Discussion Papers, Presidential Department P 2023-003, WZB Berlin Social Science Center.

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