Scheeren, Lotte Not on the same track? Tracking age and gender inequality in education. PhD Thesis University of Amsterdam, 2020. Rözer, Jesper; van de Werfhorst, Herman G Three Worlds of Vocational Education: Specialized and General Craftsmanship in France, Germany, and The Netherlands Journal Article European Sociological Review, 36 (5), pp. 780–797, 2020. Geven, Sara Afblazen basisischool-eindtoets leidt tot verwarring en mogelijk ongelijke kansen Online Sociale Vraagstukken 2020. Geven, Sara; van de Werfhorst, Herman Sociology of Education, 93 (1), pp. 40–64, 2020. Forster, Andrea; van de Werfhorst, Herman Navigating Institutions: Parents’ Knowledge of the Educational System and Students’ Success in Education Journal Article European Sociological Review, 36 (1), pp. 48–64, 2020. Geven, Sara Intergenerationale netwerken en de schoolprestaties van leerlingen in Nederland en Duitsland Journal Article Mens & Maatschappij, 95 (2), pp. 158–162, 2020. Delaruelle, Katrijn; van de Werfhorst, Herman; Bracke, Piet Do comprehensive school reforms impact the health of early school leavers? Results of a comparative difference-in-difference design Journal Article Social Science & Medicine, 239 (2019), pp. 1–10, 2019. van de Werfhorst, Herman G Early Tracking and Social Inequality in Educational Attainment: Educational Reforms in 21 European Countries Journal Article American Journal of Education, 126 (November), pp. 65–99, 2019. Bol, Thijs; Eller, Christina Ciocca; van de Werfhorst, Herman G; DiPrete, Thomas A School-to-Work Linkages, Educational Mismatches, and Labor Market Outcomes Journal Article American Sociological Review, 84 (2), pp. 275–307, 2019. van der Vleuten, Maaike; Steinmetz, Stephanie; van de Werfhorst, Herman Gender norms and STEM: the importance of friends for stopping leakage from the STEM pipeline Journal Article Educational Research and Evaluation , 24 (6-7), pp. 417–436, 2019. Witschge, Jacqueline; Rözer, Jesper; van de Werfhorst, Herman G Type of education and civic and political attitudes Journal Article British Educational Research Journal, 45 (2), pp. 298–319, 2019. Witschge, Jacqueline; van de Werfhorst, Herman G Curricular tracking and civic and political engagement: Comparing adolescents and young adults across education systems Journal Article Acta Sociologica, 63 (3), pp. 284–302, 2019. van de Werfhorst, Herman; Heath, Anthony Selectivity of Migration and the Educational Disadvantages of Second-Generation Immigrants in Ten Host Societies Journal Article European Journal of Population, 35 , pp. 347–378, 2019. Geven, Sara The impact of school tracking on school misconduct: variations by migration background in England, The Netherlands, and Sweden Journal Article Journal of Ethnic and Migration Studies, 45 (15), pp. 2864–2887, 2019. Gaikhorst, Lisa; Geven, Sara; Baan, Jan Diverse leerlingen, diverse competenties, diverse verwachtingen? Incollection van de Werfhorst, Herman; van Hest, Erna (Ed.): Gelijke kansen in de stad, 2019, ISBN: 9789463728829. Checchi, Daniele; van de Werfhorst, Herman Policies, skills and earnings: how educational inequality affects earnings inequality Journal Article Socio-Economic Review, 16 (1), pp. 137–160, 2018, ISSN: 1475-1461. Scheeren, Lotte; van de Werfhorst, Herman; Bol, Thijs The Gender Revolution in Context: How Later Tracking in Education Benefits Girls Journal Article Social Forces, 97 (1), pp. 193–220, 2018. van de Werfhorst, Herman Early Tracking and Socioeconomic Inequality in Academic Achievement: Studying Reforms in Nine Countries Journal Article Research in Social Stratification and Mobility, 58 , pp. 22–32, 2018. Geven, Sara; Batruch, Anatolia; van de Werfhorst, Herman Inequality in Teacher Judgements, Expectations and Track Recommendations: A Review Study. Technical Report University of Amsterdam 2018. Forster, Andrea; Bol, Thijs Vocational education and employment over the life course using a new measure of occupational specificity Journal Article Social Science Research, 70 , pp. 176-197, 2018. DiPrete, Thomas A; Eller, Christina Ciocca; Bol, Thijs; van de Werfhorst, Herman G School-to-Work Linkages in the United States, Germany, and France Journal Article American Journal of Sociology, 122 (6), pp. 1869–1938, 2017. van de Werfhorst, Herman Gender Segregation across Fields of Study in Post-Secondary Education: Trends and Social Differentials Journal Article European Sociological Review, 33 (3), pp. 449–464, 2017. Bills, David; van de Werfhorst, Herman Workplace Training from the Sociological Perspective. Incollection Brown, Kenneth (Ed.): The Cambridge Handbook of Workplace Training and Employee Development., pp. 626–644, Cambridge University Press, Cambridge, 2017. Munniksma, Anke; Dijkstra, Anne Bert; van der Veen, Ineke; Ledoux, Guuske; van de Werfhorst, Herman; ten Dam, Geert Burgerschap in het voortgezet onderwijs. Nederland in vergelijkend perspectief. Technical Report University of Amsterdam 2017. van de Werfhorst, Herman The art of asking questions, and why scientists are better at it Incollection de Graaf, Beatrice; Kan, Alexander Rinnooy; Molenaar, Henk (Ed.): The Dutch National Research Agenda in Perspective. A Reflection on Research and Science Policy in Practice., pp. 137–145, Amsterdam University Press, Amsterdam, 2017, ISBN: 9789462982796. Stasio, Valentina Di; van de Werfhorst, Herman G Why Does Education Matter to Employers in Different Institutional Contexts? A Vignette Study in England and the Netherlands Journal Article Social Forces, 95 (1), pp. 77–106, 2016. Haas, Christina; van de Werfhorst, Herman G Ahead of the pack? Explaining the unequal distribution of scholarships in Germany Journal Article British Journal of Sociology of Education, 38 (5), pp. 705–720, 2016. Forster, Andrea; Bol, Thijs; van de Werfhorst, Herman Vocational Education and Employment over the Life Cycle Journal Article Sociological Science, 3 , pp. 473-494, 2016. Eidhof, Bram B F; ten Dam, Geert T M; Dijkstra, Anne Bert; van de Werfhorst, Herman G Consensus and contested citizenship education goals in Western Europe Journal Article Consensus and contested citizenship education goals in Western Europe, 11 (2), pp. 114–129, 2016. Mijs, Jonathan; van de Werfhorst, Herman Het onderwijsstelsel en kansengelijkheid: op zoek naar een meritocratie. Incollection Eidhof, Bram; van Houtte, Mieke; Vermeulen, Marc (Ed.): Sociologen over onderwijs. Inzichten, praktijken en kritieken., Garant, Antwerpen-Apeldoorn, 2016, ISBN: 9789044134490. van de Werfhorst, Herman; Dronkers, Jaap Twee kanten van de meritocratie: trends in nominale en positionele ongelijkheid Incollection de Beer, Paul; van Pinxteren, Maisha (Ed.): Meritocratie. Op weg naar een nieuwe klassensamenleving?, pp. 45–63, Amsterdam University Press, Amsterdam, 2016, ISBN: 9789462983397. Dronkers, Jaap; van de Werfhorst, Herman Meritocratisering in schoolloopbanen in Nederland. Incollection de Beer, Paul; van Pinxteren, Maisha (Ed.): Meritocratie. Op weg naar een nieuwe klassensamenleving?, pp. 25–43, Amsterdam University Press, Amsterdam, 2016, ISBN: 9789462983397. Bol, Thijs; van de Werfhorst, Herman Measuring Educational Institutional Diversity: Tracking, Vocational Orientation and Standardisation Incollection Hadjar, Andreas; Gross, Christiane (Ed.): Education Systems and Inequalities. International Comparisons., pp. 73–93, Policy Press, Bristol, 2016, ISBN: 9781447326106. Kalmijn, Matthijs; van de Werfhorst, Herman Sibship Size and Gendered Resource Dilution in Different Societal Contexts Journal Article PLOS ONE, 11 (8), pp. 1–16, 2016. van de Werfhorst, Herman G De achterkant van autonomie: maatwerk, sturing en ongelijkheid Journal Article Nederlands Tijdschrift voor Onderwijsrecht en Onderwijsbeleid, 2015 (December), pp. 286–293, 2015. Stasio, Valentina Di; Bol, Thijs; van de Werfhorst, Herman G What makes education positional? Institutions, overeducation and the competition for jobs Journal Article Research in Social Stratification and Mobility, 43 , pp. 53–63, 2015. Witschge, Jacqueline; van de Werfhorst, Herman G Standardization of lower secondary civic education and inequality of the civic and political engagement of students Journal Article School Effectiveness and School Improvement, 27 (3), pp. 367–384, 2015. van de Werfhorst, Herman (Ed.) Amsterdam University Press, Amsterdam, 2015, ISBN: 9789089647498. Elffers, Louise; van de Werfhorst, Herman G; Fischer, Mirjam M De invloed van het verkorten van de heterogene brugperiode op leerprestaties, burgerschap, en motivatie: een quasi-experimentele case study Journal Article Pedagogische Studiën, 92 , pp. 414–433, 2015. Notten, Natascha; Lancee, Bram; van de Werfhorst, Herman G; Ganzeboom, Harry B G Educational stratification in cultural participation: Cognitive competence or status motivation? Journal Article Journal of Cultural Economics, 39 (2015), pp. 177–203, 2014.
