Determinanten Van De Nederlandse-Taalprestaties Van Turkse En Marokkaanse Leerlingen In Het Voortgezet Onderwijs
This article focuses attention on the question as to which factors could possibly explain the differences in Dutch language performance between Turkish and Moroccan students in the first and third year of secondary education. Students from a representative cohort were tested twice. The complete sample was tested in 1989/90 (n=598), and those students who did not have to repeat a year were again tested in 1991/92 (n=340). Four clusters of background characteristics (34 in total) were studied: student characteristics, family structural characteristics, family cultural characteristics and educational career characteristics. With the aid of correlation and multiple regression analyses the relationships between the background characteristics and test performances were examined. The conclusion was that the results were somewhat disappointing. The most important factor appears to be the recommendation the student receives at the end of his/her primary education. Of the family characteristics, only the 'mother characteristics' appear to be of relevance: her length of stay, education, reading behaviour and the way she talks to her child about matters pertaining to school. As a result, a starting point for improving the educational careers of Turkish and Moroccan children probably lies in the schooling and counselling of the mothers with regard to matters pertaining to school.
Published online: 24 March 2014