Ethnic Hostility among Ethnic Majority and Minority Groups

More documents

Recommendations

Info

5. Trends in Ethnic Educational Inequality | Analyses and results All three theories predict that at the primary levels inequality should decrease across ethnic groups in the Netherlands. We see that the over-representation for Turks and Moroccans at the ‘no-education level’ and the over-representation for Turks at the primary elementary level indeed decreased (Table 5.2). For example, the ESC(1) parameters for Turks for the educational levels ‘
we also assessed whether this is in part due to ethnic minorities who more often than native Dutch leave the educational system after elementary school. The second transition we analysed takes place after fi nishing higher secondary education (HAVO/VWO). At this stage, pupils may leave the educational system or continue their education at the tertiary level, either at the vocational HBO, or at the university. 6 Both of these school decision nodes consist of several odds. We estimated the odds simultaneously for each branching point in multinomial logistic regression models. The regression weights regarding the fi rst and second transition are presented as logits in Table 5.3 and Table 5.4, respectively. In the analyses, we made a distinction between fi rst generation immigrants and second generation immigrants and constructed the variable ‘Ethnic group by Generation’. Model A (Table 5.2 and 5.3) also includes the trend parameters (i.e. ‘Year of birth’*‘Ethnic group by Generation’). We added the variables ‘Gender’, ‘Parental education’ and ‘Father’s job status’ in model B to assess the ethnic penalty net of these background variables. In model C we accounted for the possibility that changes in educational differentials might be different between men and women and that emancipation processes took place at a different pace for ethnic groups. Results of Model C are summarised in Appendix 5.4 and Appendix 5.5, respectively for transition 1 and 2. Transition 1 Leaving the educational system is only a viable option for fi rst generation Turks and Moroccans as the ‘Ethnic group by Generation’ parameters of -4.21 and -3.77 in column 1, Model A show (Table 5.3). The chance to leave the educational system for those who followed their education in the Netherlands is low, approximately 2% (as estimated by the parameters of our models). We further observe that the Dutch trend parameter is -1.02. This means that continuing at the lower vocational track has become a less relevant choice compared to the choice to leave the educational system for later generation pupils of Dutch descent. Since the trend parameters for the ethnic minority groups are either positive or non-signifi cant, we conclude that for this specifi c odd, ethnic educational differentials have diminished. This fi nding is in line with all three theoretical frameworks; the modernization thesis, MMI proposition and the EMI proposition. Of the older cohorts, only second generation Turks less often opt to continue at the general level (MAVO) versus to the vocational level (LBO), compared to the native Dutch (-0.63). The general track at lower secondary education (MAVO) is gaining in importance compared to the vocational level (LBO) for most ethnic groups. However, in comparison with the native Dutch, this process is less pronounced for second generation Moroccans and Antilleans (their cohort trend interaction parameters are -0.27 and -0.36, respectively). At lower secondary education, inequality is therefore maintained qualitatively for specifi c ethnic groups. This clearly refutes the modernization thesis. Next, we test the MMI hypotheses, which states that inequality is effectively maintained if saturation is not reached. We therefore inspect the relative chance to continue at the higher secondary general levels (HAVO/VWO) compared to the chance to continue at the lower secondary general level (MAVO, see column 3, Model A, Table 5.3). In sum, all immigrants either experienced a negative trend compared to the native Dutch, or second generation minorities experienced 106
Page 1 and 2:
ETHNIC HOSTILITY AMONG ETHNIC MAJOR
Page 3:
Promotores: prof. dr. N. D. de Graa
Page 6 and 7:
Science is so much more fun when yo
Page 8 and 9:
3.4.1 Opposition to ethnic intermar
Page 10:
8.3.1 Theoretical implications for
Page 14 and 15:
1. INTRODUCTION 1.1 NEW QUESTIONS 1
Page 16 and 17:
1. Introduction | New questions ski
Page 18 and 19:
1. Introduction | The setting of th
