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Researching race/ethnicity and educational inequality in the Netherlands: a critical review of the research literature between 1980 and 2008

Peter Stevens (UGent) , Noel Clycq, Christianne Timmerman and Mieke Van Houtte (UGent)
(2011) BRITISH EDUCATIONAL RESEARCH JOURNAL. 37(1). p.5-43
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Abstract
This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in the Netherlands. This study builds on a similar, recently published literature review that focuses on the UK context by critically comparing the development and findings from these different bodies of research literature. The conclusions suggest that the Netherlands, like England, developed strong research traditions in this area of research since the 1980s and that both countries can learn from each other and advance future research in this area by developing more comprehensive research agendas. More generally, this review illustrates the usefulness of conducting nationally comparative literature reviews in assessing the development of particular bodies of research and in bringing together knowledge produced in different national settings.
Keywords
SCHOOL PERFORMANCE, ETHNIC SEGREGATION, ACHIEVEMENT LEVELS, UNITED-STATES, MINORITIES, CHILDREN, STUDENTS, BEHAVIOR, TURKISH, PUPILS

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MLA
Stevens, Peter, Noel Clycq, Christianne Timmerman, et al. “Researching Race/ethnicity and Educational Inequality in the Netherlands: a Critical Review of the Research Literature Between 1980 and 2008.” BRITISH EDUCATIONAL RESEARCH JOURNAL 37.1 (2011): 5–43. Print.
APA
Stevens, Peter, Clycq, N., Timmerman, C., & Van Houtte, M. (2011). Researching race/ethnicity and educational inequality in the Netherlands: a critical review of the research literature between 1980 and 2008. BRITISH EDUCATIONAL RESEARCH JOURNAL, 37(1), 5–43.
Chicago author-date
Stevens, Peter, Noel Clycq, Christianne Timmerman, and Mieke Van Houtte. 2011. “Researching Race/ethnicity and Educational Inequality in the Netherlands: a Critical Review of the Research Literature Between 1980 and 2008.” British Educational Research Journal 37 (1): 5–43.
Chicago author-date (all authors)
Stevens, Peter, Noel Clycq, Christianne Timmerman, and Mieke Van Houtte. 2011. “Researching Race/ethnicity and Educational Inequality in the Netherlands: a Critical Review of the Research Literature Between 1980 and 2008.” British Educational Research Journal 37 (1): 5–43.
Vancouver
1.
Stevens P, Clycq N, Timmerman C, Van Houtte M. Researching race/ethnicity and educational inequality in the Netherlands: a critical review of the research literature between 1980 and 2008. BRITISH EDUCATIONAL RESEARCH JOURNAL. 2011;37(1):5–43.
IEEE
[1]
P. Stevens, N. Clycq, C. Timmerman, and M. Van Houtte, “Researching race/ethnicity and educational inequality in the Netherlands: a critical review of the research literature between 1980 and 2008,” BRITISH EDUCATIONAL RESEARCH JOURNAL, vol. 37, no. 1, pp. 5–43, 2011.
@article{1086233,
  abstract     = {{This article describes and critically analyzes how educational sociologists in the Netherlands have studied the relationship between race/ethnicity and educational inequality between 1980 and 2008. Five major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; and (5) family background. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in the Netherlands. This study builds on a similar, recently published literature review that focuses on the UK context by critically comparing the development and findings from these different bodies of research literature. The conclusions suggest that the Netherlands, like England, developed strong research traditions in this area of research since the 1980s and that both countries can learn from each other and advance future research in this area by developing more comprehensive research agendas. More generally, this review illustrates the usefulness of conducting nationally comparative literature reviews in assessing the development of particular bodies of research and in bringing together knowledge produced in different national
settings.}},
  author       = {{Stevens, Peter and Clycq, Noel and Timmerman, Christianne and Van Houtte, Mieke}},
  issn         = {{0141-1926}},
  journal      = {{BRITISH EDUCATIONAL RESEARCH JOURNAL}},
  keywords     = {{SCHOOL PERFORMANCE,ETHNIC SEGREGATION,ACHIEVEMENT LEVELS,UNITED-STATES,MINORITIES,CHILDREN,STUDENTS,BEHAVIOR,TURKISH,PUPILS}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{5--43}},
  title        = {{Researching race/ethnicity and educational inequality in the Netherlands: a critical review of the research literature between 1980 and 2008}},
  url          = {{http://dx.doi.org/10.1080/01411920903342053}},
  volume       = {{37}},
  year         = {{2011}},
}
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