Ethnic Hostility among Ethnic Majority and Minority Groups

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Table 5.4 continued Male (Female= ref. cat.) 0.21~ 0.07 0.47** 0.00 Parental education (University = ref. cat.) Primary -0.29 0.30 -1.01** 0.00 Lower secondary -0.30 0.26 -0.78** 0.00 Higher secondary -0.03 0.91 -0.79** 0.00 Tertiary vocational 0.50~ 0.08 -0.48* 0.01 Father’s job status (status 32=0) -0.06 0.28 0.12* 0.01 Cox & Snell 0.18 0.24 -2LL 4276 Df=34 4090 Df=58 Δ-2LL 523 186 ** p
Transition 2 Results of the multinomial logistic regression concerning the transition after higher secondary education are summarised in Table 5.4. Pupils of Dutch descent opt more often than immigrants to continue their educational career after higher general secondary education. Only the odds higher vocational (HBO) versus stopping the educational career is shown, however, the redundant odds ‘university versus stopping’ may be calculated by adding the parameters of column 1 and column 2. We did not observe signifi cant trends among the ethnic groups in the odds to continue the educational career after higher secondary education at the tertiary level (signifi cance calculated by binary logistic regression). After higher secondary education, ethnic inequality is quantitatively maintained. The choice for university versus higher vocational education (HBO) was for ethnic minorities of older birth cohorts more popular than for native Dutch. Although only the parameters for the Surinamese and second generation Antilleans (0.56, 0.66, and 0.95 respectively) reach signifi cance, all other ethnic group by generation parameters are positive as well (with the exception of second generation Turks.) In recent years the choice for university gained in importance (see the main cohort trend parameter of 0.50 in column 2, Table 5.4). The ethnic group by generation cohort interaction effects are all negative, although only the interaction parameters of fi rst generation Moroccans, second generation Surinamese, and fi rst generation Antilleans (-0.94, - 0.63, and -0.72 respectively) reached signifi cance. The non-signifi cance of the trend parameters is possibly due to the relatively small sample sizes per ethnic group. We tentatively conclude that even when, contrary to our expectations, inequality is maintained quantitatively between higher secondary education and tertiary education, that, within tertiary education, inequality is established qualitatively as well. Once again, parental education and gender contribute to the model fi t (see Model B, Table 5.4). The chance to stop after higher secondary education is lower for students with higher educated parents (see Model B). However, the odd to continue at the tertiary vocational level (HBO) versus to stop is higher for students with parents who reached the tertiary vocational level (HBO) compared to students with at least one university graduated parent, this parameter is 0.50 (p=0.08; Model B). This latter fi nding can be explained by the ‘Avoidance of Downward Mobility Mechanism’ (Goldthorpe, 2000). Parents and children strive for avoidance of downward social mobility (Goldthorpe, 2000). For students with parents of whom at least one possess an university degree, both continuing at the tertiary vocational level (HBO) and stopping after higher secondary education (HAVO/VWO) is regarded as downward mobility. On the other hand, for students with parents who maximally obtained a tertiary vocational level, to enrol in university entails an unnecessary risk in order to avoid downwards mobility, since one could fail to graduate from university. Father’s job status only affects the odd ‘university versus HBO’. We observe that male students more often continue their educational career and when they continue it is more often at the university track compared to female students (b=0.47; p=0.00; Model B). This latter fi nding is in agreement with previous research of De Graaf and Wolbers (2003). Surprisingly, differences across ethnic groups are hardly affected by the inclusion of these background characteristics. Model C is estimated without the three-way interaction 112
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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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The actual ethnic competition withi
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(Pettigrew & Tropp, 2006). Wagner e
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seven categories: no-religion, Roma
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the lower the opposition to ethnic
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Page 69 and 70: 3.5 CONCLUSIONS We observed a weak
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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
Page 110 and 111: Table 5.3 continued Male (Female=re
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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 7.4 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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