Ethnic Hostility among Ethnic Majority and Minority Groups

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6. Explanations for Ethnic Educational Inequality | Data, measurements and methods questionnaire provided income categories to facilitate students’ estimations. We used the middle value of each category. The net family income was set at a minimum of 400 euros. Parents’ contribution to study costs is measured in euros. Study costs are lower for students who live with their parents, so we include a dummy variable living at home (1) and not living at home (0). To capture to some extent the importance of foregone income, understood as indirect cost of studying, we asked students to what extent they agreed with the following statement: ‘I am devoting all of my time to fi nish school as soon as possible.’ Answer categories range from (0) completely disagree to (10) completely agree. We label this variable fi nish school ASAP, where higher scores indicate a stronger motivation to fi nish school as soon as possible. To measure higher education aspirations we asked students to what extent they agreed with the statement ‘I have had a lot of doubts about whether to continue my educational career.’ Answer categories range from (10) completely disagree to (0) completely agree. Higher scores on this variable indicate stronger aspirations for higher education. University aspirations is measured as agreement with the statement, ‘I have long had doubts about whether to go to a professional college or a university.’ Answer categories range from (10) completely disagree to (0) completely agree. We reversed the scoring for students currently enrolled in a professional college so that higher scores indicate stronger aspirations for a university degree. For categorical variables we included a category for respondents with missing values. For interval variables, we replaced missing values with mean values and constructed dummy variables to indicate if missing values were imputed. Interval variables are centred around the mean value to facilitate interpretation. Respondents with missing values on all four success probabilities were excluded from the analyses. The success probabilities for the four educational options were nested in individual students. We applied hierarchical linear random intercept models to control for a possible correlation between the success probabilities of individual students. Dummy variables were used to relate the success probability score to the relevant educational option. To test whether success probabilities and the other theoretical constructs of the Breen- Goldthorpe model explain social origin, sex and ethnicity differentials in the choice between the four mutually exclusive options in higher education, we used a multinomial conditional logit model. Success probabilities differ across the educational options and across students; the other explanatory variables vary across individuals only. For the analyses regarding success probabilities, we selected students who had completed higher general secondary education (‘HAVO’) or university-preparatory secondary education (‘VWO’) and enrolled in further education for the fi rst time (N=6,790). To explain the track decision in higher education, we selected students who had completed university-preparatory secondary school (‘VWO’) and enrolled in higher education for the fi rst time (N=4,615). The choice for professional college is a less standard choice for this group of students, although with 17 per cent of VWO graduates opting for a professional college in our sample not a rare one. Students who fi nished higher general secondary education (‘HAVO’) have only the two professional college options available to them, and are therefore excluded from the analyses regarding the transition to higher education. Table 6.1 summarises the descriptive statistics. 123
Table 6.1 Descriptives and bivariate relations between ascribed characteristics and ability, aspirations and study costsa Descriptives Bivariate relationships Parental contribution to study costs University aspirations Mean grade score secondary school N=4699 N % Mean SD Mean F Mean F Mean F Men 2492 53 6.9 8.1** 5.8 4.7* 279 8.5** Women 2207 47 6.7 4.8 283 Native Dutch 4147 88 6.8 7.6** 5.3 7.7** 283 4.5** Surinamese/Antilleans 82 2 6.5 5.0 216 Turks/Moroccans 47 1 6.6 5.4 179 Other 423 9 6.8 6.2 288 Social background Parental education 24.7** 111.6** 34.8** Primary, lower vocational and 1041 22 6.69 4.2 214 Lower general Intermediate vocational 497 11 6.76 4.4 256 Higher general and pre-university 602 13 6.83 5.2 267 Professional college 1231 26 6.84 5.4 297 University 1281 27 6.97 7.4 370 Parental income 2377 1033 Ability Mean grade score secondary school 6.9 0.9 Number of science subjects secondary school 3.1 1.4 Recommendation after primary school Below lower general 74 2 Lower general 136 3 Lower general to higher 295 6 General Higher general 330 7 Higher general to pre-university 1542 33 Continued on next page
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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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Table 3.1 Hierarchical linear inter
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Table 3.2 Hierarchical linear inter
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In model 8 we focus on the characte
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Table 3.3 Comparison of explanatory
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3.5 CONCLUSIONS We observed a weak
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9. The models presented in this cha
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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
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Page 96 and 97: 5. TRENDS IN ETHNIC EDUCATIONAL INE
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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
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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 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 160 and 161: Table 7.3 continued 2nd gen. Turks
Page 164 and 165: Table 7.4 continued 2nd gen. Turks
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Page 172 and 173: 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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