Ethnic Hostility among Ethnic Majority and Minority Groups

More documents

Recommendations

Info

7. Educational Attainment and Ethnic Hostility | Expectations Similarly, we expect that: The use of media from the country of origin is positively related to opposition to ethnically mixed relationships and to identifi cation with the country of origin among ethnic minorities (Hypothesis 6). 7.2.4 Contact experiences Contact opportunities for ethnic minorities are positively related to actual contact experiences (Gijsberts & Dagevos, 2007; Martinovic, Tubergen, & Maas, 2008). Given that higher educated migrants are surrounded more by native Dutch than lower educated migrants, higher educated migrants have a greater opportunity to associate with native Dutch than lower educated migrants. Positive contact with members of ethnic outgroups leads to the recognition of heterogeneity within the outgroup, causes negative stereotypes to diminish and ultimately that the in- and outgroup are decategorised (Brown, 2000). As a consequence, members of outgroups are perceived as less threatening and prejudice is reduced (Stephan & Stephan, 2000). Negative contact experiences on the other hand may give rise to negative affections to outgroup members – probably by enforcing negative stereotypes, attenuating group boundaries, and increasing feelings of ethnic threat (Jaspers, 2008). Among native populations, contact with ethnic outgroups is positively related to ethnic tolerance (Pettigrew & Tropp, 2006), even if the optimal meeting conditions as formulated by (Allport, 1979 [1954]) are not met. In the US, interracial contact experiences do not seem to affect attitudes of blacks towards whites (Sigelman & Welch, 1993). Prior research on the effect of contact among minority populations in Europe is scarce but for the Netherlands, Gijsberts and Dagevos (2007) found that ethnic minorities who maintain more contact with native Dutch hold fewer negative stereotypes. We assume that contact in leisure time is in general positive and will provide counterexamples to the possible derogative stereotypes one may have, both for ethnic minority groups and native Dutch. Hence, we expect that: Contact in leisure time is negatively related to opposition to ethnically mixed relationships (for all ethnic groups) and to identifi cation with the country of origin (for minority groups) (Hypothesis 7). Since higher educated migrants will have more contact opportunities than lower educated migrants, we expect that: A negative impact of education on ethnic hostility among ethnic migrants is in part interpreted by contact experiences in leisure time (Hypothesis 8). Since lower educated natives have more inter-ethnic contact opportunities than higher educated natives, one could expect that contact experiences in leisure time suppress the negative effect of education on ethnic hostility among natives. However, for natives it has been demonstrated that especially the higher educated have more positive inter-ethnic contact experiences – due to their less hostile attitudes directed to ethnic outgroups. For natives, the more likely hypothesis is therefore that contact in leisure explains in part the negative impact of educational attainment on ethnic hostility as well. We regard personal experiences of being discriminated against as a type of negative contact. Following the argument above, we thus expect that: Personal experiences of discrimination are positively related to opposition to ethnically mixed relationships and to identifi cation with the country of origin among ethnic minorities (Hypothesis 9). 149
Higher educated minorities have more opportunities to come into contact with natives but these natives are likely to be higher educated as well. Higher educated natives express less ethnic hostility and may consequently be expected to be less prone to discriminate. If, as a result of this, higher educated minorities are less likely to experience discrimination, this would lead to the expectation that: The educational effect among ethnic migrants is in part interpreted by negative contact experiences (Hypothesis 10). The explanatory model is summarised in Figure 7.1 and the hypotheses in Table 7.1. 150 Education Education a1 a2 a3 a4 a5 Controls Controls c Group threat Dutch media Origin media Positive contact Negative contact c Figure 7.1 Multiple mediator model of the impact of education on opposition to ethnically mixed relationships and identifi cation with the origin country (Y) (paths from controls to mediators not shown) b1 b2 b3 b4 b5 Y Y
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:
Page 92:
Page 96 and 97:
5. TRENDS IN ETHNIC EDUCATIONAL INE
Page 98 and 99:
5. Trends in Ethnic Educational Ine
Page 100 and 101: 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?