SwePub - search: WFRF:(Nyström Anne Sofie)

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1.	Andrée, Maria, et al. (author) Social justice in science, technology, engineering and mathematics education : Establishing a platform for conversation 2019 Conference paper (peer-reviewed)
2.	Andrée, Maria, et al. (author) Social justice in science, technology, engineering and mathematics education: Establishing a platform for conversation 2019 Conference paper (peer-reviewed)
3.	Borg Hammer, Anne Sofie, et al. (author) Hypodiploidy has unfavorable impact on survival in pediatric acute myeloid leukemia : An I-BFM Study Group collaboration 2023 In: Blood Advances. - : American Society of Hematology. - 2473-9529 .- 2473-9537. ; 7:6, s. 1045-1055 Journal article (peer-reviewed)abstract Hypodiploidy, defined as modal numbers (MNs) 45 or lower, has not been independently investigated in pediatric acute myeloid leukemia (AML) but is a well-described high-risk factor in pediatric acute lymphoblastic leukemia. We aimed to characterize and study the prognostic impact of hypodiploidy in pediatric AML. In this retrospective cohort study, we included children below 18 years of age with de novo AML and a hypodiploid karyotype diagnosed from 2000 to 2015 in 14 childhood AML groups from the International Berlin-Frankfurt-Münster (I-BFM) framework. Exclusion criteria comprised constitutional hypodiploidy, monosomy 7, composite karyotype, and t(8;21) with concurring sex chromosome loss. Hypodiploidy occurred in 81 patients (1.3%) with MNs, 45 (n = 66); 44 (n = 10) and 43 (n = 5). The most frequently lost chromosomes were chromosome 9 and sex chromosomes. Five-year event-free survival (EFS) and overall survival (OS) were 34% and 52%, respectively, for the hypodiploid cohort. Children with MN≤44 (n = 15) had inferior EFS (21%) and OS (33%) compared with children with MN = 45 (n = 66; EFS, 37%; OS, 56%). Adjusted hazard ratios (HRs) were 4.9 (P = .001) and 6.1 (P = .003). Monosomal karyotype or monosomy 9 had particular poor OS (43% and 15%, respectively). Allogeneic stem cell transplantation (SCT) in first complete remission (CR1) (n = 18) did not mitigate the unfavorable outcome of hypodiploidy (adjusted HR for OS was 1.5; P = .42). We identified pediatric hypodiploid AML as a rare subgroup with an inferior prognosis even in the patients treated with SCT in CR1.
4.	Danielsson, Anna, 1978-, et al. (author) Higher education physics students ‘storying’ their identity trajectories 2021 Conference paper (peer-reviewed)
5.	Danielsson, Anna, 1978-, et al. (author) Science identities : A systematic review of a consolidating field 2021 Conference paper (peer-reviewed)
6.	Danielsson, Anna, et al. (author) Science identities: A systematic review of a consolidating field 2021 Conference paper (peer-reviewed)abstract This paper presents a systematic review of research on learner identities within science education research. The purpose is to identify different methodological approaches in the field of science identities research, the prevalence of the approaches, and their strengths and weaknesses as well as to identify key challenges and fruitful future developments. In an open, thematic analyses of 190 papers, located through Web of Science searches, we identify three different methodological approaches; macro-studies within a psychological tradition (30 studies), macro-studies within a sociological tradition (20 studies), and micro-studies within an interpretivist tradition (131 studies) (9 papers are not empirical studies). Consequently, this field is dominated by small-scale, qualitative case studies, in accordance with what has been found in previous reviews. Yet, this field is also found to be conceptually diverse, with the notion of identity used broadly, sometimes theorised as a perspective, and sometimes used to denote an empirical phenomena. In moving the field further, we argue that it would be beneficial to establish a stronger theoretical and conceptual coherence, thereby aiding the building of cumulative knowledge across studies. Further, we also see an increased attentiveness to scaling as a key for making impact; both regarding small-scale qualitative studies being scaled up to broader groups of students and educators and large-scale quantitative studies being scaled down for the use of individual teachers.
