184 Chapter 5 Full-time students Part-time students N M SD N M SD I recognise that I live within a Reformed Christian social bubble—namely, that my own circle and experiences are separate from wider society. 158 3.24 1.11 55 3.31 1.35 I have gained too little life experience outside of the Reformed Christian bubble. 158 2.61 1.05 55 2.20 1.18 In our DCU education, too little attention is paid to what is going on outside the Reformed Christian bubble. 158 2.96 .98 55 3.31 1.12 There is sufficient attention paid in our DCU education to teaching children from socioeconomically disadvantaged families. 158 2.43 .87 55 2.64 1.01 There is sufficient attention paid in our DCU education to teaching children with significant (language) backlogs due to integration problems. 158 2.78 .96 55 2.53 .98 Our DCU education pays sufficient attention to good citizenship education. 158 3.59 .91 55 3.22 .92 Our DCU education provides education in which the various aspects of WCD are generally well connected. 158 3.61 .76 55 3.22 .85 I have personally come into contact with new Dutch people who were still in the process of integrating into Dutch society. 158 2.66 .93 55 2.76 1.23 I have personally dealt with people experiencing socioeconomic adversity. 158 2.44 .97 55 2.84 1.26 I have come into contact with children from socioeconomically disadvantaged families in my internship experience. 158 2.61 1.00 55 3.04 1.15 I have personally come into contact with children with significant (language) backlogs due to integration problems. 158 2.22 1.16 55 2.51 1.35 What stands out from the students’ responses to the statements is that, at the end of the DCU programme, the students feel they have entry-level competence for Reformed Christian and Protestant Christian education, but not for secular schools. Moreover, for a Christian school with an open admissions policy, most students still feel entry-level proficiency, whereas for a Christian school with a high ethnic and/or religious identity, they feel less so. The students appreciate the broad citizenship education they receive as part of the DCU curriculum, although they indicate that the programme does not connect this with learning to deal with and teach children from poor families or children with (language) deficits due to integration problems. The students do not feel that they have
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