2020
title = {Not on the same track? Tracking age and gender inequality in education.},
author = {Lotte Scheeren},
url = {https://pure.uva.nl/ws/files/50518868/Front_matter.pdf},
year = {2020},
date = {2020-09-25},
school = {University of Amsterdam},
keywords = {},
pubstate = {published},
tppubtype = {phdthesis}
}
title = {Three Worlds of Vocational Education: Specialized and General Craftsmanship in France, Germany, and The Netherlands},
author = {Jesper Rözer and Herman G. van de Werfhorst},
doi = {10.1093/esr/jcaa025},
year = {2020},
date = {2020-06-12},
journal = {European Sociological Review},
volume = {36},
number = {5},
pages = {780--797},
abstract = {One of the biggest challenges in the design of educational systems concerns how vocational education and training (VET) systems are best organized for the labour markets of tomorrow. Do we need more specialized craftsmen with practical and specific skills that tightly link to specific occupations, or do we need a shift towards broader craftsmen with more general skills? Using microdata from France, Germany, and The Netherlands, we show that there are different ways by which the VET sector establishes school-to-work linkages. Linkages between school to work are on average stronger in systems with a dual VET sector compared to a full school-based model. However, an important reason why linkages are stronger is because of compositional differences, as in dual VET systems more students tend to be enrolled in strongly linking educational programs. Moreover, VET systems are far from homogeneous, and there are large differences in how strong educational programmes link to occupations within and between countries. In general, employment is highest among the stronger linking programs, and this effect is strongest in dual VET systems. These results suggest that there is still room for occupationally oriented schooling.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Afblazen basisischool-eindtoets leidt tot verwarring en mogelijk ongelijke kansen},
author = {Sara Geven},
url = {https://www.socialevraagstukken.nl/afblazen-basisischool-eindtoets-leidt-tot-verwarring-en-mogelijk-ongelijke-kansen/},
year = {2020},
date = {2020-05-08},
journal = {Sociale Vraagstukken},
organization = {Sociale Vraagstukken},
keywords = {},
pubstate = {published},
tppubtype = {online}
}
title = {The Role of Intergenerational Networks in Students’ School Performance in Two Differentiated Educational Systems: A Comparison of Between- and Within-Individual Estimates},
author = {Sara Geven and Herman van de Werfhorst},
doi = {10.1177/0038040719882309},
year = {2020},
date = {2020-01-01},
urldate = {2019-11-11},
journal = {Sociology of Education},
volume = {93},
number = {1},
pages = {40--64},
abstract = {In this article, we study the relationship between intergenerational networks in classrooms (i.e., relationships among parents in classrooms, and between parents and their children’s classmates) and students’ grades. Using panel data on complete classroom networks of approximately 3,000 adolescents and their parents in approximately 200 classes in both Germany and the Netherlands, we compare estimates based on between-student differences in intergenerational networks (i.e., between-individual estimates) to estimates based on changes students experience in their intergenerational networks over time (i.e., within-individual estimates). We also examine how the relationship between intergenerational networks and grades is contingent on students’ location in the educational system (i.e., their ability track). When considering between-individual estimates, we find some support for a positive relationship between intergenerational networks and grades. However, we find no robust support when considering within-individual estimates. The findings suggest that between-individual estimates, which most previous research has relied on, may be confounded by unobserved differences across individuals. We find little support for variations in these estimates across ability tracks. We discuss the implications for Coleman’s social capital theory on intergenerational closure.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Navigating Institutions: Parents’ Knowledge of the Educational System and Students’ Success in Education},
author = {Andrea Forster and Herman van de Werfhorst},
doi = {10.1093/esr/jcz049},
year = {2020},
date = {2020-01-01},
urldate = {2019-11-11},
journal = {European Sociological Review},
volume = {36},
number = {1},
pages = {48--64},
abstract = {This study investigates whether families navigate educational institutions more successfully if they have a higher knowledge of the pathways in the educational system that are available to their children. We also study whether this kind of knowledge mediates secondary effects of social origin, i.e. differences in educational pathways once achievement differences between children are accounted for. The role of parents’ knowledge is consistent with various sociological theories concerning educational inequality. Knowledge can affect families’ ability to make rational choices for education but it can also be understood as a form of cultural capital. We use longitudinal student cohort data from the Netherlands combined with individual-level register data on educational attainment to study the importance of knowledge for short-term outcomes (up- and downward transitions in secondary education as well as track placement) and final educational attainment. Our results show that parents’ knowledge is a significant predictor of educational success net of parents’ education, socio-demographic characteristics, and demonstrated ability. If we apply a stricter test to the measure, however, we can see that knowledge matters for downward transitions and obtaining a tertiary degree but that the effect is negligible for upward transitions and track placement if other mechanisms such as cultural capital and aspirations are considered. Further, we conclude that knowledge matters especially for transitions in the educational system that require a move to a new and unknown school environment such as post-secondary or tertiary education. The study shows that knowledge is one useful avenue to investigate when we are confronted with the question why social disparities in educational decision-making arise.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Intergenerationale netwerken en de schoolprestaties van leerlingen in Nederland en Duitsland},
author = {Sara Geven
},
year = {2020},
date = {2020-01-01},
journal = {Mens & Maatschappij},
volume = {95},
number = {2},
pages = {158--162},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
2019
title = {Do comprehensive school reforms impact the health of early school leavers? Results of a comparative difference-in-difference design},
author = {Katrijn Delaruelle and Herman van de Werfhorst and Piet Bracke
},
doi = {10.1016/j.socscimed.2019.112542 },
year = {2019},
date = {2019-10-01},
journal = {Social Science & Medicine},
volume = {239},
number = {2019},
pages = {1--10},
