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C 55   KS  2$TVq]]"k|$$"$IЖu_mI]i}|2$'|-uto2B $2$T䲽*BU>mNz."$̃Q$?ݝ8J-R4$R$ΤN߄^q.1LMR$(@,WcUЫjq$$$$$"$Q.}%m? s AA1? @834  g4LdLd0ppp@ g42d2d0p% p]<4!d!d 0L9ʚ;ʚ;<4ddddЁ 0r0___PPT10 pp2___PPT9/ 0? %O =dnChris Baerveldt, Marijtje van Duijn, Lotte Vermeij, Dianne van Hemert Ethnic Boundaries and Personal Choice 6oG&$(@' #NOSMO, Nijmegen, November 25, 2005.$$R.Research question ` Do high school pupils socially discriminate between ethnic groups (in favor of their own)?"a[(*What is discrimination?Feelings Prejudices Negative interactions Avoidance Homogenous personal networks & more than expected given availabilityxZx$A Availability?Who is available? The limits of personal network life Availability in settings Discrimination as a personal characteristic: inclinations Classrooms, availability and inclinations+ Specific research questions:1. Do pupils have more inter-ethnic relationships with fellow pupils than intra-ethnic relationships? 2. Can this difference be explained by the availability of inter-ethnic and intra-ethnic relationships? 3. Can the difference be explained by personal preferences of intra-ethnic over inter-ethnic relationships? ;P;DataProject Baerveldt et al.: Dutch Social Behavior Study (1996) 881 MAVO 4 pupils (approx.. age 16) at 19 schools questionnaire with individual (pupil) and network variables school variables also available ! 19 school networks (with 41-102 actors)jeZ Z\Z*ZA)  VariablesNetwork variables 10 items on type of relation with other pupils Main pupil variables ethnicity, acculturation gender importance friends at school, SES parents School variables number of pupils, composition of year groupt0J,0J, [0S/9Figure 1: A classroom network, defined by friendship ties::: @9Figure 2: Dutch MAVO-4 Students according to ethnic group:9$ Table 1. Frequencies of ten types of relationships of pupils within the pupil s network(XW0'XTable 2: Emotional support received from fellow pupils, by ethnicity of the source (%). 2YV" "1&Table 3: Emotional support received from fellow pupils, in percentages of the number of potential relationships (dyads) per ethnic category $"\2WFigure 3: Discrimination by ethnicity, or by gender, or just an effect of reciprocity?XXX b4$Assessing social discrimination (1)qNeed to control for dependence in relations pupil characteristics school characteristics Analysis per network<HH"Common p2 model0Density/reciprocity parameters: similarity wrt gender (girl) similarity wrt acculturation (high/low) similarity wrt ethnicity (Dutch, Moroccan, Turkish, Surinamese) Sender parameters: gender acculturation importance of friends at school L A A>+'!19 networks in p2$IAd hoc method: Obtain separate parameter estimates for all schools Perform meta analysis to Test whether estimates are different from zero Test whether estimates vary over schools and investigate importance of school characteristics availability (number of pupils, % Dutch and male pupils) and average importance of friendshipN_  =  ^    %Table 5: Major results of p2 analysis&% # P2 results-1jDifferent from zero: Similarity: m , gender, girl, ethnicity (all) Reciprocity: r, gender, girl, ethnicity (Turk.) Sender: gender, importance of friendship, acculturation (high) Receiver: acculturation (high,low) No similarity effects of acculturation Density and similarity effects stronger for girlsvZ /"h(1$ P2 results -2Some variation over schools % Dutch seems to be most important explanatory variable& .  