Ethnic Hostility among Ethnic Majority and Minority Groups

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5. Trends in Ethnic Educational Inequality | Analyses and results order parameters of the saturated model (i.e. the ESC parameters) tell us whether an ‘Ethnicity by Schooling’ association that belongs to a specifi c birth cohort deviates from the mean (over birth cohorts) ‘Ethnicity by Schooling’ association. 4 We use the BIC statistic as the criterion for model selection. The BIC statistic may be considered as a likelihood ratio (L) corrected for sample size and the number of degree of freedom (df) used. Parsimonious models are preferred above less parsimonious models. The restricted model with the lowest BIC value describes the data best given the degree of freedom it uses. Saturated models have a BIC value of zero. We have summarised the BIC values in Table 5.1. The addition of parameters that represent the associations between ethnicity and fi nal educational attainment (model 2), and the addition of a linear trend in these associations (model 3) are in both cases improvements to the baseline model 1 (see Table 5.1). Model 3 is the preferred model, according to the BIC statistic. We therefore reach the conclusion that at specifi c educational levels, ethnic specifi c over- and under-representation exist and that trends in fi nal educational attainment levels differ across ethnic groups. The associations between ethnicity and educational achievement have, in general, been altered in a linear fashion. The estimates of the relevant parameters are presented in Table 5.2. 5 Positive ‘Ethnicity by Schooling’ associations, or ES parameters, refer to an overrepresentation for an ethnic minority group at this educational level, compared to the association of native Dutch with this level. Signifi cant ESC(1) parameters with opposite signs as the signifi cant ES parameters indicate that the association has more closely come to resemble the Dutch association. We italicised these parameters. Parameters that refl ect a (signifi cant) persistent inequality are in bold face. Note, that the ES association parameters are robust to model specifi cation (model 2 versus model 3 and the saturated model, Appendix 5.3). Table 5.1 Goodness-of-fi t statistics for loglinear models that test the associations between ethnicity and educational attainmentabc LL df P BIC M1. Baseline (= E S C EC SC) 17417 140 0.0 15963 M2. Baseline + ES 572 112 0.0 -591 M3. M2 + ESC(1) 214 84 0.0 -658 a N=32322, Dutch weighted b E, main effect of Ethnicity; S, main effect of completed level of education/schooling; C, main effect of cohort; ES, association between Ethnicity and Schooling; ESC(1), linear trend over cohorts of ES. c The preferred model is in bold face. Source: SPVA, 1988, 1991, 1994, 1998, and 2002 103
Table 5.2 Parameters estimates of Model 3 representing the association between ethnicity and fi nal educational attainment (ES) and linear changes therein (ESC(1)) (baseline parameters not shown) ab Primary Lower secondary Higher secondary Tertiary Vocational General Vocational General Vocational University
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ETHNIC HOSTILITY AMONG ETHNIC MAJOR
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Promotores: prof. dr. N. D. de Graa
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Science is so much more fun when yo
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3.4.1 Opposition to ethnic intermar
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8.3.1 Theoretical implications for
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1. INTRODUCTION 1.1 NEW QUESTIONS 1
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1. Introduction | New questions ski
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1. Introduction | The setting of th
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1. Introduction | Research question
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Table 1.1 Outline of empirical chap
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1. Introduction | Notes 27
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2. SOCIAL MOBILITY AND ETHNIC HOSTI
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2. Social Mobility and Ethnic Hosti
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social conformity favour more toler
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e more important than the infl uenc
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2.4 RESULTS 2. Social Mobility and
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1987). Assessment of the importance
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Page 55 and 56: (Pettigrew & Tropp, 2006). Wagner e
Page 57 and 58: seven categories: no-religion, Roma
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Page 63 and 64: Table 3.2 Hierarchical linear inter
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Page 69 and 70: 3.5 CONCLUSIONS We observed a weak
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Page 76 and 77: unit such as states or countries, w
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Page 84 and 85: 4.4 RESULTS 4. The Local Living Env
Page 86 and 87: Table 4.2 continued Household compo
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Page 96 and 97: 5. TRENDS IN ETHNIC EDUCATIONAL INE
Page 98 and 99: 5. Trends in Ethnic Educational Ine
Page 102 and 103: the worsening economic conditions o
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Page 112 and 113: Table 5.4 continued Male (Female= r
Page 118 and 119: 6. EXPLANATIONS FOR ETHNIC EDUCATIO
Page 120 and 121: To answer our research questions, w
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Page 126 and 127: Table 6.1 continued Pre-university
Page 130 and 131: Table 6.2 continued Lower general t
Page 138 and 139: Model 4 includes both the ability m
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Page 148 and 149: 7. Educational Attainment and Ethni
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7. Educational Attainment and Ethni
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Table 7.2 continued Control variabl
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Table 7.3 continued 2nd gen. Turks
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Table 7.4 continued 2nd gen. Turks
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8. CONCLUSION 8.1 INTRODUCTION 8. C
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8.2 QUESTIONS, RESULTS AND CONCLUSI
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8. Conclusion | Questions, results
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local living environments (on ethni
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8. Conclusion | Theoretical implica
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ethnic hosting threat contact / res
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8. Conclusion | Retrospect and pros
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8. Conclusion | Notes 195
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APPENDIX Appendix 197
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APPENDIX 2.2 DESCRIPTIVE STATISTICS
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Appendix 2.3 continued Mobility typ
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APPENDIX 2.4 TUTORIAL DIAGONAL MOBI
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*********MEANS and OLS***********.
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impact on depY. *The relative impac
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Appendix *The impact of the destina
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vector d = d1 to d6. vector p = p1
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*and with constraints our model wou
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Appendix 215
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Appendix 3.1 continued father’s s
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APPENDIX 3.3 OPPOSITION TO ETHNIC I
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Appendix Appendix 4.1 continued Eco
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Appendix APPENDIX 4.3 VARIANCE COMP
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Appendix 5.1 continued Ethnicity N
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APPENDIX 5.3 ROBUSTNESS OF ES ASSOC
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Appendix APPENDIX 5.5 MULTI-NOMINAL
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Appendix 7.1 continued 2nd gen. 2nd
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Appendix 233
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BIBLIOGRAPHY Bibliography Abu-Rayya
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Bibliography Buijs, F. J., Demant,
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Bibliography (pp. 345-383). Oxford:
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Bibliography euthanasia, homosexual
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Bibliography Onderzoek (ISEO). Mart
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Bibliography Politics, 58(1), 41-72
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Bibliography Worchel (Eds.), The so
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Bibliography 249
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Summary in Dutch / Nederlandstalige
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CURRICULUM VITAE Curriculum Vitae J
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ICS DISSERTATION SERIES ICS dissert
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ICS dissertation series 37) Andreas
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ICS dissertation series 76) Inge Si
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ICS dissertation series 115) Martin
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Why do some individuals express mor
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