abstract = {In the current article, we examine whether and how reforms in tracking age affect educational inequalities in health among people between the ages of 25–75 years. Particular attention is paid to the health consequences for early school leavers. The study combines data from the European Social Survey (2002–2016) on 21 countries with country-cohort information on education policies. Moreover, a difference-in-difference design is used, which takes advantage of both the cross-national and cross-temporal variability in the implementation of comprehensive schooling reforms. The results reveal statistically significant, but very small effects of de-tracking policies on people's health. That is, comprehensive education leads to slight improvements in health among people who have attained upper secondary or tertiary education, but these improvements are achieved at the expense of the health of those with the lowest levels of education. Our study should encourage future research to further explore the institutional impact of educational systems on the health of individuals.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Early Tracking and Social Inequality in Educational Attainment: Educational Reforms in 21 European Countries},
author = {Herman G. van de Werfhorst},
doi = {10.1086/705500},
year = {2019},
date = {2019-09-24},
journal = {American Journal of Education},
volume = {126},
number = {November},
pages = {65--99},
abstract = {This article studies socioeconomic inequalities in educational attainment in 21 European countries for cohorts born between 1925 and 1989, and asks the question whether reforms to track students later in the school career have reduced inequalities. Country fixed effects models show that inequalities by parental occupational class were reduced after policies were implemented that separated children for different school careers at a later age (i.e., postponed between-school tracking). The association between parents’ education and children’s attainment is hardly affected by reforms to later tracking. The results remained after taking into account the political climate preceding reforms, and were also highly robust to the selection of countries. A reduction of inequality was achieved through a loss of attainment by the children of advantaged backgrounds. Political implications and the relevance of these findings for American debates are discussed.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {School-to-Work Linkages, Educational Mismatches, and Labor Market Outcomes },
author = {Thijs Bol and Christina Ciocca Eller and Herman G. van de Werfhorst and Thomas A. DiPrete},
doi = {10.1177/0003122419836081},
year = {2019},
date = {2019-03-18},
journal = {American Sociological Review},
volume = {84},
number = {2},
pages = {275--307},
abstract = {A recurring question in public and scientific debates is whether occupation-specific skills enhance labor market outcomes. Is it beneficial to have an educational degree that is linked to only one or a small set of occupations? To answer this question, we generalize existing models of the effects of (mis)match between education and occupation on labor market outcomes. Specifically, we incorporate the structural effects of linkage strength between school and work, which vary considerably across industrialized countries. In an analysis of France, Germany, and the United States, we find that workers have higher earnings when they are in occupations that match their educational level and field of study, but the size of this earnings boost depends on the clarity and strength of the pathway between their educational credential and the labor market. The earnings premium associated with a good occupational match is larger in countries where the credential has a stronger link to the labor market, but the penalty for a mismatch is also greater in such countries. Moreover, strong linkage reduces unemployment risk. These findings add nuance to often-made arguments that countries with loosely structured educational systems have more flexible labor markets and produce better labor market outcomes for workers. An institutional environment that promotes strong school-to-work pathways appears to be an effective strategy for providing workers with secure, well-paying jobs.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Gender norms and STEM: the importance of friends for stopping leakage from the STEM pipeline},
author = {Maaike van der Vleuten and Stephanie Steinmetz and Herman van de Werfhorst},
doi = {10.1080/13803611.2019.1589525},
year = {2019},
date = {2019-03-14},
journal = {Educational Research and Evaluation },
volume = {24},
number = {6-7},
pages = {417--436},
abstract = {More women are now entering male-dominated fields, yet, science, technology, engineering, and mathematics (STEM) remain dominated by men. We examined the association between boys’ and girls’ STEM choices after secondary education and friends’ gender norms, and whether pressure to conform to traditional gender norms differs depending on the gender composition of the friend group. Drawing on 3 waves of longitudinal data (N = 744) from the Netherlands, our sample consists of adolescents in STEM trajectories in secondary education. Their retention in STEM after secondary education gives us a better understanding of gender-specific “leakage” from the STEM pipeline. We found that girls’ likelihood of choosing STEM decreased drastically when friends had more traditional gender norms. Friends with traditional gender norms had less effect on boys. Nonetheless, boys with only same-sex friends were more likely to enter STEM. Our findings indicate that an environment with gender-normative ideas pushes girls out of the STEM pipeline.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Type of education and civic and political attitudes},
author = {Jacqueline Witschge and Jesper Rözer and Herman G. van de Werfhorst},
doi = {10.1002/berj.3501},
year = {2019},
date = {2019-01-16},
journal = {British Educational Research Journal},
volume = {45},
number = {2},
pages = {298--319},
abstract = {In addition to increasing cognitive skills and preparing students for the labour market, one of the core tasks of education is to prepare citizens for participation in democracy. Considering the ideal of democratic equality, it is important to know the degree to which civic outcomes of education are distributed equally. One feature of the education system that can lead to differential civic outcomes is tracking, that is, the sorting of students into different types of education. In this study, we examine the relationship between type of education (general/academic or vocational) and five attitudinal dimensions of civic and political engagement between the ages of 14 and 49 years in the Netherlands. By using panel data from the Netherlands Longitudinal Lifecourse Study (n = 5,312) and applying linear fixed effects models, we can observe the effect of a transition in the type of education on the within‐person change in our outcome variables. The findings demonstrate that transitions in the type of education have little effect on intention to vote, trust in institutions or ethnic tolerance. However, students making transitions in general/academic education develop higher levels of interest in politics and generalised trust than do students in vocational education or people outside the education system. This point suggests that general/academic education fosters civic and political participation.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = { Curricular tracking and civic and political engagement: Comparing adolescents and young adults across education systems},
author = {Jacqueline Witschge and Herman G. van de Werfhorst},
doi = {10.1177/0001699318818650},
year = {2019},
date = {2019-01-04},
journal = {Acta Sociologica},
volume = {63},
number = {3},
pages = {284--302},
