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An introductory chapter discusses the nature of comparative research on racism, noting that it includes systematic analyses of ethnic prejudice in crossnational settings; policy-oriented studies that map out institutional discrimination or evaluate antidiscrimination measures; & theoretical assessments of the portrayal/treatment of racial or ethnic outgroups in different societies. The aim of most of these studies is to identify & explain significant similarities or differences. Research focused on similarities employs strategies based on the underlying assumption of "brothers under the same skin," while work stressing differences is rooted in a "birds of a different feather" mindset. It is suggested that the different approaches are also associated with different disciplinary areas, ideological positions, & conceptualizations of racism. Other issues discussed include how to compare groups, cultures, or nations; the moral responsibility of researchers; relative costs/benefits of comparative research; effects of cultural bias in research; & links between academic research & policy making. The themes covered by the contributors are outlined, along with questions considered vital for conducting or assessing comparative research. 51 References. J. Lindroth

The article first summarises the history of ethnic minority policy in the Netherlands and the development of the 'ethnic minority' and 'allochthonous' categories, which are peculiar in comparative perspective in emphasising socio‐economic disadvantage as a constitutive dimension of minority status and in setting the minority question within the broader Dutch political principle of 'pillarisation'. The article then examines the use of statistics in public policy, in a context where the national census has been discontinued since 1971, focusing more specifically on the case of education, where major statistical efforts have been devoted to identifying patterns of disadvantage and integration. Finally, the article briefly examines current debates on the situation of ethnic minorities in the Netherlands in the context of growing questioning of established Dutch models of minority policy.

The article first summarises the history of ethnic minority policy in the Netherlands and the development of the "ethnic minority" and "allochthonous" categories, which are peculiar in comparative perspective in emphasising socio-economic disadvantage as a constitutive dimension of minority status and in setting the minority question within the broader Dutch political principle of "pillarisation". The article then examines the use of statistics in public policy, in a context where the national census has been discontinued since 1971, focusing more specifically on the case of education, where major statistical efforts have been devoted to identifying patterns of disadvantage and integration. Finally, the article briefly examines current debates on the situation of ethnic minorities in the Netherlands in the context of growing questioning of established Dutch models of minority policy. (Original abstract)