Page 20 and 21:
1. Introduction | Research question
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Table 1.1 Outline of empirical chap
Page 28:
1. Introduction | Notes 27
Page 32 and 33:
2. SOCIAL MOBILITY AND ETHNIC HOSTI
Page 34 and 35:
2. Social Mobility and Ethnic Hosti
Page 36 and 37:
social conformity favour more toler
Page 38 and 39:
Page 40 and 41:
e more important than the infl uenc
Page 42 and 43:
2.4 RESULTS 2. Social Mobility and
Page 44 and 45:
Page 46 and 47:
Page 48:
Page 51 and 52:
1987). Assessment of the importance
Page 53 and 54:
The actual ethnic competition withi
Page 55 and 56: (Pettigrew & Tropp, 2006). Wagner e
Page 57 and 58: seven categories: no-religion, Roma
Page 59 and 60: the lower the opposition to ethnic
Page 61 and 62: Table 3.1 Hierarchical linear inter
Page 63 and 64: Table 3.2 Hierarchical linear inter
Page 65 and 66: In model 8 we focus on the characte
Page 67 and 68: Table 3.3 Comparison of explanatory
Page 69 and 70: 3.5 CONCLUSIONS We observed a weak
Page 71 and 72: 9. The models presented in this cha
Page 74 and 75: 4. THE LOCAL LIVING ENVIRONMENT AND
Page 76 and 77: unit such as states or countries, w
Page 78 and 79: 4. The Local Living Environment and
Page 84 and 85: 4.4 RESULTS 4. The Local Living Env
Page 86 and 87: Table 4.2 continued Household compo
Page 92: 4. The Local Living Environment and
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
Page 110 and 111: Table 5.3 continued Male (Female=re
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
Page 122 and 123: 6. Explanations for Ethnic Educatio
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
Page 144 and 145: 7. EDUCATIONAL ATTAINMENT AND ETHNI
Page 146 and 147: among four ethnic minority groups i
Page 148 and 149: 7. Educational Attainment and Ethni
Page 152 and 153: Table 7.1 Summary of hypotheses Cor
Page 156 and 157:
Table 7.2 continued Control variabl
Page 158 and 159:
7. Educational Attainment and Ethni
Page 160 and 161:
Table 7.3 continued 2nd gen. Turks
Page 162 and 163:
Page 164 and 165:
Table 7.4 continued 2nd gen. Turks
Page 166 and 167:
Page 168:
Page 172 and 173:
8. CONCLUSION 8.1 INTRODUCTION 8. C
Page 174 and 175:
8.2 QUESTIONS, RESULTS AND CONCLUSI
Page 176 and 177:
8. Conclusion | Questions, results
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
local living environments (on ethni
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
8. Conclusion | Theoretical implica
Page 192 and 193:
ethnic hosting threat contact / res
Page 194 and 195:
8. Conclusion | Retrospect and pros
Page 196 and 197:
8. Conclusion | Notes 195
Page 198 and 199:
APPENDIX Appendix 197
Page 200 and 201:
APPENDIX 2.2 DESCRIPTIVE STATISTICS
Page 202 and 203:
Appendix 2.3 continued Mobility typ
Page 204 and 205:
APPENDIX 2.4 TUTORIAL DIAGONAL MOBI
Page 206 and 207:
*********MEANS and OLS***********.
Page 208 and 209:
impact on depY. *The relative impac
Page 210 and 211:
Appendix *The impact of the destina
Page 212 and 213:
vector d = d1 to d6. vector p = p1
Page 214 and 215:
*and with constraints our model wou
Page 216 and 217:
Appendix 215
Page 218 and 219:
Appendix 3.1 continued father’s s
Page 220 and 221:
APPENDIX 3.3 OPPOSITION TO ETHNIC I
Page 222 and 223:
Appendix Appendix 4.1 continued Eco
Page 224 and 225:
Appendix APPENDIX 4.3 VARIANCE COMP
Page 226 and 227:
Appendix 5.1 continued Ethnicity N
Page 228 and 229:
APPENDIX 5.3 ROBUSTNESS OF ES ASSOC
Page 230 and 231:
Appendix APPENDIX 5.5 MULTI-NOMINAL
Page 232 and 233:
Appendix 7.1 continued 2nd gen. 2nd
Page 234 and 235:
Appendix 233
Page 236 and 237:
BIBLIOGRAPHY Bibliography Abu-Rayya
Page 238 and 239:
Bibliography Buijs, F. J., Demant,
Page 240 and 241:
Bibliography (pp. 345-383). Oxford:
Page 242 and 243:
Bibliography euthanasia, homosexual
Page 244 and 245:
Bibliography Onderzoek (ISEO). Mart
Page 246 and 247:
Bibliography Politics, 58(1), 41-72
Page 248 and 249:
Bibliography Worchel (Eds.), The so
Page 250 and 251:
Bibliography 249
Page 252 and 253:
Summary in Dutch / Nederlandstalige
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
CURRICULUM VITAE Curriculum Vitae J
Page 266 and 267:
ICS DISSERTATION SERIES ICS dissert
Page 268 and 269:
ICS dissertation series 37) Andreas
Page 270 and 271:
ICS dissertation series 76) Inge Si
Page 272 and 273:
ICS dissertation series 115) Martin
Page 274:
Why do some individuals express mor
show all

Ethnic Hostility among Ethnic Majority and Minority Groups

Create successful ePaper yourself

Delete template?

Save as template?