Samenvatting

This study explored the relations between epistemological beliefs, social status of parents (n = 262), and school preferences. Epistemological beliefs were measured by 20 bi‐polar statements. School preferences were derived from paired comparisons of educational quality of available primary schools. Social status was measured in two dimensions, status level and status type, derived from parents' responses on life style. One dimension of a three‐dimensional unfolding solution of school preferences, interpreted as a contrast of old‐fashioned versus modern, was substantially related both to epistemological beliefs and to social status level. Though epistemological beliefs were related to level of education, their relation to status level and status type was not confirmed.