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

Urban Studies ◽  
2020 ◽  
pp. 004209802095901
Author(s):  
Joeke Kuyvenhoven ◽  
Willem R. Boterman
Keyword(s):  
School Context ◽  
Individual Characteristics ◽  
School Segregation ◽  
Educational Inequalities ◽  
Neighbourhood Effects ◽  
Highly Educated ◽  
Beneficial Effects ◽  
Advanced Analysis ◽  
Socioeconomic Composition ◽  
School Careers

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.

scholarly journals Contextual Effects on Populist Radical Right Support: Consensual Neighbourhood Effects and the Dutch PVV

2018 ◽  
Vol 35 (2) ◽  
pp. 225-238
Author(s):  
Daniël van Wijk ◽  
Gideon Bolt ◽  
Ron Johnston
Keyword(s):  
Contextual Effects ◽  
Individual Characteristics ◽  
Ethnic Composition ◽  
Radical Right ◽  
Economic Conditions ◽  
Right Wing ◽  
Neighbourhood Effects ◽  
Highly Educated ◽  
Populist Radical Right ◽  
Political Views

Abstract This study examines contextual effects on support for the Partij voor de Vrijheid (PVV), a Dutch populist radical right-wing party. It examines the two most frequently researched contextual effects, that of the local ethnic composition and of local economic conditions. Furthermore, it investigates the effect of the local normative context, through which people are hypothesised to be influenced by their neighbours' political views. Analysing survey data from The Netherlands Longitudinal Lifecourse Study using multilevel logistic regression, no effects are found for the local ethnic composition and local economic conditions after controlling for individual characteristics. In addition, PVV support is much lower in districts with higher shares of highly educated residents, which is in line with theories on consensual neighbourhood effects. This effect is found to be non-linear and only turns negative when around 25 per cent of the population of a district is highly educated. Additional analyses show that contact with neighbours, which is often assumed to explain this effect, is not a prerequisite for the effect to occur.

Introduction to Confucian Psychology: Background, Content, and an Agenda for the Future

2021 ◽  
pp. 097133362199044
Author(s):  
James H. Liu
Keyword(s):  
Self Reflection ◽  
Highly Educated ◽  
Beneficial Effects ◽  
New Confucianism ◽  
Diary Writing ◽  
Confucian Philosophy ◽  
Zeng Guofan ◽  
Mental And Physical Health ◽  
Background Content

Psychology has a pervasive but shallow engagement with Confucian philosophy, mainly referencing its popular form as a part of Chinese tradition. This special issue takes a more systematic view of Confucianism as comprehensive philosophy. Drawing from New Confucianism, it is argued that the signal contribution of Confucianism to psychology as human (rather than natural) science is an ontology of the moral mind (heaven and humanity in union). This holistic ontology makes the cultivation of benevolence (仁) a lifelong mission for Confucianists. Practices of self-cultivation are exemplified by a case study of Zeng Guofan, a Qing Dynasty official and scholar, who combined academics, calligraphy, meditation, diary writing and self-reflection to refine his character, nurture and educate his family, and be of service to society. Second, Confucianism’s traditional lack of interest in epistemology is addressed through the complementary (dialectical) principle of ‘one principle, many manifestations’, where methods of Western science can be incorporated into the investigation of practices such as brush calligraphy that are shown to have beneficial effects on mental and physical health. Confucianism can also be treated as an object of scientific inquiry: We find that even among highly educated Chinese people, understanding of Confucianism today is mostly fragmented and abstract. Confucian Psychology can be summarised as a psychology of aspirations for bettering the condition of humanity through character development and greater awareness of the situation to realise the endowment of moral mind. Finally, there are deep connections between Confucian and Indian psychology—both involve height psychology, a psychology of aspirations and for spiritual transformation.

scholarly journals Mobility Trends before and after the Pandemic Outbreak: Analyzing the Metropolitan Area of Barcelona through the Lens of Equality and Sustainability

2021 ◽  
Vol 13 (14) ◽  
pp. 7908
Author(s):  
Lucía Mejía-Dorantes ◽  
Lídia Montero ◽  
Jaume Barceló
Keyword(s):  
Metropolitan Area ◽  
Spatial Arrangement ◽  
Individual Characteristics ◽  
Sources Of Information ◽  
Mobility Patterns ◽  
Multiple Sources ◽  
Temporal Dimension ◽  
Population Groups ◽  
Highly Educated ◽  
Before And After

