Auteur: Anke Munniksma
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Artikel
Aandacht voor diversiteit binnen het Amsterdamse onderwijs
Scholen hebben als taak leerlingen voor te bereiden op deelname aan de pluriforme samenleving. Hierbij is aandacht voor diversiteit, op het gebied van kansengelijkheid en het leren omgaan met verschillen, van belang. Scholen met leerlingen met verschillende sociaaleconomische en etnische achtergronden vormen hiervoor een geschikte context. Echter zijn veel scholen in Amsterdam gesegregeerd naar sociaal-economische en etnische achtergronden. Wat voor gevolgen heeft dit voor hoe scholen aandacht besteden aan diversiteit? Dit project documenteert in hoeverre en hoe scholen in het funderend onderwijs in Amsterdam met uiteenlopende leerlingenpopulaties aandacht geven aan diversiteit. De bevindingen leiden tot aanbevelingen voor onderwijsbeleid en -praktijk.
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Artikel
De verbondenheid van meerderheids- en minderheidsstudenten met de universiteit in Nederland
Studenten die tot minderheidsgroepen behoren in termen van migratieachtergrond, LGBTQAI+, functiebeperking, sociaaleconomische status (SES) en internationale status voelen zich minder verbonden met de universiteit dan studenten die tot de meerderheid behoren. In deze studie is onderzocht in hoeverre studenten die behoren tot een minderheids- en de meerderheidsgroep zich verbonden voelen met de universiteit en in welke mate de verbondenheid wordt beïnvloed door sociale uitsluiting, interpersoonlijke en academische validatie. Gebaseerd op data van 440 studenten (convenience sample) aan twaalf Nederlandse universiteiten laat de multilevel analyse zien dat studenten met een migratieachtergrond en studenten met een lager sociaaleconomische status minder verbondenheid ervaren dan studenten die tot de meerderheid behoren. De ANOVA bevestigt dit voor andere minderheidskenmerken en laat zien dat minderheidsstudenten minder validatie en meer uitsluiting ervaren. Deze verschillen zijn sterker voor studenten die tot meerdere minderheidsgroepen behoren. Verder laat de Structural Equation Model zien dat sociale uitsluiting de relatie met verbondenheid medieert voor studenten met een migratieachtergrond en studenten met een lagere SES. Ook interpersoonlijke validatie medieert deze relatie voor de laatst genoemde groep. Tenslotte profiteren studenten met een migratieachtergrond minder van academische validatie in hun verbondenheid dan studenten zonder migratieachtergrond.
Auteurs: Geertje Hulzebos & Anke Munniksma.
Dit artikel is afkomstig uit: Tijdschrift voor Hoger Onderwijs, jrg. 40(1), 39-61.
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Artikel
Inequality in Citizenship Competences
The Dutch school system is characterized by early educatonal tracking and high school autonomy. This chapter focuses on how this is related to citzenship competences among students. Results of IEA’s Internatonal Civic and Citzenship Educaton Study (ICCS) 2016 study indicate that whereas by itself citzenship competences of students in the Netherlands seem reasonable, they lag behind those of their peers in comparable countries. Furthermore, relatvely large diferences in citzenship competences between students with diferent social backgrounds and between educatonal tracks are documented. These fndings are discussed, with a critcal reflecton on how characteristcs of the Dutch school system may have contributed to this, and suggestons to improve citzenship educaton in the Netherlands are made.
Authors: Anne Bert Dijkstra, Geert ten Dam, and Anke Munniksma.
This publication is a chapter from the book: Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy and Research Across Countries and Regions, by Barbara Malak-Minkiewicz and Judith Torney-Purta (Editors).
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Artikel
Onderzoeksvoorstel - Anke Munniksma
Onderzoeksvoorstel van Anouk de Koning voor het NIAS fellowship Urban Citizenship.
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Artikel
Is classroom diversity related to citizenship competences of ethnic minority and majority students?
This study examines whether classroom ethnic diversity is related to citizenship outcomes of ethnic minority and majority students. Hypotheses, derived from the social capital literature, are tested using the Dutch nationally representative data of the International Civic and Citizenship Education Study of 2016 (2812 students, from 123 classrooms at secondary schools). The association between classroom ethnic diversity and five aspects of citizenship are examined: citizenship knowledge, support for gender equality, support for ethnic equality, institutional trust, and voting intentions. Results of multilevel analyses show that classroom diversity is related to stronger support for gender equality as well as support for ethnic equality, but negatively related to institutional trust, and not related to citizenship knowledge and voting intentions. These effects remain when controlling for socio-economic aspects of the school environment (educational track, classroom SES, urbanization, classroom climate) and are the same for both ethnic minority and majority students.
A Munniksma, R Daas, AB Dijkstra, G ten Dam (2023). Is classroom diversity related to citizenship competences of ethnic minority and majority students? The Journal of Social Studies Research.
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Artikel
Inequalities in democratic outcomes among young citizens
Across countries, social inequalities exist in citizens’ democratic engagement. One potential channel through which these gaps are formed concerns schools, yet little research has yet considered the relation between schools’ supply of democratic education and social inequalities in students’ democratic outcomes. This study examines whether schools’ supply of democratic activities moderates the relation between students’ social background and their intended political participation, civic knowledge, and civic self-efcacy. Based on multilevel path analyses using ICCS 2016 data from 15 European countries, results confrm social inequalities in students’ democratic outcomes, and a positive indirect role for schools’ supply of democratic activities, via students’ participation in them. Schools’ supply does not depend on their social student composition, nor do we fnd strong support for a moderating role of supply for the relation between students’ social background and their democratic outcomes. Students with advantaged social backgrounds report higher participation in democratic activities as ofered by schools, and the social stratifcation of some democratic outcomes is stronger among students who participate more in democratic school activities. This suggests that equal supply of democratic activities by schools is unequal in its reach, which we discuss in relation to the accessibility of activities for students.
Reference:
Mennes, H.I., Munniksma, A., Dijkstra, A.B. et al. Inequalities in democratic outcomes among young citizens: the role of access to and participation in democratic activities in school in 15 countries. Acta Polit (2023). https://doi.org/10.1057/s41269-022-00276-1
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Artikel
Practicing voice: student voice experiences, democratic school culture and students’ attitudes towards voice
The abilities of citizens to make themselves heard and listen to each other are essential for the functioning of democratic societies. Schools are practice grounds for these citizenship competences. This study investigates whether students’ experiences with voice in school are related to their attitudes towards voice (contributing and listening democratically), and how a democratic school culture affects this relation. Overall, 5297 students, from 240 classrooms, in 81 Dutch secondary schools, participated in the study. Results of multilevel analyses revealed that students’ voice experiences at school, their own and those of their classmates, are positively related to students’ attitudes towards contributing and listening democratically. This relation is not affected by a democratic school culture. These findings underline the relevance of opportunities to practice voice at school for all students and of the social nature of practicing voice. More generally, this study illustrates the importance of understanding schools as practice grounds for citizenship.
Reference:
Willemijn F. Rinnooy Kan, Anke Munniksma, Monique Volman &
Anne Bert Dijkstra (2023): Practicing voice: student voice experiences, democratic school
culture and students’ attitudes towards voice, Research Papers in Education, DOI:
10.1080/02671522.2023.2178496