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Based on a study among higher-educated adult children of lower-class Turkish and Moroccan immigrants in the Netherlands, this open access book explores processes of identification among social climbers with ethnic minority backgrounds. Using both survey data and open interviews with these 'minority climbers', the study details the contextual and temporal nature of identification. The results illustrate how ethnicity is contextual but have tangible and inescapable effects at the same time. Also the findings call for a more reflexive use of terms like ethnic ingroup/outgroup and bonding/bridging. Overall, the book helps us understand the emergence of middle-class segments that articulate their minority identities and as such it will be of great interest to academics, policy makers and all those interested in processes of integration and/or diversity.

Geweld in naam van de islam vormt voor westerse samenlevingen een bedreiging, getuige de aanslagen in New York, Madrid en Londen. In Nederland heeft de moord op Theo van Gogh voor een toenemende aandacht voor radicale Nederlandse moslims gezorgd die zich afzetten tegen de Nederlandse samenleving en specifiek voor de enkelingen die daarin zelfs een gewelddadige koers propageren. Om preventief beleid te kunnen ontwikkelen is het van belang te weten waarom deze jongeren kiezen voor een radicale invulling van de islam, een benadering die de meeste moslims met argusogen bekijken.Deze uitgave geeft

AbstractThe emergence of middle‐classes that articulate their ethnic distinctiveness leads to discomfort and bewilderment in many societies. This rejection arises from assimilationist demands and straight‐line integration assumptions which dominate the integration discourse. Relying on social‐psychological theories, this mixed‐methods study explores the ethnic identification of university‐educated second‐generation Moroccan and Turkish Dutch. The findings once more underscore that ethnic and national identifications are not mutually exclusive, nor are ethnic identifications mere acts of ethnic retention. The findings suggest that social mobility shapes processes of ethnic identification in particular ways, in the sense that the belonging and self‐esteem that come with achieving an advanced socio‐economic status allow for (and even encourage) assertion of the ethnic‐minority identity; an ethnic identity that is partially reinvented. The insights of this study can help nuance the increasingly polarizing and exclusionary integration debates.

This chapter offers a systematic review of sociological research in the Netherlands on the relationship between race/ethnicity and educational inequality between 1980 and 2017. Six major research traditions are identified: (1) political arithmetic; (2) racism and ethnic discrimination; (3) school characteristics; (4) school choice; (5) family background and (6) an institutional approach, with research on 'family background' and 'political arithmetic' being the most dominant research traditions. Most of the research conducted in the Netherlands focuses on explaining 'underachievement' in relationship to 'Turkish', 'Moroccan' and 'Surinamese' minority students and is characterized by the use of quantitative research methods and a more positivistic approach to social sciences. This rich body of research is written mainly in Dutch and developed in a context characterized by a close collaborative relationship between educational sociologists and the government in conducting research in this area and a shift in policy that emphasises assimilation over multiculturalism.