Search

Supplemental Material, sj-pdf-1-jcd-10.1177_08948453221077674 for Socioeconomic Differences in the Transition From Higher Education to the Labour Market: A Systematic Review by Ayla De Schepper, Noel Clycq and Eva Kyndt in Journal of Career Development

Supplemental Material, sj-pdf-1-jcd-10.1177_08948453221077674 for Socioeconomic Differences in the Transition From Higher Education to the Labour Market: A Systematic Review by Ayla De Schepper, Noel Clycq and Eva Kyndt in Journal of Career Development

Supplemental Material, sj-pdf-1-jcd-10.1177_08948453221077674 for Socioeconomic Differences in the Transition From Higher Education to the Labour Market: A Systematic Review by Ayla De Schepper, Noel Clycq and Eva Kyndt in Journal of Career Development

This introductory chapter provides an outline of the book and explains why equality, being a multifaceted concept and often the outcome of a multilevel unfolding process, can best be studied via a multi- and interdisciplinary approach. It introduces the reader into some of the key debates on equality and argues that socioeconomic and sociocultural inequality (the two faces of inequality) are morally wrong because of the adjoined differences in people’s moral status. The chapter shows the extent to which inequality, despite the many treaties and policies that have embraced the ideal of equality, has an enduring character and therefore deserves full attention of all those who are concerned about the creation and maintenance of fair societies.

Although European welfare states receive high levels of public support, insights into what kind of general redistributive principles Europeans would prefer to be applied in welfare provisions—equity, equality or need—is scarce and fragmented. Analysing the 2008 wave of the European Social Survey, we find that most European populations share a preference for applying the equality principle to unemployment benefits. But they are divided over applying equity and equality for pension schemes. Individual determinants of preferences confirm that the ‘haves’ generally prefer equity over equality, while the ‘have-nots’ prefer the need principle more. At the country level, cross-national variation in redistribution preferences is low for unemployment benefits and cannot be explained by relevant context factors; preferences for pension redistribution depends upon its institutional design and social expenditure: welfare generosity curbs the preference for equity.

This chapter offers a systematic review of sociological research in the Netherlands on the relationship between race/ethnicity and educational inequality between 1980 and 2017. Six major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; (5) family background and (6) an institutional approach, with research on ‘family background’ and ‘political arithmetic’ being the most dominant research traditions. Most of the research conducted in the Netherlands focuses on explaining ‘underachievement’ in relationship to ‘Turkish’, ‘Moroccan’ and ‘Surinamese’ minority students and is characterized by the use of quantitative research methods and a more positivistic approach to social sciences. This rich body of research is written mainly in Dutch and developed in a context characterized by a close collaborative relationship between educational sociologists and the government in conducting research in this area and a shift in policy that emphasises assimilation over multiculturalism.

Ethnic and social inequalities in education are persistent in Flanders (Belgium) and the Netherlands, and these inequalities can be strengthened or weakened through particular features of educational systems. In this chapter, we focus on one particular aspect that shapes the educational routes of young people to acquire an educational qualification, namely switching practices. We aim to shed light on and compare the switching practices between fields of study/tracks during one’s educational trajectory, in and outside mainstream vocational secondary education. Our findings indicate that in both systems, youngsters had distinct institutionalized opportunities to change track/field of study during their educational career. In the Dutch educational system, youngsters are more institutionally supported when changing from more vocational to more academic tracks or fields of study. In Flanders, youngsters could more easily change between fields of study within the vocational track during the academic year, which could help them to more efficiently discover a field of study that matches their interests and abilities, but also lead to more confusion, random changes and a lack of direction. In both systems, policy makers should pay more attention to the guidance of students when making choices, across educational programmes, institutions and schools.

The concluding chapter presents policy advice synthesised from the five-year findings and publications of the Reducing Early School Leaving in Europe (RESL.eu) project. The first section offers insights gleaned from extensive qualitative research on mainstream secondary education and alternative learning pathways in the project’s data collection countries: Belgium, the Netherlands, Poland, Portugal, Spain, Sweden and the United Kingdom. We present an evaluation of intervention, prevention and compensatory measures for all seven countries, pinpointing effective measures as well as challenges in implementing them. Drawing on RESL.eu survey data and qualitative fieldwork, the second section discusses the significant protective factors for school engagement. We provide an overview of patterns in early school leaving (ESL) and main protective factors identified per country. The chapter closes with national comparisons and recommendations, relevant for school stakeholders, school-level policy makers and other interested parties.

