Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds

Figures & data

Figure 1. The Dutch educational system (Source: authors’ own figure).

Notes: In pre-vocational secondary education (‘VMBO’), four levels between low and high are distinguished: basic (‘VMBO-basis’), cadre (‘VMBO-kader’), mixed (‘VMBO-gemengd’) and theoretical (‘VMBO- theoretische leerweg’).

Table 1. Participant background information.

	Participants (N = 76)		Interviewees (N = 25)
	No	%	N	%
Gender
Male	32	42.1	11	44.0
Female	44	57.9	14	56.0
Migrant Background
Non Dutch background	76	100.0	25	100.0
Socio-economic status (SES) ^a
Low	29	38.2	11	44.0
High	47	61.8	14	56.0
End of Primary Education Test score (‘CITO test score’)
500–535	53	71.1	17	68.0
536–550	23	30.3	8	32.0
Pre-school recommendation ^b
Practical training	[not collected by study]
Pre-vocational secondary education	[not collected by study]		15	60.0
Senior general education/pre-university education	[not collected by study]		10	40.0
School recommendation
Practical training	5	6.6
Pre-vocational secondary education	46	60.5	15	60.0
Senior general education/pre-university education	25	32.9	10	40.0

^a Low SES defined as one, or both, pupil’s parents having followed only primary school education or one parent having obtained a degree at the lowest vocational learning track (VMBO basic or cadre). High SES defined as both parents having a minimal degree at the lowest vocational learning track education (VMBO basic or cadre)

^b Pre-school recommendation is the school recommendation given by the classroom teacher prior to the End of Primary Education Test score (the ‘CITO test score’).

Table2. Results of photo elicitation (N = 76).

Participants (N = 76)	School recommendation		School choice
Pictures of important actors	No.	%	No.	%
Pupil	67	88
Parents	66	87	68	90
Counsellor	60	79
Classroom teacher	59	78	55	72
(New) friends	58	76	61	80
Different teachers	53	70

Table 3. Analysis of the semi-structured interviews: patterns identified (N = 25).

Actors	Patterns	All pupils (N = 25)		Vocational group (‘VMBO’) (N = 15)		Academic group (‘HAVO’/’VWO’) (N = 10)
		No	%	No	%	No	%
Pupils	1. To know what my school recommendation or school choice is	23	92	13	87	10	100
	2. To do nothing extra	17	68	12	80	5	50
	3. To study hard	16	64	10	67	6	60
	4. To make use of available resources	16	64	8	53	8	80
	5. To behave as the teacher wants	9	36	6	40	3	30
	6. To talk about it at home	8	32	4	27	4	40
Classroom teacher	1. Serves as a resource	20	80	12	80	8	80
	2. Labels pupils	15	60	9	60	6	60
	3. Does nothing	14	56	7	47	7	70
	4. Provides a lot of training and learning	11	44	6	40	5	50
Parents	1. Considers it our preparation process	15	60	7	47	8	80
	2. Wants the highest recommendation for us	9	36	5	33	4	40