‘I would rather choose a mixed school’: young people’s secondary school choice in a low-income, multi-ethnic neighbourhood

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

Abstract

Neighbourhood effect studies have shown that schools are an important pathway through which the neighbourhood influences young people’s social outcomes. Research into how young people select schools, however, has thus far primarily focused on the perspectives of parents. In this chapter, I will therefore provide insight into young people’s (13–19 years of age) perspectives on secondary school choice in the low-income, multi-ethnic neighbourhood Feijenoord in Rotterdam. The Netherlands is a country with free school choice, and in Rotterdam a young person can reach on average 10 relevant secondary schools within a 10-kilometre radius. However, the young people in the study tend to end up in neighbourhood schools, which generally have a predominantly non-white student body and sometimes an unfavourable reputation. Young people’s choices for a neighbourhood school can be explained not only by physical proximity but also by the fact that their knowledge about schools is messy and incomplete and that factors of belonging and exclusion play an important role. I conclude that school choice should not be seen only in relation to rational factors, but that it is important to look at the information young people receive about different schools and their sense of cultural and neighbourhood belonging.
Original languageEnglish
Title of host publicationYouth and the politics of the present
Subtitle of host publicationcoping with complexity and ambivalence
EditorsEnzo Colombo, Paola Rebughini
Place of PublicationLondon
PublisherRoutledge
Chapter11
Pages153-164
Number of pages12
ISBN (Electronic)9780429198267
ISBN (Print)9780367150990
Publication statusPublished - 15 May 2019

Publication series

NameRoutledge advances in sociology

Fingerprint

Dive into the research topics of '‘I would rather choose a mixed school’: young people’s secondary school choice in a low-income, multi-ethnic neighbourhood'. Together they form a unique fingerprint.

Cite this