7.	Danielsson, Anna T., et al. (author) The identity turn in science education research: a critical review of methodologies in a consolidating field : A critical review of methodologies in a consolidating field 2023 In: Cultural Studies of Science Education. - : Springer Nature. - 1871-1502 .- 1871-1510. Journal article (peer-reviewed)abstract This manuscript reflects on the affordances and limitations of methodological approaches commonly adopted by science education researchers examining learner identities. Our aims are to unpack the relative strengths and weaknesses of such approaches and note their respective prevalence. In so doing, we identify and critique studies which we consider exemplify the different approaches and, in turn, note the direction of fruitful developments and the nature of key challenges. From our review of the field, we suggest that three discrete methodological approaches can be identified: macro-studies within a psychological tradition; macro-studies within a sociological tradition; and micro-studies within an interpretive tradition. Our review comprised a critical analysis of papers included in the Web of Science databases published between 1998 and 2018. A total of 198 papers examining aspects of learner identity relating to science were identified. Of these, the majority (146) were categorised as micro-studies within an interpretive tradition. We discuss the implications of methodological choices for the advancement of understanding and further note ambiguities in the field particularly in relation to the ways in which learner identity research is conceived. We also raise questions for the field relating to the ways in which findings may be scaled, and how the field might develop to allow stronger theoretical and conceptual coherence.
8.	Danielsson, Anna T., Professor, 1978-, et al. (author) Young Peoples’ Online Science Practices as a Gateway to Higher Education STEM 2023 In: Research in science education. - : Springer Science and Business Media LLC. - 0157-244X .- 1573-1898. ; 53:4, s. 759-770 Journal article (peer-reviewed)abstract The purpose of this manuscript is to explore how students perceive that online practices have enabled their participation in university physics programmes. In order to conceptualise how students bridge their science participation across physical and online spaces, we make use of the learning ecology perspective. This perspective is complemented with the notion of science capital, analysing how students have been able to strengthen different aspects of science capital through online participation. Data has been generated through semi-structured interviews guided by a timeline, constructed in collaboration between the interviewer and the interviewee. Twenty-one students enrolled in higher education physics have been interviewed, with a focus on their trajectories into higher education physics. The findings focus on four students who in various ways all have struggled to access science learning resources and found ways to utilise online spaces as a complement to their physical learning ecologies. In the manuscript, we show how online practices have contributed to the students’ learning ecologies, e.g. in terms of building networks and functioning as learning support, and how resources acquired through online science practices have both use and exchange value in the wider science community. Online science participation is thus both curiosity driven and founded in instrumental reasons (using online tutoring to pass school science). Furthermore, we argue that online spaces have the potential to offer opportunities for participation and network building for students who do not have access to science activities and science people in their everyday surroundings.
9.	Danielsson, Anna, 1978-, et al. (author) The exceptional physics girl – grown up 2021 Conference paper (other academic/artistic)
10.	Danielsson, Anna, et al. (author) The exceptional physics girls – grown up 2021 Conference paper (peer-reviewed)abstract This paper focus on the identity trajectories of eleven female students enrolled in higher education physics, with a particular focus on how they have acquired and mobilized resources during their trajectories. We are also interested in what has made higher education physics possible for students who enrol in such educations despite limited opportunities to accumulate valued forms of science capital. The study draws on interviews with 20 (11 women/9 men) first- and second-year university physics students. The interviews are inspired by life history interviews and structured around the construction of a ‘time line’. In the preliminary analysis we have we have discerned two different trajectories into higher education physics; ’The high achiever trajectory’ (characterized by general high achievement in school and ’The natural physicist trajectory’ (characterized by interest in and identification with a particular area of physics or a particular purpose with the physics education, rather than continuous academic high achievement). Across both trajectories the interviewed women can be understood as ‘exceptional’ in various ways. In particular the students’ accumulation of science related social capital stands out and it is noticeable how it extends far beyond the family. The accumulation of science related social capital is connected to the furthering of high-level scientific literacy and a deepened knowledge of how the science community works, showing how different aspects of science capital are inter-related and can re-inforce one another
