Mathematics and science choice following introduction of compulsory study profiles into Dutch secondary education

Annemarie van Langen; Lyset Rekers-Mombarg; Hetty Dekkers

doi:10.1080/01411920802041590

Mathematics and science choice following introduction of compulsory study profiles into Dutch secondary education

Annemarie van Langen^*, Lyset Rekers-Mombarg, Hetty Dekkers

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

13 Citations (Scopus)

Abstract

Since 1998, upper level secondary education pupils in the Netherlands are required to choose one of four study profiles with their own specific and fixed combinations of final examination subjects. With the aid of multilevel analyses, the extent to which this situation has led to changes in the determinants of mathematics and science choice (i.e. selection of a science profile) is examined for more than 3500 pupils. From a meritocratic perspective, the relative contributions of background characteristics versus personal aptitude are examined. The introduction of the study profiles appears to have produced sharper lines with respect to sex and socio-economic status. Optimal use is thus not made of existing science talent.

Original language	English
Pages (from-to)	733-745
Number of pages	13
Journal	British educational research journal
Volume	34
Issue number	6
DOIs	https://doi.org/10.1080/01411920802041590
Publication status	Published - Dec 2008
Externally published	Yes

Keywords

n/a OA procedure
SCHOOL
GENDER
SUBJECT

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10.1080/01411920802041590

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title = "Mathematics and science choice following introduction of compulsory study profiles into Dutch secondary education",

abstract = "Since 1998, upper level secondary education pupils in the Netherlands are required to choose one of four study profiles with their own specific and fixed combinations of final examination subjects. With the aid of multilevel analyses, the extent to which this situation has led to changes in the determinants of mathematics and science choice (i.e. selection of a science profile) is examined for more than 3500 pupils. From a meritocratic perspective, the relative contributions of background characteristics versus personal aptitude are examined. The introduction of the study profiles appears to have produced sharper lines with respect to sex and socio-economic status. Optimal use is thus not made of existing science talent.",

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AU - van Langen, Annemarie

AU - Rekers-Mombarg, Lyset

AU - Dekkers, Hetty

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PY - 2008/12

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N2 - Since 1998, upper level secondary education pupils in the Netherlands are required to choose one of four study profiles with their own specific and fixed combinations of final examination subjects. With the aid of multilevel analyses, the extent to which this situation has led to changes in the determinants of mathematics and science choice (i.e. selection of a science profile) is examined for more than 3500 pupils. From a meritocratic perspective, the relative contributions of background characteristics versus personal aptitude are examined. The introduction of the study profiles appears to have produced sharper lines with respect to sex and socio-economic status. Optimal use is thus not made of existing science talent.

AB - Since 1998, upper level secondary education pupils in the Netherlands are required to choose one of four study profiles with their own specific and fixed combinations of final examination subjects. With the aid of multilevel analyses, the extent to which this situation has led to changes in the determinants of mathematics and science choice (i.e. selection of a science profile) is examined for more than 3500 pupils. From a meritocratic perspective, the relative contributions of background characteristics versus personal aptitude are examined. The introduction of the study profiles appears to have produced sharper lines with respect to sex and socio-economic status. Optimal use is thus not made of existing science talent.

KW - n/a OA procedure

KW - SCHOOL

KW - GENDER

KW - SUBJECT

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DO - 10.1080/01411920802041590

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JO - British educational research journal

JF - British educational research journal

IS - 6

ER -

Mathematics and science choice following introduction of compulsory study profiles into Dutch secondary education

Abstract

Keywords

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