Uguaglianza delle opportunità per gli studenti di prima generazione

"In de buitenbaan" (De Groene Amsterdammer, 26 februari 2020) and "Als eerstegeneratiestudent sta je met 1-0 achter" (NPO radio 1, 26 augustus 2018). This has been the tone in the newspapers and on the radio for several years when discussing equal opportunities for students who are the first in their families to attend university or college, referred to as first-generation students. That is why Dialogic, commissioned by the Ministry of Education, Culture and Science (OCW), has conducted research on equality of opportunities among first-generation students. In this study, we have discovered that equality of opportunities for first-generation students is under pressure in multiple ways. Firstly, first-generation students have unequal chances of development and less frequently obtain their diploma. Our quantitative analysis shows that these students have a significantly higher risk of drop-out and course switching, which negatively impacts their chances of obtaining a diploma. The unequal development chances of first-generation students can be explained by two key factors: they face prejudices and unintended negative effects in testing and the education system, and they engage in unnecessary self-selection. This latter aspect is due to the fact that first-generation students often feel less at home in college or university and have less confidence in their own abilities compared to their peers. Two important nuances need to be emphasized here. Firstly, there are student groups who have an even higher risk of dropping out or switching compared to first-generation students and thus also deserve attention, namely: students in HBO programs, bachelor students, male students, students with lower family incomes, and students with migration backgrounds. Secondly, there are intersectional effects at play, meaning that within the group of first-generation students, some subgroups experience even stronger inequalities of opportunities. Particularly first-generation students with migration backgrounds and older first-generation students experience stronger inequalities of opportunities than other first-generation students. They have a relatively high risk of drop-out and course switching, and are therefore more significantly affected by the causes of inequality of opportunities. First-generation university students and stacking first-generation students also have a relatively high risk of drop-out, but not of switching. Nevertheless, this implies that the causes of inequality of opportunities for first-generation students are more pronounced in university education. Secondly, first-generation students have unequal selection opportunities and therefore have less chance of even reaching 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 see that abolishing the numerus fixus may slightly increase the chances of first-generation students entering the system, although the evidence for this in our study is limited. Thirdly, first-generation students experience unequal societal opportunities. Our analysis of literature and interviews reveals that first-generation students who do obtain a diploma often experience limited study success and lower student success. These students are more prone to self-selection, meaning they are less likely to participate in extracurricular activities that could support their personal development and future societal opportunities. This self-selection is often a result of the high pressure that first-generation students feel to obtain their diploma within the nominal timeframe. This pressure could limit their future societal opportunities as extracurricular activities are increasingly valued and sought after in the job market. Furthermore, these activities can also contribute to building social and cultural capital, engagement in education, and academic success. To address this relevant societal issue, we make several recommendations:

• A policy solely focused on first-generation students seems insufficiently effective based on our data, given the presence of other student groups with a higher risk of drop-out, switching, or longer study duration.
• Interviews with experts indicate that institutions can have the most influence on mitigating inequalities of opportunities by strengthening social processes on campus, such as promoting a sense of belonging and reducing academic pressure.
• The transition from high school to college/university poses the biggest challenge. Existing interventions, such as orientation programs to increase system and structural knowledge, and scholarships, can promote equality of opportunities.
• Monitoring first-generation students for specific interventions seems to have more disadvantages than benefits.
• Furthermore, the experts suggest that addressing inequality of opportunities earlier in the education chain is crucial.

The report was presented to the Second Chamber on December 19. In the attached response, the minister indicates that this research will be taken into account in a further policy letter on enhancing academic success. We will continue to follow this letter, as well as all developments related to this theme, with interest.