Hoorcollege 1
Maurice Crul: given the enormous diversity, the Dutch people are no longer considered a
majority: superdiversity.
Relevance of cultural diversity
- Migration and globalization
o Increased diversity in all current societies.
o Diverse perspectives on human development.
- Diversity in the Netherlands
o Necessity of specific interventions or cultural-sensitive approach?
- Specific issues of minorities (i.e., multilingualism, shifting between cultures,
discrimination).
- The study of child welfare, families and education; western literature, is it universal?
Diversity is often the result of migration.
Migration in the Netherlands
Immigration history in the Netherlands:
- Second half of 19th century
o Migration from former Dutch colonies (Surinamese-Dutch & Antillean-Dutch).
o Migration since 60s as guest workers (Turkish-Dutch & Moroccan-Dutch).
- Since ‘00
o Labour and economic migrants (Eastern Europe & Asia).
- Fluctuating waves of migration from conflict areas (Somalia, Ethiopia, Iraq,
Afghanistan, Syria etc.).
Policy perspective:
- Until 1980: immigration seen as temporary phenomenon.
o Policy focused on temporary accommodation and welfare measures.
o Focus on preservation of own culture (mother tonge teaching in primary
school).
- 1980s: minorities policy
o Drop idea of temporariness (guest workers -> minorities).
o Multicultural approach, preservation of own culture.
o Promote participation in society.
Economic difficult times, high unemployment rate.
Participation rates in (post) secondary education -> drop out.
Marginalization.
- 1990s: integration policy
o Mandatory language and integration classes (poor quality).
o High unemployment and reliance on social policy provisions.
o Segregation in society and schools (pillarized school system).
o High delinquency rates among certain groups (Moroccan-Dutch).
- Towards the beginning of 2000, higher employment rates -> success of second
generation.
, - 2000s: shift in national policy and societal discourse, policy towards assimilation.
o (Inter)national events (9/11, killing of Pim Fortuyn).
o Public debate on integration and failure in this integration.
o Changing political discourse (what is “Dutch” identity?).
o Culturalization
Growing emphasis on Islam as cause for all problems.
(Fear of) radicalization.
Public opinion (growing mistrust between Muslims and non-Muslims).
Stereotypes on specific groups.
o Polarization growing divide in society.
Berry’s acculturation model
Societal acculturation model: Acculturation model: individual perspective:
Integration assimilation, people say integrate, when they probably mean assimilate.
Integration has the best outcomes for youth.
Success of Turkish youth across 7 European countries:
- Segmented assimilation more than one way to assimilate, there are different
moments across the lifecourse in which assimilation can occur.
- Role of context (role of education system).
- Failed integration or failing (educational) systems?
o Access and participation in early schooling.
o Finding your way in a complicated (educational) system.
- Role of social and political discourse
o Political discourse: political climate, stereotypes and hierarchies.
o Social discourse: acceptance towards immigrants.
Theories of culture and development
Individualism & collectivism
- Based on IBM study in the 60s and 70s -> organization psychology.
- 4 dimensions for cross-cultural communication:
o Individualism/collectivism
o Power distance reflects the kind of hierarchy there is in a relationship.
o Uncertainty-avoidance
o Masculinity-femininity
, - Adopted in Psychology and Educational research, but also heavily criticized for
postulating an oversimplified dichotomy. Cultures vs people.
Context and family systems:
- Introducing a family model in which context (culture and living conditions) is
important for understanding family relations, socialization values and patterns.
- Intergenerational patterns of cultural socialization:
Independence Interdepence
Individualism or seperateness in Western cultures (Kagitçibasi):
Context Socialisation goals
Industrial and service economy Individual development
International and national trade Emotional and material
Welfare states, high gdp investment in children
Extended education Psychological value of children
Family structure Interaction/education
Nuclear family Authoritative and permissive
Close, affective relations style
Gender equality Autonomy, stimulation
Low fertility rate Confidence
Autonomous-self
Collectivistism or relatedness in non-Western cultures (Kagitçibasi):
Context Socialisation goals
Agrarian society Loyalty
Low trade/ commerce, low gdp Emotional and material investment in elders
No or low education Utilitarian value of children
Family structure Interaction/Education
Extended family Authoritarian parenting style
Patrilineality (family-eldest) Obedience
Women have a low status Dependence/relatedness
High fertility rate Modesty
Relational-self
Maurice Crul: given the enormous diversity, the Dutch people are no longer considered a
majority: superdiversity.
