Ethnic Hostility among Ethnic Majority and Minority Groups

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Table 6.1 continued Pre-university 2303 49 Missing 19 0 Educational aspirations Higher education aspiration 9.3 2 University aspiration 7.4 3.3 Proxies for study costs Parental contribution to study costs 240 297 Living at home 40 Study tempo 5.4 2.7 Exam results higher education No examinations 375 8 Did not participate in examinations 70 2 Passed examinations 3695 79 Failed examinations 536 11 Success probabilities Professional college–science 49.2 29.7 Professional college–non-science 76.4 20.3 University–science 40.5 28.4 University–non-science 66.7 22.1 Educational choice Professional college–science 189 4 Professional college–non-science 586 13 University–science 1348 29 University–non-science 2492 53 *p< 0.05, p
6.4 RESULTS 6.4.1 Descriptives According to the Breen-Goldthorpe model, three mechanisms explain the effect of social origin on school decisions: (1) primary effects, which is to say, ability is related to social background and ability infl uences school decisions since it determines the subjective likelihood of success in the various educational tracks; (2) relative risk aversion, which states that children from more advantaged backgrounds have higher educational aspirations since the main aim of all social classes is to avoid downwards mobility; and (3) availability of economic resources, by which children from more advantaged backgrounds have more resources to cushion the costs of studying. Table 6.1 confi rms that among students currently enrolled in higher education, those from more advantaged backgrounds earned higher grade point averages in secondary school, they had stronger aspirations to study at the university level and had parents who contributed more to cover their study costs. The mechanisms of the Breen-Golthorpe model for explaining school decisions are assumed to be universal; they should explain not only the effect of social background on educational decisions but also the effects of sex and ethnicity on these decisions. That said, ability, educational aspirations and study costs can explain the effect of sex and ethnicity on school decisions only if they vary between men and women and across ethnic groups. Table 6.1 shows that women currently in higher education have a lower grade point average in secondary education than men and their ambition to study at the university level is lower than that of their male counterparts. On the other hand, women in higher education receive higher parental contributions to pay for their study costs than men, although this difference is not very substantial. Compared to the other ethnic groups, Surinamese and Antilleans have the lowest grade point average, followed by Turks and Moroccans. The native Dutch, together with the ‘other ethnic groups’ category (mostly western ethnic minorities), have the highest grade point average. The Surinamese and Antillean students have the lowest university aspirations. On the other hand, Turks and Moroccans have slightly higher aspirations than the native Dutch. The western immigrants have by far the highest aspirations, possibly because this group includes students whose motive for coming to the Netherlands was education-related. Differences in parental contribution to study costs across ethnic groups are substantial. We thus conclude that the three mechanisms of the Breen and Goldthorpe model should – in principle – be able to explain the effect of sex and ethnic background on school decisions. 126
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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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4. THE LOCAL LIVING ENVIRONMENT AND
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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 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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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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