The spatial arrangement of a metropolis is of utmost importance to carry out daily activities, which are constrained by space and time. Accessibility is not only shaped by the spatial and temporal dimension, but it is also defined by individual characteristics, such as gender, impairments, or socioeconomic characteristics of the citizens living or commuting in this area. This study analyzes mobility trends and patterns in the metropolitan area of Barcelona before and after the COVID-19 pandemic outbreak, with special emphasis on gender and equality. The study draws on multiple sources of information; however, two main datasets are analyzed: two traditional travel surveys from the transport metropolitan area of Barcelona and two coming from smartphone data. The results show that gender plays a relevant role when analyzing mobility patterns, as already highlighted in other studies, but, after the pandemic outbreak, some population groups were more likely to change their mobility patterns, for example, highly educated population groups and those with higher income. This study also highlights that e-activities may shape new mobility patterns and living conditions for some population segments, but some activities cannot be replaced by IT technologies. For all these reasons, city and transport planning should foster sustainable development policies, which will provide the maximum benefit for society.

scholarly journals The role of geography in school segregation in the free parental choice context of Dutch cities

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3074-3094 ◽  
Author(s):  
Willem R Boterman
Keyword(s):  
Residential Segregation ◽  
School Context ◽  
School Segregation ◽  
Residential Patterns ◽  
Choice Context ◽  
Current Trends ◽  
Highly Correlated ◽  
Primary School Pupils ◽  
Dutch Cities

School segregation and residential segregation are generally highly correlated. Cities in the Netherlands are considered to be moderately segregated residentially, while the educational landscape is choice-based but publicly funded. This article analyses how school and residential segregation are interrelated in the educational landscape of Dutch cities. Drawing on individual register data about all primary school pupils in the 10 largest cities, it demonstrates that segregation by ethnicity and social class is generally high, but that the patterns differ strongly between cities. By hypothetically allocating children to the nearest schools, this article demonstrates that even in a highly choice-based school context school segregation is to a large extent the effect of residential patterns. The role of residential trends, notably gentrification, is therefore crucial for understanding the differences in current trends of school segregation across Dutch urban contexts.

Individual- and area-level influence on suicide risk: a multilevel longitudinal study of Swedish schoolchildren

2013 ◽  
Vol 44 (2) ◽  
pp. 267-277 ◽  
Author(s):  
S. Zammit ◽  
D. Gunnell ◽  
G. Lewis ◽  
G. Leckie ◽  
C. Dalman ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Suicide Risk ◽  
Peer Group ◽  
School Context ◽  
Local Environment ◽  
Individual Characteristics ◽  
School Level ◽  
Interaction Patterns ◽  
Foreign Born ◽  
Qualitative Interaction

BackgroundCharacteristics related to the areas where people live have been associated with suicide risk, although these might reflect aggregation into these communities of individuals with mental health or social problems. No studies have examined whether area characteristics during childhood are associated with subsequent suicide, or whether risk associated with individual characteristics varies according to childhood neighbourhood context.MethodWe conducted a longitudinal study of 204 323 individuals born in Sweden in 1972 and 1977 with childhood data linked to suicide (n = 314; 0.15%) up to age 26–31 years. Multilevel modelling was used to examine: (i) whether school-, municipality- or county-level characteristics during childhood are associated with later suicide, independently of individual effects, and (ii) whether associations between individual characteristics and suicide vary according to school context (reflecting both peer group and neighbourhood effects).ResultsAssociations between suicide and most contextual measures, except for school-level gender composition, were explained by individual characteristics. There was some evidence of cross-level effects of individual- and school-level markers of ethnicity and deprivation on suicide risk, with qualitative interaction patterns. For example, having foreign-born parents increased the risk for individuals raised in areas where they were in a relative minority, but protected against suicide in areas where larger proportions of the population had foreign-born parents.ConclusionsCharacteristics that define individuals as being different from most people in their local environment as they grow up may increase suicide risk. If robustly replicated, these findings have potentially important implications for understanding the aetiology of suicide and informing social policy.

scholarly journals A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

2016 ◽  
Vol 4 (3) ◽  
pp. 71-85
Author(s):  
Zuzana Straková
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Experience ◽  
Lesson Plans ◽  
Beneficial Effects ◽  
Teaching Aids ◽  
Hands On ◽  
Specific Duty

Abstract Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.

Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate

2017 ◽  
Vol 41 (1) ◽  
pp. 95-101 ◽  
Author(s):  
N. Madjar ◽  
S. Ben Shabat ◽  
R. Elia ◽  
N. Fellner ◽  
M. Rehavi ◽  
...  
Keyword(s):  
High School Students ◽  
Depressive Symptoms ◽  
Hierarchical Linear Modeling ◽  
Teacher Support ◽  
School Context ◽  
Individual Characteristics ◽  
School Students ◽  
Related Factors ◽  
Self Injury ◽  
Classroom Level

AbstractBackgroundRecent studies regarding non-suicidal self-injury (NSSI) among adolescents have focused primarily on individual characteristics (e.g., depressive symptoms) and background factors (e.g., parental relationship), whereas less emphasis has been given to the role of school-related factors in NSSI. Therefore, the purpose of the current study was to explore the relationships between teachers’ support, peer climate, and NSSI within the school context.MethodsThe sample consisted of 594 high school students nested within 27 regular classes (54.4% boys; mean age 14.96, SD = 1.33 years). The students were evaluated for NSSI behaviors, perception of teacher support, peer climate, relationships with mothers, and depressive symptoms using validated scales.ResultsThe primary analysis used hierarchical linear modeling (HLM), controlling for gender and age. The main findings indicated that teacher support was positively associated with NSSI at the classroom-level (OR = 6.15, 95% CI = 2.05–18.5) but negatively associated at the student-level (OR = 0.66, 95% CI = 0.49–0.89). There was a trend toward an association between positive peer climate and NSSI at the classroom-level (OR = 0.43, 95% CI = 0.18–1.05), while negative peer climate was associated with NSSI at the student-level (OR = 1.37, 95% CI = 1.00–1.87).ConclusionsSchool-related factors are associated with NSSI behaviors among students. Teachers and educators should focus on both individual-level and classroom-level perceptions of school context. Students who feel supported by their teachers and who are exposed to a positive peer climate are less likely to engage in NSSI.

scholarly journals The opportunity structure of segregation: School choice and school segregation in Sweden

2021 ◽  
pp. 000169932110683
Author(s):  
Maria Brandén ◽  
Magnus Bygren
Keyword(s):  
School Choice ◽  
Residential Segregation ◽  
Ninth Graders ◽  
School Segregation ◽  
Swedish Population ◽  
Opportunity Structures ◽  
Highly Educated ◽  
Local Schools ◽  
Voucher Schools ◽  
Local Segregation

It is a matter of debate whether free school choice should lead to higher or lower levels of school segregation. We investigate how school choice opportunities affect school segregation utilizing geocoded Swedish population register data with information on 13 cohorts of ninth graders. We find that local school choice opportunities strongly affect the sorting of students across schools based on the parents’ country of birth and level of education. An increase in the number of local schools leads to higher levels of local segregation net of stable area characteristics, and time-varying controls for population structure and local residential segregation. In particular, the local presence of private voucher schools pushes school segregation upwards. The segregating impact of school choice opportunities is notably stronger in ‘native’ areas with high portions of highly educated parents, and in areas with low residential segregation. Our results point to the importance of embedding individual actors in relevant opportunity structures for understanding segregation processes.

Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3117-3142 ◽  
Author(s):  
Marco Oberti ◽  
Yannick Savina
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
Residential Segregation ◽  
Metropolitan Area ◽  
School Achievement ◽  
Social Background ◽  
Contextual Effects ◽  
Individual Characteristics ◽  
School Segregation ◽  
The Impact

In French cities, because of a rigid school catchment area policy based on students’ place of residence, there is a strong correlation between socio-residential segregation and school segregation. But the latter is not merely a simple, mechanical reflection of the former. Many processes (the choice of private schools or of specific and very often selective and rare curricula that make it possible to avoid the local public middle school; disability; siblings; personal convenience) contribute to exacerbating the correlation. Using data from the Ministry of Education, the current paper develops a typology of middle schools according to their socio-economic composition (using Correspondence Analysis and Hierarchical Agglomerative Classification), and looks at their unequal spatial distribution across the Paris metropolitan area. We measure school segregation using classical indices, and show that school segregation is higher than socio-residential segregation, particularly for students from upper-middle class backgrounds and for students from working class backgrounds. The spatial analysis of segregation, when compared with test scores, reveals strong inequalities between locations. The impact of school segregation on school success has been mainly analysed in terms of the effect of students’ social background. If one looks at the number of top tier marks (‘mention bien et très bien’) obtained at the final middle school exam in the Paris metropolitan area from 2006 to 2012, it is possible to see that girls and boys are not equally sensitive to these contextual effects. Based on logistic regressions, the analysis of the interactions between individual characteristics (socio-economic background and gender) and contextual variables (the school’s status [private/public], its location, its socio-economic composition) gives a more complex picture. This raises both methodological and political questions that suggest the need for an intersectional approach. Such a finding presents a challenge not only for social scientists studying segregation and school inequalities, but also for policy makers who want to reinforce mixed schooling.

Sign in / Sign up

Export Citation Format

Share Document