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Neighbourhood Effects on Youth Educational Achievement in the Netherlands: Can Effects Be Identified and Do They Vary by Student Background Characteristics?

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  • Brooke Sykes

    (Amsterdam Institute for Metropolitan and International Development Studies, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands)

  • Hans Kuyper

    (Institute for Educational Research, University of Groningen, Grote Kruisstraat 2/1, 9712 Groningen, The Netherlands)

Abstract

Adding to the growing body of research examining neighbourhood effects in European contexts, this study investigates the associations between the educational achievement of Dutch youth and their neighbourhood conditions. We further consider whether these associations vary by student socioeconomic status (SES), gender, or nativity. Results from a multilevel analysis of 17 836 secondary school students living in 3085 neighbourhoods indicate significant relationships between several dimensions of the neighbourhood context and educational achievement. Student SES and nativity appear to moderate some of these effects. In particular, we find the negative effect of neighbourhood disadvantage to be almost entirely restricted to native youth. The achievement outcomes of students with higher levels of SES also appear to be less affected by neighbourhood affluence and disadvantage than those of lower-SES students. Our results suggest that the impact of neighbourhood conditions on certain groups of youth may be obscured in studies that measure average neighbourhood effects across all individuals. Future research which examines neighbourhood effects and mechanisms across subgroups of youth, and which examines the links between the neighbourhood, family, and school contexts, can help us to better determine the neighbourhood's role in youth education.

Suggested Citation

  • Brooke Sykes & Hans Kuyper, 2009. "Neighbourhood Effects on Youth Educational Achievement in the Netherlands: Can Effects Be Identified and Do They Vary by Student Background Characteristics?," Environment and Planning A, , vol. 41(10), pages 2417-2436, October.
    • Handle: RePEc:sae:envira:v:41:y:2009:i:10:p:2417-2436
    DOI: 10.1068/a41255
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    References listed on IDEAS

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    1. George C. Galster, 2008. "Quantifying the Effect of Neighbourhood on Individuals: Challenges, Alternative Approaches, and Promising Directions," Schmollers Jahrbuch : Journal of Applied Social Science Studies / Zeitschrift für Wirtschafts- und Sozialwissenschaften, Duncker & Humblot, Berlin, vol. 128(1), pages 7-48.
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    4. Kunz, Jim & Page, Marianne E. & Solon, Gary, 2003. "Are point-in-time measures of neighborhood characteristics useful proxies for children's long-run neighborhood environment?," Economics Letters, Elsevier, vol. 79(2), pages 231-237, May.
    5. Ruth Lupton, 2003. "Neighbourhood Effects: Can we measure them and does it matter?," CASE Papers case73, Centre for Analysis of Social Exclusion, LSE.
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    Cited by:

    1. Farwick, Andreas, 2014. "Migrantenquartiere: Ressource oder Benachteiligung?," Forschungsberichte der ARL: Aufsätze, in: Gans, Paul (ed.), Räumliche Auswirkungen der internationalen Migration, volume 3, pages 219-238, ARL – Akademie für Raumentwicklung in der Leibniz-Gemeinschaft.
    2. Ivar Frønes, 2016. "The Absence of Failure: Children at Risk in the Knowledge Based Economy," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(1), pages 247-260, March.
    3. Gustafsson, Björn Anders & Katz, Katarina & Österberg, Torun, 2016. "Why Do Some Young Adults Not Graduate from Upper Secondary School? On the Importance of Signals of Labour Market Failure," IZA Discussion Papers 9886, Institute of Labor Economics (IZA).
    4. Diana Mok & Ling‐Hin Li, 2010. "The Spatial Impact of Language Policies on the Marginal Bids for English Education in Hong Kong," Growth and Change, Wiley Blackwell, vol. 41(4), pages 556-587, December.

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