abstract = {Country-case studies examining the relation between curricular tracking (ability sorting) in secondary education and civic and political engagement (CPE) have led to mixed findings. This calls for a comparative approach. Thus far, as a result of the available data, comparative studies examining the effect of curricular tracking on civic engagement have been cross-sectional in nature. In this paper, we introduce a longitudinal approach by drawing from two cross-sectional surveys with identical CPE measures for the same birth cohort before and after tracking (CIVED 1999, ISSP 2004 and EVS 2008). We examine the relation between the duration of curricular tracking and the development of CPE between the age of 14 and young adulthood in 25 countries. The results show that a longer tracked curriculum is negatively related to the development of civic and political engagement, particularly at the lower part of the distribution. Moreover, we find that the negative relation between length of the tracked curriculum and CPE is mediated by enrolment rates for higher education. This result suggests that tracking does not directly negatively affect civic and political engagement, but does so because it is associated with reduced participation in higher education.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Selectivity of Migration and the Educational Disadvantages of Second-Generation Immigrants in Ten Host Societies},
author = {Herman van de Werfhorst and Anthony Heath},
url = {https://doi.org/10.1007/s10680-018-9484-2},
doi = {10.1007/s10680-018-9484-2},
year = {2019},
date = {2019-01-01},
urldate = {2018-10-17},
journal = {European Journal of Population},
volume = {35},
pages = {347--378},
abstract = {Selectivity of migration varies significantly between ethnic/origin country groups, and between the destination countries which these groups have migrated to. Yet, little comparative research has measured empirically how selective different migrant groups are in multiple destination countries, nor has research studied whether the selectivity of migration is related to the magnitude of ethnic inequalities among the children of migrants in Western societies. We present an empirical measure of educational selectivity of migrants from many different origin countries having migrated to ten different destination countries. We examine whether selective migration of a particular ethnic group in a particular destination country is related to the gap between their children’s and native children’s educational outcomes. We find that the disadvantage in educational outcomes between the second generation and their peers from majority populations is smaller for ethnic groups that are more positively selected in terms of educational attainment. We also find some evidence that the effect of selective migration is moderated by the integration policies or tracking arrangements in the educational system in the destination country.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {The impact of school tracking on school misconduct: variations by migration background in England, The Netherlands, and Sweden},
author = {Sara Geven},
doi = {10.1080/1369183X.2019.1600402},
year = {2019},
date = {2019-01-01},
urldate = {2019-11-11},
journal = {Journal of Ethnic and Migration Studies},
volume = {45},
number = {15},
pages = {2864--2887},
abstract = {According to the differentiation-polarisation hypothesis, educational tracking will cause a polarisation of students’ school attitudes and behaviours: while students in high tracks will develop pro-school attitudes and behaviours, students in low tracks come to reject school. This hypothesis may be too crude, as the effect of tracking on school misconduct could vary across students. Based on the literature on the immigrant aspiration-achievement paradox and the oppositional culture hypothesis, I argue that the tracking effect will be different for students with a migration background. Using two-wave panel data from three educational systems with different types of tracking (i.e. England, the Netherlands, and Sweden), I find some support for the differentiation-polarisation hypothesis among students from the native majority, yet effect sizes are small. In line with the literature on the immigrant aspiration-achievement paradox, no support for the differentiation-polarisation hypothesis is found among students with a migration background. There are no statistically significant differences in these patterns across the three different educational systems.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Diverse leerlingen, diverse competenties, diverse verwachtingen?},
author = {Lisa Gaikhorst and Sara Geven and Jan Baan},
editor = {Herman van de Werfhorst and Erna van Hest},
url = {https://www.aup.nl/en/book/9789463728829/gelijke-kansen-in-de-stad},
isbn = {9789463728829},
year = {2019},
date = {2019-01-01},
booktitle = {Gelijke kansen in de stad},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
2018
title = {Policies, skills and earnings: how educational inequality affects earnings inequality},
author = {Daniele Checchi and Herman van de Werfhorst},
doi = {10.1093/ser/mwx008},
issn = {1475-1461},
year = {2018},
date = {2018-01-01},
urldate = {2018-10-17},
journal = {Socio-Economic Review},
volume = {16},
number = {1},
pages = {137--160},
abstract = {We study the impact of dispersions in education (both in student test scores and final educational attainment) on earnings inequality, in a country-cohort design. Neo-classical economic theory would predict a positive association between skill inequality (as measured in student test scores) and earnings inequality, while educational attainment inequality adds little on top of skills inequality. A sociological theory of social closure, however, argues that inequality in educational attainment is more important than skills inequality in the prediction of earnings inequality. Using educational policies as instruments, we find causal effects of skills inequality and educational attainment inequality, suggesting that a simple human capital model is insufficient to explain rising earnings inequalities. Nevertheless, skills inequality appeared a more important predictor of earnings inequality than educational attainment inequality. Some educational policy reforms (like public preschool provision or introducing standardized tests) led to reduced educational dispersions, and thereby reduced earnings inequality in adulthood.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {The Gender Revolution in Context: How Later Tracking in Education Benefits Girls},
author = {Lotte Scheeren and Herman van de Werfhorst and Thijs Bol},
doi = {10.1093/sf/soy025},
year = {2018},
date = {2018-01-01},
urldate = {2018-10-17},
journal = {Social Forces},
volume = {97},
number = {1},
pages = {193--220},
abstract = {It is well established that women have surpassed men in educational attainment. The potential effect of educational institutional structures on the “rise of women” has largely been overlooked. In particular, the age of first selection into distinct educational tracks seems important, as the female-favorable gap in educational performance has been shown to widen during the high school years. Using microdata from the European Social Survey and data on tracking age reforms for 21 European countries from 1929 to 2000, we find that reforms promoting later tracking have particularly benefited girls’ years of education, net of other influential factors (gender-ideological climate and demand on the labor market). This finding shows that the rise of women is not homogeneous across institutional contexts: some educational systems are more supportive of the enhancement of women’s education than others.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Early Tracking and Socioeconomic Inequality in Academic Achievement: Studying Reforms in Nine Countries},
author = {Herman van de Werfhorst },
doi = {10.1016/j.rssm.2018.09.002},
year = {2018},
date = {2018-01-01},
journal = {Research in Social Stratification and Mobility},
volume = {58},
pages = {22--32},
