EDUCATIONAL DIFFERENTIALS IN THE NETHERLANDS TESTING RATIONAL ACTION THEORY

• Published in: Rationality and society Vol. 13; no. 1; pp. 71 - 98
• Main Authors: Need, Ariana, de Jong, Uulkje
• Format: Journal Article
• Language: English
• Published: London SAGE Publications 01.02.2001; Sage; Sage Publications Ltd
• Subjects: Academic achievement; Academic aptitude; Action theory; Class Differences; Class differentiation; Education systems; Educational Attainment; Educational Systems; Gender differentiation; High School Students; Higher Education; Level of education; Netherlands; Panel surveys; Quality of education; Sex Differences; Social Theories; Sociology; Sociology of education. Educational systems. Lifelong education; Theory; Netherlands; educational differentials; higher education; rational action theory; Guidance; Educational Attainment; Social origin; Higher Education; Rational choice; Choice of studies; Gender difference; Mobility; Educational System; Equal opportunities
• ISSN: 1043-4631; 1461-7358
• DOI: 10.1177/104346301013001003

In this paper, we test how well Rational Action Theory, as developed to explain educational differentials, applies in the Dutch situation. The question we address is the extent to which the mechanisms assumed to be at work can explain class and gender differentials in participation in higher education. After explaining the Dutch educational system and outlining Rational Action Theory, we formulate four hypotheses that we test using data from a panel survey among high school pupils first interviewed in 1991. Evaluating the theory, we conclude that the mechanisms assumed to be at work can indeed explain class differentials in participation in higher education. Moreover, we find support for the hypothesis that the mechanism of relative risk aversion is the most crucial factor in the model. We could not convincingly show that the theory explains gender differentials.