Narratives from Kanaleneiland: Understanding Socio-Economic Influences on Adolescent Academic Success

Abstract

This qualitative thesis explores how socio-economic circumstances and neighbourhood effects intersect to shape academic achievements of adolescents from a low socio-economic status (SES) neighbourhood in Kanaleneiland, Utrecht. This study integrates Bourdieu's cultural and social capital theory (1986), Bronfenbrenner’s (1979) ecological systems theory and Giddens' (1984) structuration theory to deepen understanding of contextual influences on academic success in low SES neighbourhoods. Structured in-depth interviews with adolescents (aged 16- 25) were conducted to capture their lived experiences and perspectives on family dynamics, parental support, and peer relationships. Thematic analysis revealed several critical factors: the influence of family dynamics and parental support emerged as crucial in navigating educational pathways, with varying degrees of involvement and expectations shaping individual trajectories. Peer relationships also played a significant role, affecting behaviours and academic engagement, particularly concerning peer pressure and conformity. In conclusion, this research contributes to understanding educational disparities by demonstrating how Bronfenbrenner's ecological systems theory illuminates the complex interactions between family, peers, and broader community influences on academic outcomes. By amplifying the voices of adolescents, the study aims to inform policies and practices that promote educational equity and support the aspirations of marginalized youth. Practical implications emphasize enhancing parental engagement and providing supportive educational resources to foster inclusivity and support for adolescents from low SES backgrounds