“Don’t Talk About Where You’re From, Pretend You’re Dutch”: The Belonging Experiences of Dutch University Students With a Turkish or Moroccan Minority Background During Secondary School

Abstract

This qualitative study addresses the research question: How have Dutch university students with a Turkish or Moroccan minority background experienced belonging during their time in secondary school? The study explicitly investigates three contributing factors to a sense of belonging: student-teacher interaction, curriculum, and the ethnic composition of schools. Fourteen participants shared their experiences during semi-structured interviews. Subsequently, thematic data analysis was conducted to identify recurring patterns. Findings revealed that students experienced instances where teachers cast them as representatives of non-Western countries, making them feel pressured. The participants expressed disappointment with the curriculum, which overlooked essential aspects of non-Western history and cultures. This insight contributed to students’ insecurity about their cultural identity and fostered ignorance among their white peers. Students from predominantly white schools experienced difficulty expressing their cultural identity and developing connections with white peers. Conversely, students from culturally diverse schools could express their cultural identity more easily, with peers and teachers serving as influential role models. Findings indicate the urgency for schools to create an inclusive and culturally supportive environment to foster a sense of belonging for ethnic minority students.