Inequality of Educational Outcome and Inequality of Educational Opportunity in the Netherlandsduringthe20 th Century. Maarten L.

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1 Inequality of Educational Outcome and Inequality of Educational Opportunity in the Netherlandsduringthe20 th Century Maarten L. Buis

2 Thesis committee: prof.dr. R. Breen(Yale University) dr.ir. C.H. Elzinga(VU University Amsterdam) prof.dr. P.M. de Graaf(Tilburg University) prof.dr. S.P. Jenkins(University of Essex) prof.dr. T. Tam(Chinese University of Hong Kong) c MaartenL.Buis,2010 ISBN:

3 VRIJE UNIVERSITEIT Inequality of educational outcome and inequality of educational opportunityinthenetherlandsduringthe20 th century ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad Doctor aan de Vrije Universiteit Amsterdam, op gezag van de rector magnificus prof.dr. L.M. Bouter, in het openbaar te verdedigen ten overstaan van de promotiecommissie van de faculteit der Sociale Wetenschappen opvrijdag2juli2010om13.45uur in de aula van de universiteit, De Boelelaan 1105 door Maarten Leendert Buis geboren te Amsterdam

4 promotor: prof.dr. H.B.G. Ganzeboom copromotor: dr. A.W. Hoogendoorn

5 Acknowledgments While writing this dissertation I was fortunate to receive support in a variety of forms frommanypeople,andiwouldliketousethisopportunitytothankthem.inparticular IwouldliketothankmypromotorHarryGanzeboomforintroducingmeintothefield of social stratification research and for his critical and constructive comments on my texts and analyses. In addition I thank my copromotor Adriaan Hoogendoorn for the frequent brain storm sessions(and the coffee). Very important was the camaraderie and support from my former colleagues in the department, especially of those with whom I shared an office(or whose office I visited sooftenthatthatwasdefactothecase):kadritäht,tinaglasner,yfkeongena,and IrmaMooi-Reçi.Theywereforalargepartresponsibleforthedaytodayfun. My friends helped maintain my sense of perspective. In particular, Anne Potters who contributed her down to earth insights into what life is like outside academia, and who mobilized the language nerds from her circle of friends, to help me, a numbers nerd, with the difficult task of writing. The people of woongroep Pantha Rhei were ofgreatpracticalhelp,astheymadesureialwayshadawarmmeal,regardlessofhow lateigothome. Finally, I thank my mother, father, and sister for their support and confidence in me. 5

In addition I thank my copromotor Adriaan Hoogendoorn for the frequent brain storm sessions(and the coffee).

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7 Contents 1 Introduction 11 2 Trends in educational inequality in the Netherlands: A replication and a critique Introduction TheDutcheducationsystem Previousresearch Results from the study by De Graaf and Ganzeboom(1993) andthedesignofthereplication Results InequalityofEducationalOutcome InequalityofEducationalOpportunity Summaryanddiscussion Summary Discussion: how the remaining chapters can improve on this study Appendix:Descriptionofdatasources Scaling levels of education Introduction Previousresearch TheDutcheducationalsystem Themodel Thedata Results Conclusion Appendix:Descriptionofdatasources Deceleration of the trend in inequality of educational outcome in the Netherlands Introduction Previousresearch Data Method Results Conclusion

4.1 InequalityofEducationalOutcome.............. 28 2.4.2 InequalityofEducationalOpportunity............. 34 2.5 Summaryanddiscussion........................ 41 2.5.1 Summary............................ 41 2.5.2 Discussion: how the remaining chapters can improve on this study.

8 8 Appendix:Surveysandindicatorsoftheirquality Parents and their resources: The relative influence of the education and occupation of both parents on the educational attainment of their offspring in the Netherlands between 1939 and Introduction Parentalresources Dataandmethod Data Method Results Conclusion Not all transitions are equal: The relationship between inequality of educational opportunities and inequality of educational outcomes Introduction DifferentmodelsofIEO IEOppandIEOut Empiricalapplication TheDutcheducationsystem Thedata Generalizingthedecompositiontoatrackedsystem Results Conclusion Appendix:Derivationofequation(6.3) The consequences of unobserved heterogeneity in a sequential logit model Introduction Twoeffectsofunobservedheterogeneity Asensitivityanalysis Anexample Thedata Theresults Conclusionanddiscussion Appendix: Sampling from the distribution of ε conditional on having passed theprevioustransitions

and 1991 91 5.1 Introduction............................... 91 5.2 Parentalresources............................ 92 5.3 Dataandmethod............................ 94 5.3.1 Data............................... 94 5.3.2 Method.

9 9 8 Conclusions and discussion Conclusions Areplication IEOut: operationalizing education, the trend, and family background CombiningIEOppandIEOut IEOpp:theinfluenceofunobservedvariables Summary Discussion Technical Materials 177 I sheafcoef and propcnsreg: Stata modules for fitting a measurement model with causal indicators 177 I.1 Sheafcoefficient I.2 Parametricalyweightedcovariates I.3 MIMIC I.4 Maximizationofthelikelihoodfunction I.5 Example I.6 Syntaxandoptions II seqlogit: Stata module for fitting a sequential logit model 189 II.1 Introduction II.2 Example II.3 Syntaxandoptions Ongelijkheid in onderwijsuitkomsten en onderwijskansen in Nederland in de20 ste eeuw: Nederlandse samenvatting/ Summary in Dutch 203 Data references 215 Bibliography 219

2 Discussion................................ 171 Technical Materials 177 I sheafcoef and propcnsreg: Stata modules for fitting a measurement model with causal indicators 177 I.1 Sheafcoefficient.

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