abstract = {Between-school tracking is high on the agenda of academicresearchers and policy makers, as tracking children early in the school career is believed to enhance socioeconomic inequalities in learning opportunities. Contemporary debates on the relevance of inclusive education in the United States, the Netherlands, Belgium, England and Germany, may learn from changes in educational inequalities that have emerged after past reforms from early tracking to comprehensive systems. I study educational inequalities by socioeconomic background in nine countries, across time. Using a difference-in-difference design and international student assessment data collected among eighth-graders, it is demonstrated that socioeconomic inequalities are more strongly reduced in systems that have transformed their educational system from tracked to comprehensive education than in systems without this reform. Moreover, the reduction of social inequalities was most eminent at the top of the achievement distribution. Among top-performers, socioeconomic inequality was reduced after the reform. Among low-performing students, the reform did little to the level of inequality by social background. Robustness checks showed that especially the reform in England and Wales was influential on the observed reduction of inequalities in mathematics performance.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Inequality in Teacher Judgements, Expectations and Track Recommendations: A Review Study.},
author = {Sara Geven and Anatolia Batruch and Herman van de Werfhorst},
url = {https://dare.uva.nl/search?identifier=72d4594e-9518-4e19-9839-73a3264efac4},
year = {2018},
date = {2018-01-01},
institution = {University of Amsterdam},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
title = {Vocational education and employment over the life course using a new measure of occupational specificity},
author = {Andrea Forster and Thijs Bol},
doi = {10.1016/j.ssresearch.2017.11.004},
year = {2018},
date = {2018-01-01},
journal = {Social Science Research},
volume = {70},
pages = {176-197},
abstract = {Vocational education is seen as beneficial for the labor market allocation of young people. However, recent studies point to disadvantages later in the life course, where the specific skills that are obtained from vocational education decrease employability. This paper re-evaluates this hypothesis for the Netherlands with an improved measure for the vocational specificity of educational programs, utilizing both vertical (level) and horizontal (field) information on education. More specifically, we use a gradual measure for the linkage strength between education and occupation to predict employment over the life course. Using data from the national Dutch labor force surveys, we show that there is considerable heterogeneity in occupational specificity within the categories of vocational and general educational programs that is masked when using a dichotomous classification of general versus vocational education. In the life course analyses we find that the large early benefits of having vocational education disappear later in the career and turn into a small disadvantage before retirement.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
2017
title = {School-to-Work Linkages in the United States, Germany, and France},
author = {Thomas A. DiPrete and Christina Ciocca Eller and Thijs Bol and Herman G. van de Werfhorst},
doi = {10.1086/691327},
year = {2017},
date = {2017-05-01},
journal = {American Journal of Sociology},
volume = {122},
number = {6},
pages = {1869--1938},
abstract = {A new research agenda is proposed for assessing the strength of linkages between educational credentials, including fields of study, and occupational positions. The authors argue that a theoretically fruitful conception of linkage strength requires a focus on granular structure as well as the macroinstitutional characteristics of pathways between education and the labor market. Building on recent advances in the study of multigroup segregation, the authors find that Germany has stronger overall linkage strength than France or the United States. However, the extent to which the three countries differ varies substantially across educational levels and fields of study. The authors illustrate the substantive importance of the new approach by showing, first, that the standard organization space/qualification space distinction poorly describes the contemporary difference between Germany and France and, second, that relative mean occupational wages in Germany and the United States vary directly with the relative linkage strength for occupations in the two countries.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Gender Segregation across Fields of Study in Post-Secondary Education: Trends and Social Differentials},
author = {Herman van de Werfhorst},
doi = {10.1093/esr/jcx040},
year = {2017},
date = {2017-01-01},
urldate = {2018-10-17},
journal = {European Sociological Review},
volume = {33},
number = {3},
pages = {449--464},
abstract = {This article examines whether gender segregation across fields of study in higher education varies between children coming from different socio-economic groups, and changed across time. A possible intersectionality between gender and socio-economic background has hardly been addressed thus far. Using Dutch survey data covering cohorts born between the 1930s and 1980s, I study trends in gender segregation across seven broad fields in post-secondary education, and examine whether gender segregation is different across parental educational levels. Segregation is found to diminish over time, although the trend has stalled. Segregation is, in some fields, less strong among children of higher social origins, both because higher-socio-economic status (SES) daughters are more likely to enrol in the science, technology, engineering, and math fields, and because higher-SES sons are more likely to enrol in health than their lower-SES counterparts. Tentative explanations for these findings are presented that relate to stronger gender-typical socialization in lower-SES families, and potential differential abilities in mathematics and languages across SES groups.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Workplace Training from the Sociological Perspective.},
author = {David Bills and Herman van de Werfhorst},
editor = {Kenneth Brown},
doi = {10.1017/9781316091067.029},
year = {2017},
date = {2017-01-01},
booktitle = {The Cambridge Handbook of Workplace Training and Employee Development.},
pages = {626--644},
publisher = {Cambridge University Press},
address = {Cambridge},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
title = {Burgerschap in het voortgezet onderwijs. Nederland in vergelijkend perspectief.},
author = {Anke Munniksma and Anne Bert Dijkstra and Ineke van der Veen and Guuske Ledoux and Herman van de Werfhorst and Geert ten Dam},
url = {https://dare.uva.nl/search?identifier=4e355239-acb1-4e33-92a8-02a188c05642},
year = {2017},
date = {2017-01-01},
institution = {University of Amsterdam},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
title = {The art of asking questions, and why scientists are better at it},
author = {Herman van de Werfhorst},
editor = {Beatrice de Graaf and Alexander Rinnooy Kan and Henk Molenaar},
url = {https://www.aup.nl/en/book/9789462982796/the-dutch-national-research-agenda-in-perspective},
isbn = {9789462982796},
year = {2017},
date = {2017-01-01},
booktitle = {The Dutch National Research Agenda in Perspective. A Reflection on Research and Science Policy in Practice.},
pages = {137--145},
publisher = {Amsterdam University Press},
address = {Amsterdam},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
2016
title = {Why Does Education Matter to Employers in Different Institutional Contexts? A Vignette Study in England and the Netherlands},
author = { Valentina Di Stasio and Herman G. van de Werfhorst },
doi = {10.1093/sf/sow027},
year = {2016},
date = {2016-09-01},
journal = {Social Forces},
