PhD project: Mechanisms of Educational Inequality in Different Educational Systems

The project examines how and why inequality in education develops between students of different social origin. Broadly, it¬†investigates how social, cultural and economic resources of students and their families influence educational outcomes. In particular, it studies how informed students and parents are about education, how they form beliefs about education based on information and resources, and how they subsequently make decisions about educational trajectories. A further focus of the project is on how these micro-level mechanisms differ across different national educational systems. The question, thereby, is if certain resources and mechanisms have a higher importance in some institutional settings than in others. Longitudinal panel data in different countries as well as register data are used to compare individual-level trajectories across educational systems. The PhD project is part of the NWO-VICI project “Between institutions and social mechanisms: education and inequality in comparative perspective”.

Supervisors: Prof. Dr. Herman van de Werfhorst and Dr. Thomas Leopold

Life-course effects of Vocational Education

(together with Thijs Bol and Herman van de Werfhorst)

In this project I study labor market outcomes of graduates from vocational and general education over the life-course. This research mostly focuses on the prominent hypothesis of “vocational decline” which argues that vocational workers face a trade-off between early career advantages and later employment and wage penalties on the labor market.¬†A recent publication from this project is “Vocational Education over the Life-cycle” published in Sociological Science in 2016.

Educational Systems and Inequality Research Program at the University of Amsterdam (Educsys)

I am a member of the Educational Systems and Inequality research program at the University of Amsterdam. In this project, we study the importance of the institutional setup of educational systems for patterns of inequality. How do educational systems affect patterns of inequality by socioeconomic background, ethnicity and gender? And why? And what are the political, economic and social contexts in which educational reforms are implemented?

Inclusive Education and Social Support to Tackle Inequalities in Society (ISOTIS)

ISOTIS is funded as a Horizon 2020 project. It addresses the nature, causes and impact of early emerging social and educational inequalities in the context of socioeconomic, cultural, and institutional processes. It aims to improve the contribution of (early) education systems and support services to the main goal of inclusiveness of these provisions. It focus on strengths and potentials of disadvantaged groups, giving voice to them, and adapting education and support services to build on their strengths.