Intercultural Contact and Social Trust in the Netherlands: Contextual Effects and the Role of Education .

Abstract

Introduction and theory: In light of growing concerns about social cohesion and disparities in social trust, this thesis investigates how intercultural contact in different social settings, which are distinguished using Allport’s Contact Hypothesis, influences generalized social trust in the Netherlands. It aims to answer how intercultural contact in different social contexts (i.e., workplace, neighborhood, and clubs or associations) influence generalized social trust in the Netherlands, and to what extent is this relationship moderated by individuals’ educational levels? Methods: Using data from the Netherlands Longitudinal Lifecourse Study (NELLS), I perform a multiple linear regression with social trust as dependent variable, the different types of contact as independent variables, and education as moderator (N=1,346) Results: Findings reveal that the context of the contact is important. Structured intercultural interactions have a positive effect on social trust levels, whereas unstructured neighborhood contact has a negative effect. Contact in voluntary associations has no significant impact. Education is a strong predictor, but does not moderate the relation between intercultural contact and social trust. Discussion: The study contributes to understandings of social trust by emphasizing the importance of context and quality of contact in diverse societies. The results have implications for policies aiming to improve social cohesion and reduce inequal disparities in social trust, especially in relation to Sustainable Development Goal 10 on reducing inequalities.