Ethnic Hostility among Ethnic Majority and Minority Groups

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1. Introduction | Research questions and outline of this book track in higher education. My point of departure is the Breen-Goldthorpe model, a formal microtheoretical model developed to explain (trends in class-based) educational differentials (Breen & Goldthorpe, 1997; Goldthorpe, 2000). According to this model, students make rational decisions based on cost-benefi t evaluations which are infl uenced by subjective beliefs about the likelihood of success in different educational tracks, expected direct and indirect costs associated with each transition choice, and subjective beliefs about the utility of educational outcomes. The tenability of the Breen-Goldthorpe model within a multi-ethnic context is so far unclear. I will argue in Chapter 6 that male and female students, students from different social backgrounds and students with different ethnic origins may have different beliefs regarding their success probabilities, even after controlling for ability. Differences in success probabilities are thereby a likely candidate to account in part for existing ethnic educational differentials. Surprisingly, to what extent success probabilities explain the effect of ascribed characteristics such as ethnicity on schooling decisions have remained unclear, since success probabilities have seldom been included in explanatory models (for an exception, see: Stocké, 2007). The research question of Chapter 6 is therefore: To what extent do subjective estimates of success probabilities explain the effect of social origin, sex and ethnicity on students’ choices between different school tracks in Dutch higher education? After having investigated the educational integration of ethnic minorities in Chapter 5 and the extent to which differences in subjective beliefs of future school success explain the observed ethnic educational inequality in Chapter 6, I will investigate the effect of educational attainment on indicators of ethnic hostility and cultural integration among minorities in Chapter 7. Chapter 7, Educational Attainment and Ethnic Hostility Educational attainment is an important, if not the most important, determinant of ethnic hostility among native ethnic groups (e.g. Hagendoorn & Nekuee, 1999). Surprisingly, the effect of education on ethnic hostility is by no means clear for ethnic-minority groups. Several authors even speak of an ‘integration paradox’ by which they refer to counterintuitive fi ndings that especially well-educated ethnic minorities presumably feel rejected by the host country and perceive cultural differences and discrimination (Buijs et al., 2006; Gijsberts & Vervoort, 2009) These studies do not imply that education in general is positively related to ethnic hostility among ethnic minorities, but do raise questions regarding the assumed positive effect of education on cultural integration and inter-ethnic tolerance among ethnic minorities. Due to educational expansion in the Netherlands in recent decades, educational categories have become more distinct in terms of their cognitive skills. Probably as a consequence of this, the educational effect on ethnic tolerance increased among native Dutch in the 1975-1998 time period (Jaspers, 2008). Following this line of argument, I will use the results of the fi rst two chapters of Part 2, which study the educational integration of ethnic minorities, to derive hypotheses regarding the strength of the education effect on indicators of ethnic hostility and cultural integration among ethnic minorities. Chapter 7 also uses Ethnic Competition Theory and 23
Contact Theory to derive hypotheses regarding the mechanisms behind educational attainment and indicators of ethnic hostility and cultural integration. According to Ethnic Competition Theory and Contact Theory, members of society’s dominant ethnic group perceive less ethnic threat, and have more positive and fewer negative contact experiences. This in turn would partly explain why higher educated natives are less hostile to ethnic minorities. But if, and to what extent, these causal mechanisms also hold for ethnic minority groups has to be empirically investigated. I am unaware of any empirical study that makes use of highly representative datasets among different ethnic minority groups in which the mechanisms that provide insight into the link between educational attainment and indicators of ethnic hostility and cultural integration have been investigated. It is my aim to fi ll this lacuna with Chapter 7. The fi nal research question this book addresses is: To what extent and why is educational attainment linked to indicators of both ethnic hostility among and cultural integration of ethnic minorities (i.e. opposition to ethnically mixed relationships and identifi cation with the country of origin)? In sum, in Part 2 of this book I recognise that although educational attainment might be an important determinant for ethnic hostility among native populations, one of the reasons to expect education to affect ethnic hostility differently across ethnic groups in the Netherlands is that educational levels are distributed differently across ethnic groups. Since the exact extent of these differences and the trends herein are unclear, I will fi rst direct my attention to the educational integration of ethnic minorities. Next, I will explore to what extent and why educational attainment affects indicators of ethnic hostility and cultural integration among ethnic minorities. 1.3.3 Questions, theories, perspectives, data and methods The research questions of the empirical chapters, Chapter 2 to 7, have been summarised in Table 1.1 together with the perspective applied, the theories from which the hypotheses are deduced, and the datasets and statistical methods that will be used to test these hypotheses. In the last chapter of this book, Chapter 8, I will assess to what extent I have been successful in answering the core question of this book; what might be the sociological reasons for the fact that some people, belonging to particular ethnic groups, situated in time and place, hold more (or less) ethnic hostility than others? I will refl ect on the theoretical implications of my empirical fi ndings, and will give my opinion on which direction future research should take. 24
Page 1 and 2: ETHNIC HOSTILITY AMONG ETHNIC MAJOR
Page 3: Promotores: prof. dr. N. D. de Graa
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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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Table 5.4 continued Male (Female= r
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6. EXPLANATIONS FOR ETHNIC EDUCATIO
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To answer our research questions, w
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6. Explanations for Ethnic Educatio
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Table 6.1 continued Pre-university
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Table 6.2 continued Lower general t
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Model 4 includes both the ability m
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7. EDUCATIONAL ATTAINMENT AND ETHNI
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among four ethnic minority groups i
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7. Educational Attainment and Ethni
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Table 7.1 Summary of hypotheses Cor
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Table 7.2 continued Control variabl
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Table 7.3 continued 2nd gen. Turks
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Table 7.4 continued 2nd gen. Turks
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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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