11.	Danielsson, Anna, Professor, 1978-, et al. (author) The identity turn in science education research : a critical review of methodologies in a consolidating field 2023 In: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; :18, s. 695-754 Research review (peer-reviewed)abstract This manuscript reflects on the affordances and limitations of methodological approaches commonly adopted by science education researchers examining learner identities. Our aims are to unpack the relative strengths and weaknesses of such approaches and note their respective prevalence. In so doing, we identify and critique studies which we consider exemplify the different approaches and, in turn, note the direction of fruitful developments and the nature of key challenges. From our review of the field, we suggest that three discrete methodological approaches can be identified: macro-studies within a psychological tradition; macro-studies within a sociological tradition; and micro-studies within an interpretive tradition. Our review comprised a critical analysis of papers included in the Web of Science databases published between 1998 and 2018. A total of 198 papers examining aspects of learner identity relating to science were identified. Of these, the majority (146) were categorised as micro-studies within an interpretive tradition. We discuss the implications of methodological choices for the advancement of understanding and further note ambiguities in the field particularly in relation to the ways in which learner identity research is conceived. We also raise questions for the field relating to the ways in which findings may be scaled, and how the field might develop to allow stronger theoretical and conceptual coherence.
12.	Danielsson, Anna, et al. (author) Young peoples’ online science practices as a gateway to higher education STEM 2022 Conference paper (other academic/artistic)abstract The purpose of this presentation is to explore how students perceive that online practices have enabled their participation in university physics programmes. The presentation is part of a larger project, exploring students’ trajectories to higher education physics, with a particular focus on students from under-represented groups. In order to conceptualise how students bridge their science participation across physical and online spaces we make use of the learning ecology perspective (Barron 2006). This perspective is complemented with the notion of science capital (Archer et al. 2015), analysing how students have been able to strengthen different aspects of science capital through online participation. Data has been generated through semi-structured interviews guided by a timeline, constructed in collaboration between the interviewer and the interviewee. 20 students enrolled in higher education physics have been interviewed, with a focus on their trajectories into higher education physics. The findings focus on five students who in various ways all have struggled to access science learning resources and found ways to utilise online spaces as a complement to their physical learning ecologies. In the presentation we show how online practices have contributed to the students’ learning ecologies, e.g. in terms of building networks and functioning as learning support, and how resources acquired through online science practices have both use and exchange value in the wider science community (Gonsalves et al. 2021).Online science participation is thus both curiosity driven and founded in instrumental reasons (using online tutoring to pass school science). Further, we argue that online spaces have the potential to offer opportunities for participation and network building for students who do not have access to science activities and science people in their everyday surroundings. However, this is not to say that online activities are equally and fairly accessible to all, and the potential gendering of online activities will be discussed in the presentation. Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of research in science teaching, 52(7), 922-948. Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human development, 49(4), 193-224. Gonsalves, A. J., Cavalcante, A. S., Sprowls, E. D., & Iacono, H. (2021). “Anybody can do science if they’re brave enough”: Understanding the role of science capital in science majors’ identity trajectories into and through postsecondary science. Journal of Research in Science Teaching, 58(8), 1117–1151
13.	Danielsson, Anna, Professor, 1978-, et al. (author) Young peoples’ online science practices as a gateway to higher education STEM 2022 Conference paper (peer-reviewed)
14.	Gonsalves, Allison J., et al. (author) Other spaces for young people's identity work in physics : resources accessed through informal physics education in Sweden 2022 In: Education and Involvement in Precarious Times. - Reykjavik : School of Education, University of Iceland. - 9789935468222 ; , s. 296-297 Conference paper (peer-reviewed)
