Ethnic Hostility among Ethnic Majority and Minority Groups

More documents

Recommendations

Info

6. Explanations for Ethnic Educational Inequality | Conclusions in higher education according to the Breen-Goldthorpy model. Although, students with a higher grade point average at the secondary school level are more likely to opt for the more prestigious university level, we did not observe the primary effects mechanism when we examined the choice for a specifi c level in higher education. Neither ability nor success probabilities explain the effect of social origin on the level choice, after controlling for educational aspirations. On the other hand, ability and perceived success probabilities explain the effect of sex and social origin on fi eld choice. This is probably because perceived success probabilities vary more across fi elds than across levels in higher education and because our results indicate that educational aspirations do not play a key role when academic level is held constant. We therefore posit that most students judge the social returns similarly for educational tracks that differ in fi eld but not in level, at least more similarly than the social returns for tracks which differ in level but not in fi eld. This implies that enrolling in a diffi cult fi eld of study at the university level constitutes an unnecessary risk of downwards mobility, especially for students whose parents have a university degree. Related to the latter point, we argued that the selection on success probabilities is likely to be stronger among lower origin students than among higher social origins students since students of higher social origins are more concerned with status demotion and hence accept greater risks in order to avoid downwards mobility. Our results did however not support this claim; we did not fi nd a signifi cant differential impact of success probabilities across social origins. However, we tentatively conclude that women are less infl uenced by their expectations of success than men. Perhaps the track choices of women are more than men driven by concerns for acquiring specifi c types of knowledge. Success probabilities contribute to the explanation of school decisions, as predicted. But as said before, similar to differences in ability, differences in success probabilities do not explain the effect of ascribed characteristics on level choice. This contradicts the Breen and Goldthorpe model, but is in agreement with the earlier fi ndings of Stocké (2007) who analyzed school decisions at the start of secondary education when the relationship between social origin and ability is still relatively strong. This strengthens our interpretation that our (null) fi ndings are not due to the relatively weak relationship between social origin and ability at the entry point of higher education. On the other hand, Stocké’s fi ndings cannot be dismissed, because he relates to the effects of success probabilities as estimated by parents rather than by the students themselves. This said, success probabilities as estimated by students explain the effect of sex and social origin on fi eld choice and it does so even better than ability. After controlling for differences in success probabilities, ability does not further explain the effects of sex and social origin on fi eld choice. We thus conclude that ability explains the effect of sex and social origin on fi eld choice due to its infl uence on students’ perceptions of their own chances of success. This supports the underlying ‘primary effects’ mechanism of the Breen and Goldthorpe model. At the same time, ability is not a suffi cient indicator for the success probabilities of the students; success probabilities are better able to explain the infl uence of ascribed characteristics on fi eld choices than ability measures. The appropriateness of ability as an indicator for success probabilities may depend on the transition decision and whether one considers the success probabilities as estimated 139
y the parents or the students. Future research should establish empirically whose perception of the likelihood of future educational success is more important for different transition decisions during the educational career. This study showed that cost-benefi t evaluations infl uence not only schooling level choices, but fi eld of study choices as well. The results are mixed with respect to the applicability of the Breen and Goldthorpe model for explaining the effect of sex and ethnic origin on school decisions. The relative risk aversion mechanism offers the strongest explanation for the effect of social origin on level choice. Differences between men and women in their level choice in higher education are completely explained by differences in aspirations. This highlights the importance of the relative risk aversion mechanism. Subjective success probabilities explain differentials in fi eld choice across social origins and between the sexes. Ethnicity’s effect on school decisions cannot be explained by differences in the perceived costs of studying, aspirations or success probabilities. On the contrary, these theoretical constructs suppress ethnic differences. This last puzzling fi nding warrants further scientifi c attention. 6.6 NOTES 1. These exact subjects are mathematics, computer science, economics, biology, physics and chemistry. 2. (1 – ((390.63 + 135.36) / (447.21 + 121.79))) * 100 = 7.6 3. Expectations of success do not infl uence transition decisions differently across ethnic groups (not shown). 140
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 80 and 81:
Page 82 and 83:
Page 84 and 85:
4.4 RESULTS 4. The Local Living Env
Page 86 and 87:
Table 4.2 continued Household compo
Page 88 and 89:
Page 90 and 91: 4. The Local Living Environment and
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 160 and 161: Table 7.3 continued 2nd gen. Turks
Page 164 and 165: Table 7.4 continued 2nd gen. Turks
Page 168: 7. Educational Attainment and Ethni
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 182 and 183: local living environments (on ethni
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?