Later kan ik altijd nog worden wat ik wil : statusbeleving, eigenwaarde en toekomstbeeld van leerlingen in het voortgezet onderwijs

Later I can still be what I want to be. Self respect and perceived social status in different types of secondary education. In western societies equality is a highly valued social goal. However, it is also widely accepted that people with a low level of education earn less and have a lower social status than people with higher education. This raises the following question: How do adolescents in lower levels of secondary education experience the fact that they are in a lower track of education and, as a result of that, have a smaller chance to reach a high social status? This study was carried out in Rotterdam (2008-2009), with 177 adolescents involved, from three different types of secondary education: pre-vocational (vmbo), higher general vocational (havo) and pre-university education (vwo). Various methods were used: photo arranging, questionnaires with open-ended questions and in depth interviews. The participants had to comment on photos of people from various so cial classes and ethnic backgrounds in different situations. They were asked, in groups of three, to arrange the photos in a large circle, representing society. The comments and classifications of the participants were transcribed and analyzed. The open questionnaires asked them to describe themselves, their own place in society, their abilities and future plans. The open interviews were about their school experiences and career expectations. The conclusion is that adolescents are aware of the phenomenon of social stratification. In their view, the level of education and the degree to which people add something to society are the two dimensions that are most important. Cultural differences and differences in lifestyle are deemed to be less significant and if mentioned, then always in connection to economic position and social status. The study showed that there was a significant difference in the way students from different types of school in secondary education valued social stratific ation. Vmbo students classify people in hierarchical ways less frequently than havo students. And the latter do this less often than vwo students. This holds true when vmbo students describe their position. They appear to be stronger focused on what people do and under which circumstances they find themselves. This is probable caused by selective perception and the proclivity to maintain one's self esteem. The vmbo pupils place themselves often near the photo of the students with the remark that they were still students. They know that their education is the lowest level of secondary education. If you fail here, you really are doomed to land on the bottom of society. So it is understandable that they want to look in the opposite direction and strive for upward mobility. They fully realize that the only route in that direction is by further education, by prolonging their career as a student. Vwo pupils don t share this fear. They take it for granted that they will be successful in high er education. They place themselves most often in the centre of society or on the top, with a reference to their higher education and the fact that they will contribute much to society in the future.