Égalité des chances pour les étudiants de première génération

“In de buitenbaan” (De Groene Amsterdammer, 26 februari 2020) and “Als eerstegeneratiestudent sta je met 1-0 achter” (NPO radio 1, 26 augustus 2018). For a number of years now, the newspaper and radio have been sounding the alarm about equal opportunities for students who are the first in their family to attend university or college, so-called first-generation students. That is why, commissioned by the Ministry of Education, Culture, and Science (OCW), Dialogic has conducted research on equality of opportunities among this group of first-generation students. In this research, we have discovered that equality of opportunities for first-generation students is under pressure in several ways. First: first-generation students have unequal development opportunities and are less likely to obtain their diploma. Our quantitative analysis shows that these students have a significantly higher chance of dropping out or switching programs, negatively impacting their chances of obtaining a degree. The unequal development opportunities of first-generation students can be explained by two central factors: they face prejudices and unintended negative effects in testing and the education system, and they engage in unnecessary self-selection. The latter is due to first-generation students often feeling less at home in college or university and having less confidence in their own abilities compared to their peers. Two important nuances need to be emphasized here. Firstly, there are groups of students who have an even higher likelihood of dropping out or switching programs compared to first-generation students and they also deserve attention, namely, HBO students, bachelor students, male students, students with lower family incomes, and students with migrant backgrounds. Secondly, intersectional effects play a role, meaning that within the group of first-generation students, some subgroups experience even more pronounced inequality of opportunities. In particular, first-generation students with a migrant background and older first-generation students experience stronger inequality of opportunities than other first-generation students. They have a relatively high risk of dropping out and switching, thus being more significantly affected by the causes of inequality of opportunities. First-generation students in academic education and stacking first-generation students also have a relatively high risk of dropping out, but not of switching. Nonetheless, this implies that the causes of inequality of opportunities for first-generation students play a stronger role in academic education. Secondly: first-generation students have unequal selection opportunities and therefore are less likely to even reach college or university. In our analysis of literature and interviews, we see that prejudices and unintended negative effects in testing and selection make it harder for first-generation students to be selected for college or university. Our quantitative analysis partially confirms this. We observe that the abolition of the numerus fixus may slightly increase the chances of first-generation students entering, although the evidence for this in our research is limited. Thirdly: first-generation students experience unequal societal opportunities. Our analysis of literature and interviews shows that first-generation students who do obtain a degree often experience limited academic success and lower student success. These students are more inclined towards self-selection, meaning they participate less in extracurricular activities that could support their personal development and later societal advancement. This self-selection is often a result of the high pressure first-generation students feel to obtain their degree within the standard timeline. This could limit their future societal opportunities as such extracurricular activities are increasingly valued and demanded in the job market. Additionally, these activities can also contribute to building social and cultural capital, engagement in education, and academic success. To address this relevant societal issue, we propose several recommendations:

• A policy solely focused on first-generation students appears insufficiently effective based on our data, considering the presence of other student groups with a higher likelihood of dropping out, switching programs, or experiencing a longer duration of studies.
• Interviews with experts indicate that institutions can have the most influence on inequality of opportunities by enhancing social processes on campus, such as promoting a sense of belonging and reducing performance pressure.
• The transition from high school to college/university poses the biggest challenge. Existing interventions, such as orientation programs to increase system and structure knowledge and scholarships, can promote equality of opportunities.
• Monitoring first-generation students for specific interventions seems to have more drawbacks than benefits.
• Furthermore, experts suggest the need to address inequality of opportunities earlier in the education chain.

The report was presented to the House of Representatives on December 19. In the attached response, the minister indicates that this research will be considered in further policy briefs on enhancing academic success. We will continue to follow this issue with great interest, including the subsequent developments around this theme.