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The project contains three sub-studies that examine three different empirical levels. The first study analyses definitions and intentions on a policy level and map out how the work is organised in different institutions. The second study examines the level of implementation and focuses on the every day practice of the three institutions. Method for this study includes both focus group interviews and single interviews. The third study examines, through in-depth interviews, how migrant women experience the treatment from the different institutions. The project applies a comparative perspective and analyses similarities and differences between the different institutions as well as between the different empirical levels.
The aim of this project is to examine: 1) what is the impact of social capital (compared with socio-economic background and education) on labour market outcomes of young people in obtaining their first jobs, and 2), is there any differences between young natives and children of immigrants in regard to their access to and return from social capital when they get their first employment?
In order to achieve the aim of the project, we will examine the labour market outcomes (salary and the work's status) of young people with the same education, three years after completed studies from universities and secondary schools.
The method design of the project combines quantitative and qualitative method (questionnaire - and interview studies).
The study is based on ethnographical field studies in a comprehensive secondary school, primarily consisting of participant observations of classroom situations, staff meetings and informal discussions where teachers talk about their work and students.
The study shows that the differences that are generated and sustained through the school personnels actions, argumentation and interactions with the students are complex, varied and closely bound up with the school context. This means that individual students are not only and alternately identified as immigrants or Swedes, but are dependent on contexts also understood in a variety of ways. For example, students who are successful in their schoolwork are, to a lesser extent, identified as immigrants.
One important observation is that the school personnels everyday work and contact with the students are ambitious when it comes to justice and tolerance, but that these intentions are seldom combined with insights into the power aspects associated with social relations. Daily practices are instead overshadowed by the need to accomplish certain teaching elements, where attention is focused on the classroom situation in preference to highlighting or discussing students individual experiences and living conditions. The school personnels intentions and possibilities of working towards equality and against discrimination are thus transformed so that the school instead produces and sustains relations of inequality.
Last updated: 2020-05-27