"I feel very much at home in Antwerp, but there are moments when I don't. For example, the headscarf—people are talking about it more and more and think of you negatively when they see you wearing it." —Open Society Foundations questionnaire respondent, Antwerp Muslims in Antwerp confirms the deep sense of belonging to the city among Muslim residents and the city's strong commitment to innovative programs that promote diversity and inclusion. It also reveals, however, that discrimination continues to be a serious barrier to full and equal participation for Antwerp's Muslim and minority communities. In particular, the implementation of supposedly "neutral" city policies (such as the ban on headscarves for city personnel in public functions, which particularly impacts women and girls) often undercuts the city's commitment to diversity and social inclusion, and works to further exclude Muslims and minority groups. The research that helped generate these conclusions focused on the district of Borgerhout—one of the nine districts that comprise Antwerp—and offers an exceptional snapshot of the daily lives and experiences of the city's diverse Muslim, non-Muslim, and minority residents. By engaging with communities and policymakers, local experts explored the needs and primary concerns of Muslim inhabitants and assessed whether policymakers have understood and met these needs. Areas examined include education, employment, health, housing and social protection, citizenship and political participation, policing and security, media, belonging, identity, and interactions. The report follows up on its findings by offering a series of recommendations for local and national authorities, Muslim communities and other minority groups, NGOs and community organizations, the media, and broader civil society. Muslims in Antwerp is the seventh in the Muslims in EU Cities series produced by the Open Society Foundations' At Home in Europe project. It is the result of research that examines the level and nature of integration of Muslims in 11 cities across Europe (Antwerp, Amsterdam, Berlin, Copenhagen, Hamburg, Leicester, London, Marseille, Paris, Rotterdam, and Stockholm). The report and a fact sheet based on the report’s findings are available for download in English. The fact sheet is also available in Flemish. Hard copies of the report can be requested, but please note that they may not always be available. To order one, please contact Csilla Tóth at cstoth@osi.hu., Muslims in EU Cities

One in five young people across the European Union has a migration background, meaning that either they or their parents were born abroad. Many of these young people engage in visits to the country of origin on a regular basis and/or have been mobile before they migrated to Europe. Even though there is much research on the impact of migration on young people, their actual mobility has hardly been investigated. This dissertation investigates how the physical mobility to and within Ghana shapes the lives of Ghanaian-background youth living in Belgium. It does so by examining their ‘mobility trajectories’, that is, not only the migration move but all movements young people undertake over time and across geographically distinct localities, the concomitant family constellations these moves entail, and what happens during mobility. Ethnographic research in Belgium and Ghana with 25 young people of Ghanaian-background reveals how youth use their own mobility and digital media to create and maintain effective engagements, meaning the connections with people and places in the country of origin. These connections in turn shape experiences with family reunification and separation, personal growth and future pathways, and their relationship with the country of origin.

ispartof: Radicalisation: A Marginal Phenomenon or a Mirror to Society? pages:153-192 ispartof: pages:153-192 ispartof: Radicalism: Border Phenomenon or Reflection of Society? location:Antwerp date:25 Nov - 25 Nov 2016 status: published

The concluding chapter presents policy advice synthesised from the five-year findings and publications of the Reducing Early School Leaving in Europe (RESL.eu) project. The first section offers insights gleaned from extensive qualitative research on mainstream secondary education and alternative learning pathways in the project’s data collection countries: Belgium, the Netherlands, Poland, Portugal, Spain, Sweden and the United Kingdom. We present an evaluation of intervention, prevention and compensatory measures for all seven countries, pinpointing effective measures as well as challenges in implementing them. Drawing on RESL.eu survey data and qualitative fieldwork, the second section discusses the significant protective factors for school engagement. We provide an overview of patterns in early school leaving (ESL) and main protective factors identified per country. The chapter closes with national comparisons and recommendations, relevant for school stakeholders, school-level policy makers and other interested parties.

As Flanders deals with an increasing number of habitants, its demographic constellation has also become more diverse. Within the Flemish context, the situation of the Greater Antwerp area remains unique as the share of people of foreign origin is currently substantially higher and growing more rapidly compared to the rest of Flanders. Given the significant health differences between the native population and the ethno-cultural minority groups, a culturally competent health care is of high importance. A particular area of concern is preventive health care, as it concerns the first step to detect and overcome health problems. In this chapter, the perceptions of physicians working in the Greater Antwerp area are examined. By means of qualitative research (semi-structured interviews), we could identify three general problems: (1) time constraints for physicians, (2) financial difficulties of the patients and (3) the payment arrangement in which physicians operate. Two additional difficulties were identified as specific to ethno-cultural minorities: (1) cultural differences and ideas about health and (2) the increasing linguistic diversity. Based on these findings, we formulate some strategies in order to enhance the Flemish (primary) health care system. ispartof: Migration and integration in Flanders: Multidisciplinary perspectives pages:97-123 ispartof: CeMIS Migration and Intercultural Studies vol:2 pages:97-123 status: published

ispartof: Oprit 14: Naar een schooltraject zonder snelheidsbeperkingen pages:97-133 ispartof: pages:97-133 status: published