volume = {95},
number = {1},
pages = {77--106},
abstract = {We study the process by which employers evaluate and interpret information related to the educational background of job applicants in simulated hiring contexts. We focus on England and the Netherlands, countries with very different education systems and labor-market institutions. Using a vignette study, a quasi-experimental technique, we asked employers to rate a series of résumés of hypothetical job applicants that randomly varied on a number of characteristics, including level of education, field of study, grades, study delays, and internships. Our findings suggest that the informational value of these characteristics varies across the two countries: English employers primarily sort applicants based on relative signals of merit such as grades, in line with queuing theory; Dutch employers instead base their ratings on fields of study and occupation-specific degrees, as predicted by human capital and closure theories. The findings from the vignette study are in line with results obtained from a survey administered to the same employers, corroborating the research validity. This study brings the employers perspective into a field that has mainly tested theoretical arguments about employers hiring behavior using employee data. From a theoretical point of view, our approach nuances three well-known theories on the relationship between education and job assignment (human capital, queuing, and closure theories), by specifying the scope conditions under which they are more likely to hold. We show that the reason why education matters to employers and the way employers evaluate educational credentials during the hiring process are conditional on institutions.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Ahead of the pack? Explaining the unequal distribution of scholarships in Germany},
author = {Christina Haas and Herman G. van de Werfhorst },
doi = {10.1080/01425692.2016.1158637},
year = {2016},
date = {2016-04-19},
journal = {British Journal of Sociology of Education},
volume = {38},
number = {5},
pages = {705--720},
abstract = {This article investigates to what extent scholarships are unequally distributed among students in Germany and how these inequalities can be explained. Following sociological theory, the article argues that elites seek qualitative ways of distinguishing themselves in a mass higher education system. Using student surveys, we demonstrate that class effects cannot merely be explained with reference to class differences in academic achievement but that higher classes have better access to scholarships independent of earlier school performance. Class differences were particularly persistent when the intermediate classes were compared with higher classes with more education. These findings illustrate that social classes have different strategies when it comes to participating in higher education and suggest that information about and access to scholarships is important in gaining a class advantage.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Vocational Education and Employment over the Life Cycle},
author = {Andrea Forster and Thijs Bol and Herman van de Werfhorst},
doi = {10.15195/v3.a21},
year = {2016},
date = {2016-02-01},
journal = {Sociological Science},
volume = {3},
pages = {473-494},
abstract = {Vocationally educated individuals often find employment sooner after school than those with a general educational qualification. A recent study has argued that the higher employment probability associated with a vocational qualification reverses in later life. The main explanation is that although having (occupation-)specific skills is an advantage when entering the labor market, specific skills also make the vocationally educated less flexible. This life cycle effect is hypothesized to be especially strong in countries where the vocational system provides highly occupation-specific skills. We test these two hypotheses on cross-national data from PIAAC 2012. Using logistic regressions with country fixed effects, we find that individuals with a vocational qualification have a higher employment probability than those with a general qualification at the start of their career, but this pattern reverses in later life. In contrast to earlier findings, we do not find that this effect varies systematically across countries with different vocational educational systems.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Consensus and contested citizenship education goals in Western Europe},
author = {Bram B.F. Eidhof and Geert T.M. ten Dam and Anne Bert Dijkstra and Herman G. van de Werfhorst },
doi = {10.1177/1746197915626084},
year = {2016},
date = {2016-01-28},
journal = {Consensus and contested citizenship education goals in Western Europe},
volume = {11},
number = {2},
pages = {114--129},
abstract = {As schools are increasingly expected to develop their students’ political and social engagement in order to promote good citizenship, they are struggling to define what good citizenship is. In this article, we put forward a way of formulating perspectives on citizenship that specifies the normative aspects of good citizenship in a systematic manner. In doing so, we distinguish between citizenship education goals which are generally shared and citizenship education goals that are often disputed. Subsequently, an exploratory data analysis is conducted to investigate to which degree educational level in current Western European educational systems is associated with outcomes regarding these consensus and contested citizenship education goals. The findings provide support for our hypothesis that educational level is predominantly associated with general democratic citizenship outcomes, rather than with outcomes that are emphasized by more specific, but contested citizenship perspectives.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Het onderwijsstelsel en kansengelijkheid: op zoek naar een meritocratie.},
author = {Jonathan Mijs and Herman van de Werfhorst},
editor = {Bram Eidhof and Mieke van Houtte and Marc Vermeulen},
url = {http://www.maklu.be/MakluEnGarant/BookDetails.aspx?id=9789044134490},
isbn = {9789044134490},
year = {2016},
date = {2016-01-01},
booktitle = {Sociologen over onderwijs. Inzichten, praktijken en kritieken.},
publisher = {Garant},
address = {Antwerpen-Apeldoorn},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
title = {Twee kanten van de meritocratie: trends in nominale en positionele ongelijkheid},
author = {Herman van de Werfhorst and Jaap Dronkers},
editor = {Paul de Beer and Maisha van Pinxteren},
url = {https://www.aup.nl/en/book/9789462983397/meritocratie},
isbn = {9789462983397},
year = {2016},
date = {2016-01-01},
booktitle = {Meritocratie. Op weg naar een nieuwe klassensamenleving?},
pages = {45--63},
publisher = {Amsterdam University Press},
address = {Amsterdam},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
title = {Meritocratisering in schoolloopbanen in Nederland.},
author = {Jaap Dronkers and Herman van de Werfhorst},
editor = {Paul de Beer and Maisha van Pinxteren},
url = {https://www.aup.nl/en/book/9789462983397/meritocratie},
isbn = {9789462983397},
year = {2016},
date = {2016-01-01},
booktitle = {Meritocratie. Op weg naar een nieuwe klassensamenleving?},
pages = {25--43},
publisher = {Amsterdam University Press},
address = {Amsterdam},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
title = {Measuring Educational Institutional Diversity: Tracking, Vocational Orientation and Standardisation},
author = {Thijs Bol and Herman van de Werfhorst},
editor = {Andreas Hadjar and Christiane Gross},
url = {https://policy.bristoluniversitypress.co.uk/education-systems-and-inequalities},
isbn = {9781447326106},
year = {2016},
date = {2016-01-01},
booktitle = {Education Systems and Inequalities. International Comparisons.},
pages = {73--93},
publisher = {Policy Press},
address = {Bristol},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
