Growing diversity of Dutch population not immediately visible at universities
The intake of bachelor’s students from classic immigration countries whose prior education was in the Netherlands does not reflect the growing diversity in society. This is according to data from Statistics Netherlands. The data raises the question of how universities can become more accessible to students, regardless of their origin.
Despite an increase in the number of schoolchildren whose country of origin is Morocco, Indonesia, the Caribbean Netherlands, Surinam and Turkey and whose school advice was pre-university education (VWO), their percentage at universities has remained stable or dropped a little in places. The size of this group of students has decreased slightly at Leiden University too.
Background: detours and barriers
Previous research has shown that the school advice for schoolchildren of non-European origin is more likely to be pre-vocational secondary education (VMBO) or senior general secondary education (HAVO) than for schoolchildren of Dutch or European origin. As a result, they are less likely to go to university, and if they do go, this is relatively more often via higher vocational education (HBO) or sometimes even secondary vocational education (MBO).
‘The school advice for schoolchildren of non-European origin is more likely to be pre-vocational secondary education (VMBO) or senior general secondary education (HAVO).’
It also appears that during their studies this group experiences more barriers than students of Dutch or European origin. Examples include feeling less safe and welcome, exclusion, prejudice and internship discrimination. This makes them more likely to drop out of university or decide not to pursue a master’s degree. The importance of countering exclusion and promoting diversity and equity is also emphasised by the Ministry of Education, Culture and Science (OCW) in its agenda on discrimination and racism (in Dutch).
To gain some insight into the presence and progress of university students with a migration background, six Dutch universities (Leiden University, VU Amsterdam, University of Amsterdam, Wageningen University, Utrecht University and Erasmus University Rotterdam) asked Statistics Netherlands (CBS) to provide an anonymised dataset with information including intake figures for bachelor’s and master’s students by origin and prior education over a period of 14 years (2008-2022).
National trend
The bachelor’s entry rate for students with a Dutch prior education (including VWO or HBO) and migration background from outside Europe remained stable in general, although there were differences between the groups in the study. We do see an increase in students of Moroccan origin, for example, at most of the universities. For students with origins from the other ‘classic’ immigration countries (Indonesia, Caribbean Netherlands, Suriname and Turkey) the percentage remained more or less the same, except for Leiden University, among others, where we see a decreasing trend for these groups. This is unusual given the increasing cultural diversity of the Dutch population.
These results are also striking because various sources report that schoolchildren with classic immigration country origins are increasingly receiving VWO as their school advice and are also more likely to have completed an HBO or university course. But the data from the six universities shows that at all the participating universities the percentage of students with classic immigration country origins who enter from HBO is higher than the percentage entering from VWO, and remains stable or is decreasing.
The situation in Leiden
For Leiden University, the number of students with a migration background from Morocco, Indonesia, the Caribbean Netherlands, Suriname and Turkey has decreased slightly since 2008. The number of Indonesian students in particular seems to be decreasing faster. At the same time, the entry rate of bachelor’s students (with a Dutch prior education) of European origin is increasing, also when we look separately at the intake from HBO or VWO. The data also shows that the percentage of students with classic immigration country origins is decreasing, with the decrease being greater for students entering a university from HBO.
Follow-up research
The results of the CBS study raise important questions for follow-up research. What are the possible causes of the limited intake from VWO to universities of schoolchildren originating from the classic migration countries? How do students entering from HBO find the university learning environment? To answer these questions, data will need to be obtained from all the Dutch research universities and universities of applied sciences (HBO). This will make it possible to gain a better picture of the trends.
‘The university’s ambition is to provide equal opportunities to students, regardless of their background and prior education.’
Given the societal role of university research and teaching, our education should be attractive and relevant to students regardless of their background. ‘It is important to gain insight into the progress on diversity and inclusion in the sector to enable data-based policy’, says Vinod Subramaniam, Chair of the Advisory Committee on Diverse and Inclusive Higher Education and Research. ‘This study is an important step in seeing whether the sector is succeeding in creating equal opportunities for all students.’
‘The university’s ambition is to provide equal opportunities to students, regardless of their background and prior education, and to create an environment in which students can develop through academic research and teaching’, adds Aya Ezawa, Leiden University’s Diversity Officer. ‘The data underscores the importance of insight into developments concerning students with a migration background which would otherwise remain invisible. This is important information on the basis of which further steps can be taken in the shape of research and measures in student support and the teaching.’
Student monitor
To gain more insight into the extent to which students feel safe and connected with Leiden University and the impact of the learning environment on their study progress, a student monitor is being conducted. This will document the experiences and needs of students with different prior education and backgrounds. Previous research has shown that there can be differences in the dropout rate and the extent to which students switch degree programmes according to their background and prior education. Qualitative research has also shown that guidance and support can be important to students’ study progress. The POPcorners at various faculties provide important support through advice, workshops and connections to a diverse community of students.