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“Pourquoi Pas?” Versus “Absolutely Not!” Cross-National Differences in Access to Schools and Pupils for Survey Research

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Notes

  1. The representativeness of the sample is considered to be of crucial importance if the purpose is to estimate the prevalence and incidence of behaviour, but less so if the goal of the research is to test the correlates of self-reported behaviour.

  2. For more details on the sampling methods used in the ISRD-2, please see Junger-Tas et al., Delinquency in Europe and Beyond, 2010.

  3. These technical reports will be available electronically soon on the ISRD-2 webite http://webapp5.rrz.uni-hamburg.de/ISRD/JDEB.

  4. A ‘classroom’ is defined as the basic social and academic unit in which most students spend most of their time. In most cases, this did not present a problem, but at times, the ‘classroom’ turned out to be a rather artificial construct.

  5. The ISRD-2 study is primarily a city-based study, where schools and classrooms were drawn from, respectively a large city or metropolitan area, a medium-sized city or town, as well as a cluster of three small towns. A number of countries used a national sample instead, with an oversampling of one large city.

  6. For example, Bosnia needed a total of 13 letters from the different Ministries of education representing the different regions.

  7. It should be emphasised again, that this definitely does not reflect on the efforts and quality of our Russian colleagues. On the contrary, they were able to produce an amazing data set, working under very difficult conditions, on a very limited budget.

  8. But remember that this is not based on a random sampling of all available schools in Moscow

  9. This estimate is based on Kivivuori’s (2007, 36) statement that “If students in access-refusing classes are defined as “non-respondents”, the “response rate” is 48 per cent in Copenhagen and 66 per cent in Oslo.” In view of the fact that the school refusal rates tend to be higher in the larger cities, it seems reasonable to estimate the overall Norway school participation rate to be around 70% (about 20% higher than Denmark, consistent with the difference between Stockholm and Oslo).

  10. Although the Netherlands encountered a high level of non-participation, the characteristics of the final sample are quite comparable to those of the targeted population.

  11. Researchers in the French team decided themselves to eliminate the nine vocational schools initially included because of the age range of the students.

  12. This cluster consists only of three countries, which gives much weight to the extreme ranking of just one country. Perhaps if Australia, New Zealand, or England and Wales also had been included, the overall ranking of the Anglo-Saxon cluster may have been different.

  13. The following discussion draws from Marshall and He 2010

  14. In Surinam, because of problems related to differences in languages (school vs. home), a large number of youth has to repeat grades, so that the average age of pupils in the 7th, 8th and 9th grade is also quite a bit higher than in the other clusters.

  15. Informal e-mail communication with the French research team leader (March 2010).

  16. My university IRB is constituted of faculty representing different fields, as well as community representatives. One of the representatives resigned from the IRB because she failed to see the use of any kind of youth survey.

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Acknowledgments

I would like to thank all national partners involved in the International Self-Report Delinquency Study for their invaluable contributions. Without our partnership, the ISRD project could not have succeeded. I take full responsibility for the interpretations of the national research efforts, realising very well that I quite possibly may have misinterpreted the specifics of the research situation in a particular national site. This may be due to incomplete or missing information, or simple cultural bias. I welcome any supplemental information or corrective interpretation.

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  1. Sociology and Criminal Justice, Northeastern University, Boston, MA, 02115, USA

    Ineke Haen Marshall

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Marshall, I.H. “Pourquoi Pas?” Versus “Absolutely Not!” Cross-National Differences in Access to Schools and Pupils for Survey Research. Eur J Crim Policy Res 16, 89–109 (2010). https://doi.org/10.1007/s10610-010-9125-8

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