title = {Sibship Size and Gendered Resource Dilution in Different Societal Contexts},
author = {Matthijs Kalmijn and Herman van de Werfhorst},
doi = {10.1371/journal.pone.0160953},
year = {2016},
date = {2016-01-01},
urldate = {2018-10-17},
journal = {PLOS ONE},
volume = {11},
number = {8},
pages = {1--16},
abstract = {Resource dilution theory hypothesizes that children’s educational attainment suffers from being raised with many siblings, as the parental resources have to be shared with more children. Based on economic and cultural theories, we hypothesize that resource dilution is gendered: especially a larger number of brothers is harmful to a person’s educational attainment. Using the Survey of Health, Ageing and Retirement in Europe, covering 18 European countries, we show that the number of brothers is more negatively related with the odds of obtaining a college degree than the number of sisters. This holds particularly for women. However, this pattern is weaker in countries that are known to have a more gender-egalitarian climate.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
2015
title = {De achterkant van autonomie: maatwerk, sturing en ongelijkheid},
author = {Herman G. van de Werfhorst},
url = {http://hermanvandewerfhorst.socsci.uva.nl/NTOR2015.pdf},
year = {2015},
date = {2015-12-01},
journal = {Nederlands Tijdschrift voor Onderwijsrecht en Onderwijsbeleid},
volume = {2015},
number = {December},
pages = {286--293},
abstract = {Als er één wind waait in onderwijsland is het wel de wind der onafhankelijkheid. Centrale sturing is ineffectief om het leren te bevorderen, en er moet meer maatwerk komen zodat scholen zelfstandig het beste pad voor hun leerlingen kunnen uitstippelen. Een visie op het onderwijs dat elke leerling uniek is, en ‘op maat’ bediend moet worden door de school, en de autonomie- en maatwerkbewegingen sluiten daarom nauw op elkaar aan.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {What makes education positional? Institutions, overeducation and the competition for jobs},
author = {Valentina Di Stasio and Thijs Bol and Herman G. van de Werfhorst},
doi = {10.1016/j.rssm.2015.09.005},
year = {2015},
date = {2015-09-23},
journal = {Research in Social Stratification and Mobility},
volume = {43},
pages = {53--63},
abstract = {We compare three theoretical models for the relationship between schooling and labor market outcomes. On the one hand, the job competition model, which views education as a positional good with relative value on the labor market; on the other hand, the human capital and the social closure models, which view the value of education as absolute but differ in their expectations about returns to years of education above what required for the job. We analyze European countries using data from the European Social Survey (2010), and investigate the incidence of overeducation and the returns to years of overeducation in order to distinguish between the three theoretical models. We then relate these theoretical perspectives to institutions of the education system and of labor market coordination. Our empirical results indicate that education is more likely to function as a positional good in countries with weakly developed vocational education systems, where individuals have an incentive to acquire higher levels of education in order to stay ahead of the labor queue. However, no convincing support was found for the relationship we hypothesized between wage coordination and returns to years of overeducation.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Standardization of lower secondary civic education and inequality of the civic and political engagement of students},
author = {Jacqueline Witschge and Herman G. van de Werfhorst},
doi = {10.1080/09243453.2015.1068817},
year = {2015},
date = {2015-07-27},
journal = {School Effectiveness and School Improvement},
volume = {27},
number = {3},
pages = {367--384},
abstract = {In this paper, the relation between the standardization of civic education and the inequality of civic engagement is examined. Using data from the International Civic and Citizenship Education Study 2009 among early adolescents and Eurydice country-level data, three-level analysis and variance function regression are applied to examine whether there is a relation between measures of civic education standardization and inequality in three dimensions of civic engagement: civic knowledge, interest in social and political issues, and participation in the community. Inequality is conceptualized as differences in students’ civic engagement between schools and the association between social origin and civic engagement. The results demonstrate that accountability is associated with more inequality in civic knowledge, whereas centralization is associated with less inequality in non-cognitive civic engagement.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
title = {Een kloof van alle tijden. Verschillen tussen lager en hoger opgeleiden in werk, cultuur en politiek.},
editor = {Herman van de Werfhorst},
url = {https://www.aup.nl/en/book/9789089647498/een-kloof-van-alle-tijden},
isbn = {9789089647498},
year = {2015},
date = {2015-01-01},
publisher = {Amsterdam University Press},
address = {Amsterdam},
abstract = {Van het onderwijs wordt gezegd dat het in toenemende mate bepalend is voor allerlei kansen, gedragingen en oriëntaties. Goede vooruitzichten op de arbeidsmarkt, deelname aan de politiek, het bezoek aan podiumkunsten, het lijkt alsof dit in steeds grotere mate is voorbehouden aan de elite van hoogopgeleide Nederlanders. Maar is dat wel zo? Zien we een groeiende kloof tussen hoger en lager opgeleiden in Nederland? In Een kloof van alle tijden: verschillen tussen lager en hoger opgeleiden in werk, cultuur en politiek tonen sociologen, politicologen, economen en onderwijskundigen aan dat het onderwijs in grote mate bepalend is voor de positie op de arbeidsmarkt, politieke gedragingen en oriëntaties, en levensstijl. Maar de kloof is van "alle tijden", en op sommige vlakken zelfs kleiner dan vroeger. Aan deze bundel werkten mee: Bart F.M. Bakker, Paul de Beer, Gregory Besjes, Wouter van der Brug, Maarten L. Buis, Geert Driessen, Maurice Gesthuizen, Armen Hakhverdian, Bram Lancee, Marloes de Lange, Guuske Ledoux, Irma Mooi-Reci, Ineke Nagel, Jaap Roeleveld, Wiemer Salverda, Ineke van der Veen, Catherine de Vries, Maarten H.J. Wolbers.},
keywords = {},
pubstate = {published},
tppubtype = {collection}
}
title = {De invloed van het verkorten van de heterogene brugperiode op leerprestaties, burgerschap, en motivatie: een quasi-experimentele case study},
author = {Louise Elffers and Herman G. van de Werfhorst and Mirjam M. Fischer},
url = {http://hermanvandewerfhorst.socsci.uva.nl/PS2015.pdf},
year = {2015},
date = {2015-01-01},
journal = {Pedagogische Studiën},
volume = {92},
pages = {414--433},
abstract = {We presenteren resultaten van een quasi-experimentele case study naar de gevolgen van de verkorting van de brugperiode op schoolprestaties, burgerschapsvaardigheden en motivatie van leerlingen op een school voor havo/vwo. Aan de hand van een difference-in-difference analyse vergelijken we het laatste cohort leerlingen dat de tweejarige brugperiode doorliep met het daaropvolgende cohort dat de eenjarige brugperiode heeft doorlopen. We vonden geen effecten van de verkorting van de brugperiode op rekenvaardigheden, een licht positief effect op taalvaardigheid en een negatief effect op de taakoriëntatie van leerlingen. Zowel leerlingen met een hogere als lagere sociaaleconomische achtergrond scoren lager op democratische en sociale attitudes in het geval van de eenjarige brugperiode. De leerprestaties van leerlingen met een havo-advies lijken eerder baat te hebben bij verkorting dan leerlingen met een vwo-advies. Leerlingen die in het tweede leerjaar in een vwo-klas zitten, presteren na controle voor initiële niveauverschillen iets sterker dan gelijksoortige leerlingen in een heterogene niveauklas, maar het verschil is niet significant. We bediscussiëren onze bevindingen in het licht van een bredere trend van verkorting en versmalling van de brugperiode in het Nederlands voortgezet onderwijs, waarbij we wijzen op het belang van een afweging tussen beoogde en niet-beoogde effecten van deze trend.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
