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Sweden: The Otherization of the Descendants of Immigrants
Department of Social Sciences, Södertörn University, Sweden / Department of Social Anthropology, Stockholm University, Stockholm, Sweden.
Department of Education, Faculty of Social Sciences, Stockholm University, Stockholm, Sweden.
Department of Child and Youth Studies, Stockholm, University, Stockholm, Sweden.
Mångkulturellt Centrum, Botkyrka, Sweden.
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2019 (English)In: The Palgrave Handbook of Race and Ethnic Inequalities in Education / [ed] Peter Stevens and A. Gary Dworkin, Cham: Palgrave MacMillan , 2019, 2, p. 999-1034Chapter in book (Refereed)
Abstract [en]

This chapter offers a systematic review of the literature on educational inequality and school attainments of immigrants’ offspring in Sweden. The review covers research conducted between 1990 and 2015 and critically examines how different research traditions explain this inequality. The chapter begins by mapping the key characteristics of the Swedish educational system together with Swedish immigration patterns. Thereafter, five major research traditions that explain educational inequality and ethnic background in Sweden are presented. These perspectives include (1) political arithmetic; (2) racism and discrimination; (3) language proficiency tradition; (4) school choice and school segregation; and (5) cultural and social capital and socio-historical contexts. The ‘political arithmetic’ tradition, which starts mainly from a positivistic approach and employs large-scale, quantitative research strategies, has focused on the individual and demographic characteristics of pupils. The main assumption of the other research clusters is that there are important contextual circumstances (beyond individual factors) which decisively affect the educational achievements of the descendants of immigrants. While often dominated by qualitative approaches, these types of research do sometimes include quantitatively designed studies. These research traditions take a more critical stance on government policies, which have produced an extremely segregated school system, and show the consequences of a concentration of children of families from vulnerable groups (economically disadvantaged and immigrant groups in marginalized neighborhoods) in schools with limited resources.

Place, publisher, year, edition, pages
Cham: Palgrave MacMillan , 2019, 2. p. 999-1034
National Category
International Migration and Ethnic Relations
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URN: urn:nbn:se:liu:diva-161761DOI: 10.1007/978-3-319-94724-2_23ISBN: 9783319947235 (print)ISBN: 9783319947242 (electronic)OAI: oai:DiVA.org:liu-161761DiVA, id: diva2:1368927
Available from: 2019-11-08 Created: 2019-11-08 Last updated: 2019-11-11Bibliographically approved

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Neergaard, Anders

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REMESO - Institute for Research on Migration, Ethnicity and SocietyFaculty of Arts and Sciences
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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
  • en-GB
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  • nn-NB
  • sv-SE
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Output format
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