15.	Gonsalves, Allison J., et al. (author) Other spaces for young pople's identity work in physics: resources accessed through informal physics education in Sweden 2022 Conference paper (other academic/artistic)abstract For students from minoritized backgrounds in physics, especially White and racialized women and students from working class backgrounds, inbound identity trajectories into physics are generally regarded as exceptional. In this study, we investigate the experiences that minoritized students have which may support their sustained interest and achievement in physics, and their ongoing inbound trajectories into post-secondary physics education. To understand these experiences, in this presentation we look to the role of informal physics education (IPE) programs as “other spaces” which can offer resources that support students’ development of practice-linked identities. This study collected timeline interview data from 21 students enrolled in post-secondary physics programs in Sweden. In this presentation, we draw on data collected from 7 of these participants, all of them young women in their first year of physics at universities across Sweden. In the analysis we identify the various forms of resources made available through IPE learning contexts, and how these create possibilities for young people to engage in forms of identity work that contribute to the construction of new possible selves in physics. Findings suggest that students can access important relational and ideational resources through IPE programs. Relational resources included a) supportive social networks; b) enduring relationships; and c) relatability. Ideational resources emerged as: a) sources of information which possibilized physics for participants; b) information that provided possibilities to learn about the life of a physicist; and c) important sources of recognition for participants seeking membership in the field. We argue that these resources are critical to support participants’ potential to disrupt the dominant narratives among young women that “physics is not for me” (Archer et al., 2020). Rather, IPE opportunities can support the imagination of “possible selves” in physics (Markus & Nurius, 1986). However, while we highlight the importance that IPE experiences play in the lives of young people in physics, we also discuss that these kinds of experiences remain inaccessible to most students, and thus reproduce a certain elitism in the field. This presentation will conclude with a discussion of how the relative inaccessibility of IPE experiences can preserve dominant relations in physics, and may do more to obscure social inequalities than it does to repair them. Archer, L., Moote, J., and MacLeod, E. (2020). Learning That Physics Is ‘Not for Me’: Pedagogic Work and the Cultivation of Habitus among Advanced Level Physics Students, Journal of the Learning Sciences. 29, 3, 347-384. Markus, H., & Nurius, P. (1986). Possible selves. American psychologist, 41(9), 954.
16.	Gonsalves, Allison J., et al. (author) Other spaces for young women's identity work in physics: Resources accessed through university-adjacent informal physics learning contexts in Sweden 2022 In: Physical Review Physics Education Research. - : American Physical Society. - 2469-9896. ; 18:2 Journal article (peer-reviewed)abstract For young women, inbound identity trajectories into physics are generally regarded as exceptional. In this study, we investigated the experiences that young women have which may support their sustained interest and achievement in physics, and their ongoing inbound trajectories into post-secondary physics education. To understand these experiences, we look to the role of informal physics learning (IPL) environments as spaces which can offer resources that support women's trajectories into physics. In this paper, we highlight the important role of what we call "university-adjacent" IPL experiences-internships, summer schools, and associations that connect secondary students with the research lives of physicists. Focusing on case studies of six women enrolled in post-secondary physics programs across Sweden, we identify the various forms of resources made available through IPL environments, and how these create possibilities for young women to engage in forms of identity work that contribute to the construction of new possible selves in physics. Findings suggest that young women can access important relational and ideational resources through university-adjacent IPL programs. Relational resources included (a) supportive social networks, (b) enduring relationships, and (c) relatability. Importantly, our research finds that IPL opportunities that emphasize relationship building can create immersive experiences which go beyond representation and rather emphasize opportunities to develop practice-linked identities. Ideational resources emerged as (a) sources of information which possibilized physics for participants, and (b) types of information that provided possibilities to learn about the life of a physicist. Finally, while we claim that IPL experiences provide important possibilities for young women to immerse themselves in the practices of physics, we also discuss that these kinds of experiences remain inaccessible to most students, and thus reproduce a certain elitism in the field.
