Ethnic Hostility among Ethnic Majority and Minority Groups

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5. Trends in Ethnic Educational Inequality | The Dutch educational system We claim to contribute to the scientifi c literature in several ways. A detailed description of the trends in fi nal educational attainment and educational transitions both across and within ethnic generations in which educational levels and (vocational and general) tracks are not aggregated and net associations are being modelled is missing in the Netherlands, and internationally scarce. We aim to fi ll this lacuna in the scientifi c literature on ethnic educational inequality and will describe in detail how different birth cohorts of the multi-ethnic Dutch society have been divided by their fi nal level of education. This description will also tell us whether the distinction between general and vocational educational plays a role in ethnic educational inequality. Furthermore, we aim to explain educational transition decisions for different birth cohorts at different branching points in the educational career. In doing so, we link the scholarship of ethnic educational inequality to the current literature on class-based educational inequality. Moreover, we aim to contribute in the discussion on Maximum Maintained Inequality and Effectively Maintained Inequality, and test their propositions in a multi-ethnic context. 5.2 THE DUTCH EDUCATIONAL SYSTEM The many decision points and the possibility to reach a level of education by different routes are characteristic features of the Dutch educational system. Until 1999, Dutch students could choose between four different educational tracks after they completed primary school (see Figure 5.1). A decision had to be made whether to start a vocational education (LBO) or to continue general education at a low, medium or high level (respectively MAVO, HAVO, VWO). One may also start a vocational track at a later point in the educational career; after having fi nished a general education. Tertiary education consists both of higher vocational education (HBO) and university. The vocational track is regarded as the less selective track compared to the general track. Full-time education is obligatory for students aged between 4 and 16. Students aged between 16 and 18 are only partially obliged to follow an education. We would like to point out that only the second generation immigrants have been subject to the complete Dutch educational system. 97
98 University 4-6 years VWO 6 years general tracks vocational tracks HAVO 5 years MAVO 4 years Primary education (PE) 8 years (start age 4) Figure 5.1 The Dutch educational system (until 1999) 5.3 EXPECTATIONS HBO 4 years MBO 3-4 years LBO 4 years Tertiary education Higher secondary education Lower secondary education Primary education 5.3.1 Modernization thesis The proposition of modernization theory states that the economies and concomitant occupational structures of modern, industrialised countries will come to dictate selection processes based on achieved characteristics of individuals. Selection processes present in the educational system or on the labour market that are based on ascribed characteristics such as social origin, gender, and ethnicity will turn out to be economically ineffi cient (Blau & Duncan, 1967). This trend from ascription to achievement, which was driven by the economy, was also accompanied by a change in the value patterns of western societies (Parsons, 1951). Ascribed characteristics not only could not, but also should not play any more an important role in selection processes. However, comparative empirical research on educational inequality among social strata has shown convincingly that with respect to educational opportunities meritocratization is not a universal process among modernised countries (Breen & Jonsson, 2005; Shavit & Blossfeld, 1993). In the Netherlands, the importance of social class in educational attainment did decrease (De Graaf & Luijkx, 1995). Moreover, gender has also become a less decisive determinant for highest attained level of education for the native Dutch (Van der Lippe & Van Doorne-Huiskes, 1995). In agreement with the observation that the Netherlands is indeed becoming ever more a meritocratic society with regard to the ascribed characteristics social origin and gender, we deduce a modernization hypothesis: Ethnic inequality in the educational system will decrease at all levels and for all tracks.
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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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Page 51 and 52: 1987). Assessment of the importance
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Page 55 and 56: (Pettigrew & Tropp, 2006). Wagner e
Page 57 and 58: seven categories: no-religion, Roma
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Page 61 and 62: Table 3.1 Hierarchical linear inter
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Page 67 and 68: Table 3.3 Comparison of explanatory
Page 69 and 70: 3.5 CONCLUSIONS We observed a weak
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Page 76 and 77: unit such as states or countries, w
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Page 84 and 85: 4.4 RESULTS 4. The Local Living Env
Page 86 and 87: Table 4.2 continued Household compo
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Page 96 and 97: 5. TRENDS IN ETHNIC EDUCATIONAL INE
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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
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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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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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