Silent Gratitude: Education among Second-Generation Vietnamese in Norway

Fekjær, Silje Bringsrud; Leirvik, Mariann Stærkebye

doi:10.1080/1369183x.2011.521365

Cited by 27 publications

(17 citation statements)

References 21 publications

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“…Moreover, parental education level continues to explain variation in the levels of encouragement received from siblings, which indicates that academic families provide more supportive environments. Fekjaer and Leirvik (2011) concluded that the differences regarding family relationships and educational success between Vietnamese and majority youth were smaller than expected. This study comes to a similar conclusion based on the quantitative data.…”

Section: Discussionmentioning

confidence: 88%

Multiple frames of success: how second-generation immigrants experience educational support and belonging in higher education

Orupabo

Drange²,

Abrahamsen³

2019

High Educ

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This article explores the impact of cultural resources on success and aspirations among secondgeneration immigrants in higher education in Norway. We investigate whether and how cultural resources are converted into advantages in higher education. The data consist of cross-sectional survey data and in-depth interviews with Norwegian students of immigrant origin. The quantitative analysis challenges the assumption that minority students receive extra support and encouragement from their social environment to guide them through higher education. However, regarding identity, cultural resources may provide a buffer from the exclusion and risks scholars have described as common among non-immigrant working-class students in higher education. We specify how culture works through two different frames of interpreting educational achievement: (1) a dual frame of reference, i.e. comparing their achievements with the poorer conditions in their parents' home countries fosters optimism and (2) a single frame of reference, i.e. comparing their achievements with their peers with ethnic majority background in Norway fosters pessimism. Yet, both frames generate high educational commitment. Whilst the first enables the students to view their place in higher education as almost given, the second enables the students to work harder in order to prove themselves and combat under-expectations.

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Section: Discussionmentioning

confidence: 88%

Multiple frames of success: how second-generation immigrants experience educational support and belonging in higher education

Orupabo

Drange²,

Abrahamsen³

2019

High Educ

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“…These theoretical perspectives are linked to research on migration and ethnic relations, for example, the growing literature on immigration, education and choice of profession (Birkelund and Mastekaasa 2009, Lauglo 2010, Fekjaer and Leirvik 2011, Leirvik 2012. This line of research helps us to understand patterns of recruitment to different types of art professions among minority groups.…”

Section: Theorymentioning

confidence: 99%

Outsiders? A sociological study of Norwegian artists with minority background

Bergsgard

Vassenden

2014

International Journal of Cultural Policy

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Why are there relatively few successful artists from a migrant background in Norway? Based on a study of artists of known migrant backgrounds, we explore this question from the artists' points of view. We analyze both their social and cultural background, and the mechanisms of exclusion and inclusion at work in Norway's art world, and especially the interaction between the two. We have concentrated on the dramatic arts: theater and dance. The article presents a theoretically informed analysis of the qualitative material using the sociology of art on the one hand and the sociology of migration and ethnic relations on the other. Further, the empirical analyses are in constant dialog with other Norwegian studies of the art field and the artists themselves. The article presents original findings on the relationship between barriers in young migrants' backgrounds and impediments to entering and navigating at the field of dramatic arts.

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“…The transmission of past and current hardships as a way of securing a more stable and affluent future for children is not an unusual dimension of the inter-generational relationships between refugees and their children. Research with Vietnamese second generation in Norway highlighted the 'debt of gratitude' that children felt they owed their parents, which could be demonstrated through educational achievement (Fekjaer and Leirvik 2011). Similarly, research focusing on genocide survivors makes links to the notion of intergenerational restitution among the genocide survivor generation and their children (Richter 2014).…”

Section: Types Of School Attended and Parental Strategiesmentioning

confidence: 99%

The educational experiences of the second generation from refugee backgrounds

Bloch

Hirsch

2017

Journal of Ethnic and Migration Studies

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This paper draws on qualitative interviews to explore the educational experiences amongst the UK-born adult children of refugees from Vietnam, Sri Lanka (Tamils) and Turkey (Kurdish). Second generation from refugee backgrounds are characterised by diversity and as a group are increasing numerically. However, little is known about the specificity of their experiences as they have been either subsumed within or have fallen between the research agendas on new migrants, refugees, asylum seekers and the body of research on larger established minorities. This paper sets out to fill a gap in the literature by exploring the perspectives of second generation from refugee backgrounds. We examine the impact of policy – particularly dispersal and mobility – on education, the ways in which inter-generational relations and the aspirations of both parents and their children can be shaped by refugee histories, how schools fail to alleviate barriers to parental participation and racism within school settings, especially – though not exclusively – within schools that are less ethnically diverse. We conclude that the policy context and refugee backgrounds shape educational experiences and aspirations but also significant are the structural divisions that reproduce class and race-based inequalities

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Silent Gratitude: Education among Second-Generation Vietnamese in Norway

Cited by 27 publications

References 21 publications

Multiple frames of success: how second-generation immigrants experience educational support and belonging in higher education

Multiple frames of success: how second-generation immigrants experience educational support and belonging in higher education

Outsiders? A sociological study of Norwegian artists with minority background

The educational experiences of the second generation from refugee backgrounds

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