Ethnic Hostility among Ethnic Majority and Minority Groups

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7. Educational Attainment and Ethnic Hostility | Results again give support to the idea that involvement with the host country, as expressed by Dutch media usage and contact with natives in leisure time is positively related to cultural integration. Negative contact – as measured with personal experiences of discrimination - strengthens identifi cation with the country of origin but not for Turks and second generation Moroccans. Given our fi ndings, we conclude that negative contact has a less consistent impact on (attitudinal indicators of) cultural integration than positive contact. Our mediators signifi cantly interpret the education effect for all ethnic categories with a signifi cant total effect of education. Although consumption of media from the country of origin was strongly positively related to identifi cation with the country of origin, it may come as no surprise that origin country media usage does not interpret the education effect; educational attainment was not related to this mediator as we already observed above (see Appendix 7.1). Once again, we fi nd that the negative effect of education is (fairly consistently) interpreted by Dutch media usage and contact with natives in leisure time. 161
Table 7.4 Parameter estimates of multiple mediator models predicting identifi cation with the origin country (direct effects of education and mediator variables and indirect effects education through mediator variables). 1st gen. Turks 1st gen. Moroccans 1st gen. Surinamese 1st gen. Antilleans b se b se b se b se Education (total) -0.03* 0.02 -0.04** 0.01 0.02 0.02 -0.03~ 0.02 Direct effects Education (direct) 0 0.01 0 0.01 0.02 0.02 0 0.02 Group threat 0.20** 0.04 0.03 0.04 0.09 ~ 0.05 0.02 0.05 Dutch media -0.14** 0.03 -0.13** 0.03 -0.05 0.04 -0.10* 0.04 Origin media 0.13 ** 0.03 0.17** 0.03 0.19** 0.05 0.20** 0.04 Positive contact -0.26** 0.05 -0.28** 0.05 -0.19** 0.06 -0.28** 0.06 Negative contact -0.02 0.04 0.05 0.04 0.17** 0.05 0.13** 0.04 Indirect effectsa b 90% CI b 90% CI b 90% CI b 90% CI Total indirect effect -0.18 -0.25 -0.11 -0.25 -0.29 -0.18 -0.02 -0.07 0.02 -0.21 -0.26 -0.15 Group discrimination 0.09 0.04 0.16 0.01 0.00 0.03 0.03 0.01 0.09 0.00 -0.01 0.03 Dutch media -0.16 -0.24 -0.10 -0.16 -0.24 -0.09 -0.04 -0.11 0.02 -0.04 -0.09 -0.01 Origin media 0.01 -0.02 0.06 0.01 -0.04 0.06 0.04 0.00 0.09 -0.04 -0.10 0.01 Positive contact -0.12 -0.20 -0.07 -0.12 -0.19 -0.07 -0.09 -0.16 -0.04 -0.12 -0.20 -0.07 Negative contact -0.01 -0.04 0.01 0.02 0.00 0.06 0.04 0.00 0.09 -0.01 -0.05 0.02 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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4. THE LOCAL LIVING ENVIRONMENT AND
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unit such as states or countries, w
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4. The Local Living Environment and
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4.4 RESULTS 4. The Local Living Env
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Table 4.2 continued Household compo
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5. TRENDS IN ETHNIC EDUCATIONAL INE
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5. Trends in Ethnic Educational Ine
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the worsening economic conditions o
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Table 5.3 continued Male (Female=re
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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 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
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
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Page 208 and 209: impact on depY. *The relative impac
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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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Ethnic Hostility among Ethnic Majority and Minority Groups

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