2014
title = {Educational stratification in cultural participation: Cognitive competence or status motivation? },
author = {Natascha Notten and Bram Lancee and Herman G. van de Werfhorst and Harry B. G. Ganzeboom },
doi = {10.1007/s10824-014-9218-1},
year = {2014},
date = {2014-04-26},
journal = {Journal of Cultural Economics},
volume = {39},
number = {2015},
pages = {177--203},
abstract = {This article examines educational stratification in highbrow cultural participation. There are two contrasting explanations of why cultural participation is stratified. The status hypothesis predicts that people come to appreciate particular forms of art because it expresses their belonging to a certain social group. The cognitive hypothesis stipulates that cultural participation depends on a person’s cognitive abilities, which is why educational stratification in cultural consumption is so evident, especially among consumers of high culture. However, to test these explanations, previous work predominantly relied on an individual’s level of education, thus confounding the two mechanisms. We test the status and cognitive hypothesis using data from the International Adult Literacy Survey, covering 18 countries. First, by including an individual’s literacy skills, we separate the effect of cognitive ability from that of education. The remaining effect of education can be seen as a better measure of the status-related motives for cultural participation. Second, we examine whether stratification varies across countries. The findings show that the status-related effect of education on cultural participation is smaller in societies with larger educational expansion and intergenerational educational mobility. This is in line with the status explanation, which holds that boundaries between educational groups are less exclusionary in societies that are educationally less stratified. In contrast, the relation between cognitive skills and cultural participation is unaffected by distributional variation in education, as the cognitive hypothesis predicts.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Publications
Not on the same track? Tracking age and gender inequality in education. PhD Thesis University of Amsterdam, 2020. Three Worlds of Vocational Education: Specialized and General Craftsmanship in France, Germany, and The Netherlands Journal Article European Sociological Review, 36 (5), pp. 780–797, 2020. Afblazen basisischool-eindtoets leidt tot verwarring en mogelijk ongelijke kansen Online Sociale Vraagstukken 2020. Sociology of Education, 93 (1), pp. 40–64, 2020. Navigating Institutions: Parents’ Knowledge of the Educational System and Students’ Success in Education Journal Article European Sociological Review, 36 (1), pp. 48–64, 2020. Intergenerationale netwerken en de schoolprestaties van leerlingen in Nederland en Duitsland Journal Article Mens & Maatschappij, 95 (2), pp. 158–162, 2020. Do comprehensive school reforms impact the health of early school leavers? Results of a comparative difference-in-difference design Journal Article Social Science & Medicine, 239 (2019), pp. 1–10, 2019. Early Tracking and Social Inequality in Educational Attainment: Educational Reforms in 21 European Countries Journal Article American Journal of Education, 126 (November), pp. 65–99, 2019. School-to-Work Linkages, Educational Mismatches, and Labor Market Outcomes Journal Article American Sociological Review, 84 (2), pp. 275–307, 2019. Gender norms and STEM: the importance of friends for stopping leakage from the STEM pipeline Journal Article Educational Research and Evaluation , 24 (6-7), pp. 417–436, 2019. Type of education and civic and political attitudes Journal Article British Educational Research Journal, 45 (2), pp. 298–319, 2019. Curricular tracking and civic and political engagement: Comparing adolescents and young adults across education systems Journal Article Acta Sociologica, 63 (3), pp. 284–302, 2019. Selectivity of Migration and the Educational Disadvantages of Second-Generation Immigrants in Ten Host Societies Journal Article European Journal of Population, 35 , pp. 347–378, 2019. The impact of school tracking on school misconduct: variations by migration background in England, The Netherlands, and Sweden Journal Article Journal of Ethnic and Migration Studies, 45 (15), pp. 2864–2887, 2019. Diverse leerlingen, diverse competenties, diverse verwachtingen? Incollection van de Werfhorst, Herman; van Hest, Erna (Ed.): Gelijke kansen in de stad, 2019, ISBN: 9789463728829. Policies, skills and earnings: how educational inequality affects earnings inequality Journal Article Socio-Economic Review, 16 (1), pp. 137–160, 2018, ISSN: 1475-1461. The Gender Revolution in Context: How Later Tracking in Education Benefits Girls Journal Article Social Forces, 97 (1), pp. 193–220, 2018. Early Tracking and Socioeconomic Inequality in Academic Achievement: Studying Reforms in Nine Countries Journal Article Research in Social Stratification and Mobility, 58 , pp. 22–32, 2018. Inequality in Teacher Judgements, Expectations and Track Recommendations: A Review Study. Technical Report University of Amsterdam 2018. Vocational education and employment over the life course using a new measure of occupational specificity Journal Article Social Science Research, 70 , pp. 176-197, 2018. School-to-Work Linkages in the United States, Germany, and France Journal Article American Journal of Sociology, 122 (6), pp. 1869–1938, 2017. Gender Segregation across Fields of Study in Post-Secondary Education: Trends and Social Differentials Journal Article European Sociological Review, 33 (3), pp. 449–464, 2017. Workplace Training from the Sociological Perspective. Incollection Brown, Kenneth (Ed.): The Cambridge Handbook of Workplace Training and Employee Development., pp. 626–644, Cambridge University Press, Cambridge, 2017. Burgerschap in het voortgezet onderwijs. Nederland in vergelijkend perspectief. Technical Report University of Amsterdam 2017. The art of asking questions, and why scientists are better at it Incollection de Graaf, Beatrice; Kan, Alexander Rinnooy; Molenaar, Henk (Ed.): The Dutch National Research Agenda in Perspective. A Reflection on Research and Science Policy in Practice., pp. 137–145, Amsterdam University Press, Amsterdam, 2017, ISBN: 9789462982796. Why Does Education Matter to Employers in Different Institutional Contexts? A Vignette Study in England and the Netherlands Journal Article Social Forces, 95 (1), pp. 77–106, 2016. Ahead of the pack? Explaining the unequal distribution of scholarships in Germany Journal Article British Journal of Sociology of Education, 38 (5), pp. 705–720, 2016. Vocational Education and Employment over the Life Cycle Journal Article Sociological Science, 3 , pp. 473-494, 2016. Consensus and contested citizenship education goals in Western Europe Journal Article Consensus and contested citizenship education goals in Western Europe, 11 (2), pp. 114–129, 2016. Het onderwijsstelsel en kansengelijkheid: op zoek naar een meritocratie. Incollection Eidhof, Bram; van Houtte, Mieke; Vermeulen, Marc (Ed.): Sociologen over onderwijs. Inzichten, praktijken en kritieken., Garant, Antwerpen-Apeldoorn, 2016, ISBN: 9789044134490. Twee kanten van de meritocratie: trends in nominale en positionele ongelijkheid Incollection de Beer, Paul; van Pinxteren, Maisha (Ed.): Meritocratie. Op weg naar een nieuwe klassensamenleving?, pp. 45–63, Amsterdam University Press, Amsterdam, 2016, ISBN: 9789462983397. Meritocratisering in schoolloopbanen in Nederland. Incollection de Beer, Paul; van Pinxteren, Maisha (Ed.): Meritocratie. 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