Relevance of cultural diversity
- Migration and globalization
o Increased diversity in all current societies.
o Diverse perspectives on human development.
- Diversity in the Netherlands
o Necessity of specific interventions or cultural-sensitive approach?
- Specific issues of minorities (i.e., multilingualism, shifting between cultures,
discrimination).
- The study of child welfare, families and education; western literature, is it universal?
Diversity is often the result of migration.
Migration in the Netherlands
Immigration history in the Netherlands:
- Second half of 19th century
o Migration from former Dutch colonies (Surinamese-Dutch & Antillean-Dutch).
o Migration since 60s as guest workers (Turkish-Dutch & Moroccan-Dutch).
- Since ‘00
o Labour and economic migrants (Eastern Europe & Asia).
- Fluctuating waves of migration from conflict areas (Somalia, Ethiopia, Iraq,
Afghanistan, Syria etc.).
Policy perspective:
- Until 1980: immigration seen as temporary phenomenon.
o Policy focused on temporary accommodation and welfare measures.
o Focus on preservation of own culture (mother tonge teaching in primary
school).
- 1980s: minorities policy
o Drop idea of temporariness (guest workers -> minorities).
o Multicultural approach, preservation of own culture.
o Promote participation in society.
Economic difficult times, high unemployment rate.
Participation rates in (post) secondary education -> drop out.
Marginalization.
- 1990s: integration policy
o Mandatory language and integration classes (poor quality).
o High unemployment and reliance on social policy provisions.
o Segregation in society and schools (pillarized school system).
o High delinquency rates among certain groups (Moroccan-Dutch).
- Towards the beginning of 2000, higher employment rates -> success of second
generation.
, - 2000s: shift in national policy and societal discourse, policy towards assimilation.
o (Inter)national events (9/11, killing of Pim Fortuyn).
o Public debate on integration and failure in this integration.
o Changing political discourse (what is “Dutch” identity?).
o Culturalization
Growing emphasis on Islam as cause for all problems.
(Fear of) radicalization.
Public opinion (growing mistrust between Muslims and non-Muslims).
Stereotypes on specific groups.
o Polarization growing divide in society.
Berry’s acculturation model
Societal acculturation model: Acculturation model: individual perspective:
Integration assimilation, people say integrate, when they probably mean assimilate.
Integration has the best outcomes for youth.
Success of Turkish youth across 7 European countries:
- Segmented assimilation more than one way to assimilate, there are different
moments across the lifecourse in which assimilation can occur.
- Role of context (role of education system).
- Failed integration or failing (educational) systems?
o Access and participation in early schooling.
o Finding your way in a complicated (educational) system.
- Role of social and political discourse
o Political discourse: political climate, stereotypes and hierarchies.
o Social discourse: acceptance towards immigrants.
Theories of culture and development
Individualism & collectivism
- Based on IBM study in the 60s and 70s -> organization psychology.
- 4 dimensions for cross-cultural communication:
o Individualism/collectivism
o Power distance reflects the kind of hierarchy there is in a relationship.
o Uncertainty-avoidance
o Masculinity-femininity
, - Adopted in Psychology and Educational research, but also heavily criticized for
postulating an oversimplified dichotomy. Cultures vs people.
Context and family systems:
- Introducing a family model in which context (culture and living conditions) is
important for understanding family relations, socialization values and patterns.
- Intergenerational patterns of cultural socialization:
Independence Interdepence
Individualism or seperateness in Western cultures (Kagitçibasi):
Context Socialisation goals
Industrial and service economy Individual development
International and national trade Emotional and material
Welfare states, high gdp investment in children
Extended education Psychological value of children
Family structure Interaction/education
Nuclear family Authoritative and permissive
Close, affective relations style
Gender equality Autonomy, stimulation
Low fertility rate Confidence
Autonomous-self
Collectivistism or relatedness in non-Western cultures (Kagitçibasi):
Context Socialisation goals
Agrarian society Loyalty
Low trade/ commerce, low gdp Emotional and material investment in elders
No or low education Utilitarian value of children
Family structure Interaction/Education
Extended family Authoritarian parenting style
Patrilineality (family-eldest) Obedience
Women have a low status Dependence/relatedness
High fertility rate Modesty
Relational-self
