«Medaljens bakside»: Omkostninger av etnisk kapital for utdanning

Leirvik, Mariann Stærkebye

doi:10.18261/issn.1504-291x-2016-02-03

Cited by 19 publications

(15 citation statements)

References 29 publications

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“…The girls at Groruddalen are often very ambitious and get higher education even though no one else in the family has it. This phenomenon, to succeed in school and higher education despite their parents' lack of education, often explained by the so-called immigrant drive (Leirvik, 2016). Immigrant parents motivating their children to go the extra mile to school to increase their life chances, define the immigrant drive.…”

Section: Intersected Identities -Issues Of Time Gender and Social Classmentioning

confidence: 99%

Becoming a “Foreigner”: The Principle of Equality, Intersected Identities, and Social Exclusion in the Norwegian School

Chinga-Ramirez

2017

European Education

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Section: Intersected Identities -Issues Of Time Gender and Social Classmentioning

confidence: 99%

Becoming a “Foreigner”: The Principle of Equality, Intersected Identities, and Social Exclusion in the Norwegian School

Chinga-Ramirez

2017

European Education

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“…Foreldrerestriksjoner i tamilske familier, både for gutter og jenter, diskuteres på sin side i lys av blant annet høye utdanningsambisjoner i familiene. Utdanningsambisjoner som begrunnelse for foreldrestriksjoner har også vaert tema i studier av ungdom med ulik innvandringsbakgrunn (Kindt, 2018;Leirvik, 2016) og kan vaere en relevant forklaring også på den relativt høye graden av foreldrestriksjoner blant gutter med pakistansk bakgrunn.…”

Section: Diskusjonunclassified

Foreldrerestriksjoner blant minoritetsungdom: omfangog mønstre i og utenfor skolen

Smette

Hyggen²,

Bredal³

2021

TfS

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Nordiske studier har vist at minoritetsforeldre oftere enn majoritetsforeldre legger begrensninger på ungdom, og saerlig jenter. Slike restriktive foreldrepraksiser utfordrer kjønnslikestilling og økende selvbestemmelse som premisser for foreldrepraksis i den norske velferdsstaten. Samtidig handler foreldrerestriksjoner også om beskyttelse, og grenseoppgangen mellom legitim beskyttelse og illegitim kontroll kan vaere vanskelig å trekke. I denne artikkelen undersøker vi omfanget av ulike former for foreldrerestriksjoner og hvordan disse varierer med minoritetsstatus, kjønn og alder, samt hvilke faktorer som kan bidra til å forklare forskjellene. Analysene er basert på data fra Ung i Oslo-studien 2018. I tråd med tidligere studier finner vi at det er saerlig jenter med bakgrunn fra land i Asia og Afrika som utsettes for restriksjoner. Foreldres landbakgrunn, opplevd risiko i nabolag og religiøs tilhørighet bidrar til å forklare variasjon i restriksjoner knyttet til fritid. For skoleaktiviteter er det kun tilhørighet til islam og grad av religiøsitet som bidrar til å forklare restriksjoner. Et av studiens bidrag er å vise at andelen minoritetsjenter som opplever restriksjoner, reduseres lite ved myndighetsalder. Implikasjonene av dette funnet diskuterer vi avslutningsvis. NøkkelordMinoritetsforeldre, kjønnssegregering, sosial kontroll, nordiske velferdsstater, barns rettigheter English summaryNordic studies have shown that minority parents more often than majority parents are restrictive with regard to young girls' participation in gender-mixed activities and relationships. Such restrictions challenge norms for childrearing in the Nordic welfare state: gender equality and increasing self-determination with age. Parental restrictions may also involve protection, and the boundary between legitimate protection and illegitimate control may not always be clear-cut. In this article we explore the prevalence of parental restrictions and variation with regard to minority status, gender and age based on data from the Young in Oslo 2018 survey. We also analyse factors that contribute to explain restrictions statistically. In line with previous Nordic studies, we find that girls with backgrounds from countries in Asia and Africa experience more restrictions compared with other young people. The analyses also show that

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“…Since girls with immigrant background often are exposed to stricter rules than their male peers, they also perform better in the educational system (Prieur 2004;Østberg 2003). In a recent article, Leirvik (2016) argues that the costs of ethnic capital have been largely under-communicated in previous research. In addition to interview data from her previous studies with children of Pakistani and Indian parents, Leirvik has interviewed 'minority counsellors' working in upper-secondary schools in Oslo.…”

Section: Immigrant Families and Ethnic Minority Communities As Resourmentioning

confidence: 99%

“…When Tamil youths choose educational tracks in accordance with their families' desires, they do so knowing that this will give them independence in the future. However, Leirvik (2016) argues that this reasoning fails to take into consideration what happens if youths decide to act against their families' wishes.…”

Section: Immigrant Families and Ethnic Minority Communities As Resourmentioning

confidence: 99%

Norway: Ethnic (In)equality in a Social-Democratic Welfare State

Reisel

Hermansen

Kindt

2019

The Palgrave Handbook of Race and Ethnic Inequalities in Education

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This chapter offers a systematic review of social science research in Norway on ethnic inequalities in education, from the period 1980–2017. Three broad research traditions are identified: (1) Ethnic inequalities in educational enrolment, achievement, and attainment; (2) Immigrant families and ethnic minority communities as resources for educational careers; and (3) Curriculum, teacher instruction, and student experiences with inclusion and exclusion. Most of the research conducted in Norway focuses on describing and explaining the educational outcomes of children of immigrants from non-European countries, and is characterized by the use of quantitative research methods and access to rich population-wide registry data. Main groups studied in the qualitative traditions are typically children of immigrants from Pakistan, Vietnam, Sri-Lanka, Morocco and Turkey. This rich body of research is written in both Norwegian and English, and has developed in a context characterized by a close collaborative relationship between researchers and the government, in response to a growing concern about social cohesion within the Norwegian social-democratic welfare state.

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«Medaljens bakside»: Omkostninger av etnisk kapital for utdanning

Cited by 19 publications

References 29 publications

Becoming a “Foreigner”: The Principle of Equality, Intersected Identities, and Social Exclusion in the Norwegian School

Becoming a “Foreigner”: The Principle of Equality, Intersected Identities, and Social Exclusion in the Norwegian School

Foreldrerestriksjoner blant minoritetsungdom: omfangog mønstre i og utenfor skolen

Norway: Ethnic (In)equality in a Social-Democratic Welfare State

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