Conclusions}More intra- than inter-ethnic relationships? True for Dutch but not for minorities Differences explained by availability? Yes for all categories: intra-ethnic relationships are still more attractive when controlled for by availability Discrimination? Weak but yes for all categories: differences remain when controlled for by relevant characteristics of actors, dyads and networks.-&'q-&'q  % DiscussionYAdded value network approach? Information Theory Methodology Only complete networks! 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"H $ 09gĖ ? ̙33 0 0( ( 0 (X ( C Xpu   ? ( S ?X Nq  ? "H ( 09gĖ ? ̙33  0 , (  ,X , C Xpu   ? , S LH?X Nq  ? "H , 09gĖ ? ̙33' 0 4 ( 0 4X 4 C Xpu   ? 4 S >?X Nq  ? "H 4 09gĖ ? ̙33& 0 8 (  8 8X 8 C Xpu   ? 8 S R?X Nq  ? "H 8 09gĖ ? ̙33 0 @@ ( 0 @X @ C Xpu   ? @ S ?X Nq  ? "H @ 09gĖ ? ̙33 0  D ( 0 DX D C Xpu   ? D S \?X Nq  ? "H D 09gĖ ? ̙33 0 H ( 8t@o@ HX H C Xpu   ? H S ?X Nq  ? "H H 09gĖ ? ̙33 0 L ( 0 LX L C Xpu   D L S |DX Nq  D "H L 09gĖ ? ̙33 0 `P ( 0 PX P C Xpu   ? P S d?X Nq  ? "H P 09gĖ ? ̙33 0 X ( @I@ XX X C Xpu   \ X S \X Nq  \ "H X 09gĖ ? ̙33 0 \ ( 0 \X \ C Xpu   \ \ S  \X Nq  \ "H \ 09gĖ ? ̙33 0 `` ( x `X ` C Xpu    ` S X Nq   "H ` 09gĖ ? ̙33/ 0 Pn(  d  c $Xpu   ?  s *|+?X Nq  ? X.De rondjes in rood met dikke strepen stellen delinquent leerlingen voor, de groen leerlingen zijn braaf en de gestreepte zitten ertussenin. De lijnen tussen de rondjes stellen gewone vriendschappen voor. Als je ze meet, neem je meestal pas aan dat er zo n vriendschap is als beide betrokken aangeven dat hij er is. Bij steunrelaties hoeft dat niet. Voor alle duidelijkheid: de betekenis van de lijntjes kan verschillen. Beschouwen we een ander soort lijntjes dan spreken we ook van een ander soort netwerk. Merk op dat er een sterke verdeling is van het netwerk naar delinquent gedrag. We spreken dan van een positieve ruimtelijke correlatie. De verdeling is niet helemaal absoluut want er zijn nog lijnen tussen individuen met verschillende kleuren. De correlatie is daarom niet maximaal.H  09gĖ ? ̙332 0 n(  d  c $Xpu   ?  s *l?X Nq  ? X.De rondjes in rood met dikke strepen stellen delinquent leerlingen voor, de groen leerlingen zijn braaf en de gestreepte zitten ertussenin. De lijnen tussen de rondjes stellen gewone vriendschappen voor. Als je ze meet, neem je meestal pas aan dat er zo n vriendschap is als beide betrokken aangeven dat hij er is. Bij steunrelaties hoeft dat niet. Voor alle duidelijkheid: de betekenis van de lijntjes kan verschillen. Beschouwen we een ander soort lijntjes dan spreken we ook van een ander soort netwerk. Merk op dat er een sterke verdeling is van het netwerk naar delinquent gedrag. We spreken dan van een positieve ruimtelijke correlatie. De verdeling is niet helemaal absoluut want er zijn nog lijnen tussen individuen met verschillende kleuren. De correlatie is daarom niet maximaal.H  09gĖ ? ̙334 0 8(  d  c $Xpu   ?  s *,?X Nq  ? "H  09gĖ ? ̙33A 0 (8(  (d ( c $Xpu    ( s *ըX Nq   "H ( 09gĖ ? ̙33Bx} |ս}&! 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Frequencies of ten types of relationships of pupils within the pupils networkYTable 2: Emotional support received from fellow pupils, by ethnicity of the source (%). Table 3: Emotional support received from fellow pupils, in percentages of the number of potential relationships (dyads) per ethnic category XFigure 3: Discrimination by ethnicity, or by gender, or just an effect of reciprocity?%Assessing social discrimination (1)Common p2 model19 networks in p2&Table 5: Major results of p2 analysis P2 results-1P2 results -2 Conclusions DiscussionThe End Gebruikte lettertypen OntwerpsjabloonIngesloten OLE-bronprogramma's Diatitels'_>[chris baerveldtchris baerveldt  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesCurrent UserSummaryInformation([ |gebruikergebruiker