17.	Gonsalves, Allison J., et al. (author) Using story-based methodologies to explore physics identities : How do moments add up to a life in physics? 2023 In: Physical Review Physics Education Research. - : American Physical Society. - 2469-9896. ; 19:2 Journal article (peer-reviewed)abstract This article details methodologies employed to enable sharing and coconstructing the stories of threewomen’s lives in physics. The first case explores the usefulness of timeline interviewing, where participantsnarrate episodes that are coconstructed with the researcher as meaningful over time. We illustrate thismethod in the case of a mature student in Sweden from a working-class background who shared momentsthat added up to a life outside of physics and then a sharp turn into physics later in life. The second caseexplores life-history interviewing using a narrative-inquiry approach and deep relationship building whichenabled the coconstruction of stories of experiences over time. These moments are coconstructed with theresearcher and analyzed using an intersectionality lens to yield a story depicting the transnationalexperiences of a woman of color moving across various European contexts into the North Americanphysics context. The final case is of a first-generation Canadian woman of color who shared her navigationsof in and out of school physics via a method known as the “Rivers of Life.” Using this method, theparticipant narrates their experiences with physics as a river, using metaphorical tools like rafts, rocks,rapids, tributaries to discuss various moments described as twists and turns over time that together amountto a life in physics. We discuss the value of different approaches to coconstructing narratives withparticipants and, in particular, the need for this kind of research in physics context
18.	Herrmann, Uli S., et al. (author) Structure-based drug design identifies polythiophenes as antiprion compounds 2015 In: Science Translational Medicine. - : AMER ASSOC ADVANCEMENT SCIENCE. - 1946-6234 .- 1946-6242. ; 7:299, s. 299ra123- Journal article (peer-reviewed)abstract Prions cause transmissible spongiform encephalopathies for which no treatment exists. Prions consist of PrPSc, a misfolded and aggregated form of the cellular prion protein (PrPC). We explore the antiprion properties of luminescent conjugated polythiophenes (LCPs) that bind and stabilize ordered protein aggregates. By administering a library of structurally diverse LCPs to the brains of prion-infected mice via osmotic minipumps, we found that antiprion activity required a minimum of five thiophene rings bearing regularly spaced carboxyl side groups. Solid-state nuclear magnetic resonance analyses and molecular dynamics simulations revealed that anionic side chains interacted with complementary, regularly spaced cationic amyloid residues of model prions. These findings allowed us to extract structural rules governing the interaction between LCPs and protein aggregates, which we then used to design a new set of LCPs with optimized binding. The new set of LCPs showed robust prophylactic and therapeutic potency in prion-infected mice, with the lead compound extending survival by greater than80% and showing activity against both mouse and hamster prions as well as efficacy upon intraperitoneal administration into mice. These results demonstrate the feasibility of targeted chemical design of compounds that may be useful for treating diseases of aberrant protein aggregation such as prion disease.
19.	Jackson, Carolyn, 1970-, et al. (author) "Smart students get perfect scores in tests without studying much" : Why is an effortless achiever identity attractive, and for whom is it possible? 2015 In: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 30:4, s. 393-410 Journal article (peer-reviewed)abstract Discourses about the value of effort and hard work are prevalent and powerful inmany western societies and educational contexts. Yet, paradoxically, in these samecontexts effortless achievement is often lauded, and in certain discourses is heraldedas the pinnacle of success and a sign of genius. In this paper we interrogatediscourses about effort and especially ‘effortlessness’ in Swedish and Englisheducational contexts. Informed, in particular, by interview data generated in uppersecondary schools in Sweden and secondary schools in England, we address thequestions: why is effortless achievement attractive, and for whom is it possible tobe discursively positioned as an effortless achiever? We argue that the subjectposition of ‘effortless achiever’ is not available to all categories of studentsequally, and for some it would be almost impossible to attain; the intersections ofgender, social class, ethnicity and institutional setting are influential. We end byconsidering the problematic implications of effortless achievement discourses.
