Education and Inter-Ethnic Attitudes among Recent Immigrants in the Netherlands

Abstract

AbstractRecent research shows that better educated and structurally integrated immigrants do not articulate more positive attitudes toward the ethnic majority than immigrants who have lower levels of educational attainment, described as evidence of an “integration paradox.” While these findings have important implications for theories of immigrant integration, they stand in contrast with theories of intergroup relations, e.g., intergroup contact theory. Importantly, these findings also challenge the strong theoretical expectation that higher levels of education generate more positive intergroup attitudes, that is, the universality of the educational effect. Using four waves from ‘New Immigrants Survey Netherlands’ (NIS2NL) survey, I investigate attitudinal differences toward both the ethnic majority and other ethnic minorities in the Netherlands for four recent immigrant groups by focusing on the highest level of education from their country of origin. First, I analyze whether the relationship between education and outgroup attitudes differs toward the ethnic majority and toward ethnic minorities. Second, I look at how attitudes toward outgroups change over time. Findings indicate that immigrants with higher levels of educational attainment hold more positive attitudes toward other ethnic minority groups, and these attitudes are stable over time. Attitudes toward the ethnic majority, however, are initially very positive but become less so over time, regardless of level of education. The findings shed new light on the universality of the educational effect on interethnic attitudes by showing that higher levels of education among immigrants have a potential “liberalizing” effect only toward minority groups, but not toward the ethnic majority.