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School Segregation: The Case of Amsterdam

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  • Peter Gramberg

    (Amsterdam Study Centre for the Metropolitan Environment (AME), University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands. p.j.gramberg@frw.uva.nl)

Abstract

This article deals with some facets of school segregation in Amsterdam. As two-thirds of Amsterdam youth have a non-native background nowadays, this has implications for the composition of primary and secondary schools. Segregation in primary education has a lot to do with residential segregation, although the 'colour' of the neighbourhood is intensified at the school level. Segregation in secondary education has mainly to do with the educational level of various population groups and to a lesser extent with residential segregation. Parents, children and headmasters have been interviewed about their behaviour and policy on segregation. It is concluded that in some way they intensify the school segregation.

Suggested Citation

  • Peter Gramberg, 1998. "School Segregation: The Case of Amsterdam," Urban Studies, Urban Studies Journal Limited, vol. 35(3), pages 547-564, March.
    • Handle: RePEc:sae:urbstu:v:35:y:1998:i:3:p:547-564
    DOI: 10.1080/0042098984907
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    Cited by:

    1. Pierre Courtioux & Tristan-Pierre Maury, 2020. "Private and public schools: A spatial analysis of social segregation in France," Urban Studies, Urban Studies Journal Limited, vol. 57(4), pages 865-882, March.
    2. de Almeida Lopes Fernandes, Gustavo Andrey, 2017. "Is the Brazilian Tale of Peaceful Racial Coexistence True? Some Evidence from School Segregation and the Huge Racial Gap in the Largest Brazilian City," World Development, Elsevier, vol. 98(C), pages 179-194.

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