20.	Johansson, Anders, 1987-, et al. (author) Choice narratives of “unexpected” physics students 2022 Conference paper (other academic/artistic)
21.	Johansson, Anders, 1987, et al. (author) De oväntade naturvetarna: Vad kan vi lära av studenters olika vägar in i universitetsfysik? 2023 Conference paper (other academic/artistic)abstract Utbildningar inom fysik är i både svensk och internationell kontext bland de minst jämställda och med lägst mångfald både när det gäller naturvetenskapliga och ingenjörsprogram [1]. I det pågående VR-finansierade projektet “De oväntade naturvetarna” ställer vi frågan vad vi kan lära oss av studenter som gått mot strömmen och valt att läsa fysik. Projektet bygger på livsberättelseintervjuer med 21 fysikstudenter som på något sätt uppfattar sin egen bana till fysiken som icke-konventionell. Vi har undersökt vad som möjliggjort för dessa studenter att ta sig till universitetet, och specifikt en fysikutbildning. I presentationen sammanfattas projektet. Resultatet visar hur aktiviteter utanför skolan kan ha betydelse; informella men universitetsrelaterade aktiviteter som sommarskolor och forskarbesök, men också deltagande i naturvetenskapliga sammanhang online, kan spela stor roll för relations- och identitetsbyggande som möjliggör ett deltagande i fysiken och en väg till en universitetsutbildning [2], [3]. Pågående delstudier vänder på perspektivet och ställer frågorna: Vad möjliggörs för individen genom ett deltagande i fysik, och hur blir vissa val av studier och karriär möjliga och legitima medan andra omöjliggörs i relation till samhälleliga normer, kön, klass och etnicitet. För några av våra informanter har fysik och naturvetenskap varit central för att möjliggöra en starkare känsla av sammanhang, med världen och andra människor. Detta har dock inte erbjudits av skolundervisningen i fysik, utan handlat om andra upplevelser, och först med stöd av vuxenutbildning på folkhögskola och basår har fysiken kunnat ta en central plats i deras liv, vilket har inneburit ett brott från annars alienerande liv och karriärer. En central slutsats är att breddat deltagande på så vis inte behöver handla om att delta i formell utbildning, eller att följa förväntade karriärvägar, naturvetenskap kan vara starkt meningsfullt i människors liv i andra former Referenser [1] Universitets- och högskolerådet, “Antagningsstatistik,” 2022. (accessed Oct. 18, 2021). [2] A. J. Gonsalves, A. Johansson, A.-S. Nyström, and A. T. Danielsson, “Other spaces for young women’s identity work in physics: Resources accessed through university-adjacent informal physics learning contexts in Sweden,” Phys. Rev. Phys. Educ. Res. , vol. 18, no. 2, p. 020118, Sep. 2022, doi: 10/gqwsp2. [3] A. T. Danielsson, A. Johansson, A.-S. Nyström, and A. J. Gonsalves, “Young peoples’ online science practices as a gateway to higher education STEM,” Res Sci Educ , Jan. 2023, doi: 10/grvp8w.
22.	Johansson, Anders, 1987-, et al. (author) Following or defying expectations : The choice narratives of “unexpected” physics students 2022 Conference paper (peer-reviewed)
23.	Johansson, Anders, 1987, et al. (author) Following or defying expectations – the choice narratives of “unexpected” physics students 2022 Conference paper (other academic/artistic)abstract Higher education physics has long been a field with a disproportionately skewed representation in terms of gender, class, and ethnicity. Responding to this challenge, this study explores the trajectories into higher education physics, with a particular focus on “unexpected” physics students. Drawing on semi-structured timeline-guided interviews with 20 students enrolled in university physics programmes across Sweden, we analyze the students’ accounts of their trajectories into physics as “choice narratives” (Holmegaard, 2015) and as “narratives of location” (Anthias, 2005). We ask which choice narratives are used, and how these become (im)possible and legitimate in relation to narratives of location and wider societal discourses. In line with earlier research, many of our interviewees describe a fascination for science and for understanding the world, often described as established already in childhood. When growing up in a supporting academically oriented family, cultivating an interest in physics often becomes an obvious and easy path, and this is the case for many of the women in our sample growing up in middle-class families. For others, being given an opportunity to express a passion for science despite family and society not expecting it is an important transformative experience. Interviewees describe wanting to be