Abstract
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.