challenged and recognized for their performance. Here, physics is seen as a difficult subject, bestowing prestige when mastered. Achieving this kind of recognition can be an expected attainment in middle-class families and striving migrant families, but also a way of proving oneself against all odds for those from a non-academic background. The choice of physics is also described by some as a possibility to contribute to one’s community. In earlier research, this has not been highlighted as a common motivation for choosing physics, but we find that this is narrated in relation to marginalized class and ethnic positions, and still uncommon among the women with middle-class background. However, some of the women frame the choice of studying physics as a contribution simply because it breaks expectations and may provide a role model for other underrepresented students. In contrast to the traditional picture of physics as a “pure”, “smart”, and “prestigious” field of study pursued by students interested in understanding how the world works, our results show that alternate ways of approaching physics studies are possible. However, these approaches are both limited and possibilized by the gendered, classed, and racialized locations of prospective students. An opportunity for reconceiving the role of physics for all students, both in and outside school, is given by considering these alternative approaches to the subject. Anthias, F. (2005). Social Stratification and Social Inequality: Models of Intersectionality and Identity. In F. Devine, M. Savage, J. Scott, & R. Crompton (Eds.), Rethinking class: culture, identities and lifestyles (pp. 24–45). Palgrave Macmillan. Holmegaard, H. T. (2015). Performing a choice-narrative: A qualitative study of the patterns in STEM students’ higher education choices. International Journal of Science Education , 37(9), 1454–1477. https://doi.org/10/gctkn7
24.	Johansson, Anders, et al. (author) Following or defying expectations – the choice narratives of “unexpected” physics students 2022 Conference paper (other academic/artistic)
25.	Nyström, Anne-Sofie, 1974-, et al. (author) Att framträda som framgångsrik student : Män, maskuliniteter och prestationer i högre utbildning 2014 Conference paper (pop. science, debate, etc.)
26.	Nyström, Anne-Sofie, 1974- (author) Att synas och lära utan att synas lära : en studie om underprestation och privilegierade unga mäns identitetsförhandlingar i gymnasieskolan 2012 Doctoral thesis (other academic/artistic)abstract In the last decade stratification within educational results has, in Sweden as in other countries, been framed as a matter of boys’ and young men’s under-achievement. The question of whether this is a problem, and if so, for whom and how to change the structure, has been discussed in research and educational policy. The aim of the thesis is to contribute to these fields and to enhance knowledge of young people’s gendered and classed identity processes, by analyzing how achievement and engagement were negotiated and given meaning in relation to young men. Previous research has primarily explored identity processes among “risk categories” or subordinated students. The objective here was to analyze how masculinity was accomplished via peer-group interactions within a rarely problematized category, through examining how upper middle-class young men identify themselves and are ascribed identities by others.The study’s design was inspired by ethnographic methodology and combined participant observation, semi-structured individual and group interviews and a background questionnaire. Identities, social categorizations (especially gender and class) and dominance-relations were thus analyzed from an actor-oriented perspective. The research participants were young men and women, age 15-16, in two school classes. The field work was conducted at, respectively, a Natural Science and a Vehicle Programme; educational settings with connotations to masculinity but significantly different in terms of class. The study enrolled a total of fifty-six students, but focus is upon the fifteen young men among the natural science students. High achievement and under-achievement, high social and cognitive ability, and group loyalty are main themes in the study. Identity claims were analyzed in relation to the practices through which they were negotiated, e.g. self-hindrance. Similar to other research, the results emphasize the relationship between masculinity and “effortless achievement”. The concept “under-achievement” is developed as an analytical tool, by distinguishing between five dimensions.
27.	Nyström, Anne-Sofie, 1974-, et al. (author) Bridging questions of 'who' and 'what' in science education research 2019 Conference paper (other academic/artistic)abstract The poster will report on the initial phases of a project that takes a novel approach to understanding processes of inclusion and exclusion within science, focussing on trajectories into higher physics education and students from under-represented groups. The project is situated in the intersection between the fields of science identities research (cf. Carlone & Johnson 2007) and didactics. The aim of the poster presentation is to examine how these fields can inform each other (in particular when approaching issues related to inequalities in higher education (e.g. gender, class)). In this presentation we review key works that develops the concepts science capital and didactic modelling, in that these concepts have the potential to become influential (according to the criteria by Davis (2008)). In spite of engaging with similar issues – e.g. student subjectification in educational practices – the conversation between the fields of science identities and didactics has been very limited. Yet, our literature review indicates that science identities research has the potential to contribute more nuanced understandings of how students are positioned in the teaching and learning of science to didactic models, while still attending to detailed student-content interactions. Drawing on this, we will discuss how a research design utilising life-history interviews and participatory research methods can take the affordances and constraints of the two fields into account.IntroductionIn the contemporary society, science and technology have high status and are seen as crucial both for the individual, in order to make informed decisions about complex socio-scientific issues, and for the society at large. Hence, the lingering uneven participation in the disciplines is both a question of national economic security and a social justice issue. As such, a nuanced understanding of processes of inclusion and exclusion in science education are vital. This poster presentation will introduce a project that takes a novel approach to understanding processes of inclusion and exclusion within science, by focusing on students from under-represented groups who do participate in higher science education (particularly physics). Given the lack of success of current initiatives for widening participation in science, it is clear that it is necessary to advance the knowledge into inclusion and exclusion in the disciplines. Despite being highly ranked on the Global Gender gap rankings by the World Economic Forum (4th in 2017), Sweden still has a highly uneven recruitment in terms of gender to higher education in the physical sciences. On a similar note, Swedish higher education is highly divided by social class, despite many structural obstacles (such as tuition fees) not being in place (Börjesson et al. 2016). Thus, trajectories to higher education physics in Sweden provides an interesting case for exploring more subtle mechanisms contributing to the uneven participation in the physical sciences.Two strong contemporary trends in science educations research are science identities research and didactic modelling. The emerging field of science identities research (cf. Carlone & Johnson 2007; Holmegaard et al. 2014; Archer 2014) makes use of sociocultural theories of activity and identity to explore how various participants relate to science, and the consequences of this relationship for their choices, interests, aspirations, and participation. Didactics can be considered as the professional science of teachers and aims to support teachers’ choices of content and methods in their teaching practice (Wickman 2014). Hence, tools and theories from didactics in science, technology, engineering and mathematics (cf. Lundqvist et al. 2009) are central in order to make such practices, traditions and customs visible and in order to establish systematic grounds for teachers’ choices. In summary, science identities research and didactics in science are both in a sense concerned with inclusions and exclusions in science education. However, while the former field is mostly focused on questions of ‘who’, the latter is mostly focused on questions of ‘what’. The aim of the poster presentation is to examine how the fields of science identities research and didactics can inform each other, when approaching issues related to inclusion and exclusion in science teaching. In addition, we will discuss how a research design of a participatory research project can take the affordances and constraints of the two fields into account.MethodMethodologically we take a qualitative, interpretative stance inspired by sociocultural theories of activity and identity, which posit that identity is co-produced with social, cultural and material activities (Holland et al. 1998) and is based in an intersectional, post-structural understanding of social categories (cf. Phoenix 2006). This poster presentation draws on an exploratory literature review, examining contemporary key works within the fields of science identities research and didactics in science, which can be understood as dealing with questions of inclusions and exclusions (either in relation to educational content and/or students as situated within societal power structures).Here we will zoom in on studies concerning science capital and didactic modelling, as these theoretical concepts have the potential to become influential according to the criteria for successful theories within social science (fundamental concern; novel twist; appeal to generalists and specialists; ambiguity and incompleteness) discussed by Davis (2008). Science capital was first introduced in 2012 by Louise Archer and her team, and has since gained considerable attraction within science education (the most well-cited papers have been chosen for analysis), and is part of a wider science education tradition focused on identity constitution, which also will be considered in the analysis (cf. Carlone and Johnson 2007). Didactic modelling is a concept developed in a graduate school in science education, founded on a collaboration between two of the more influential education research environments in Scandinavia (cf. Wickman et al. 2018). This concept is developed within the tradition of pragmatist didactics, and to trace this concept well-cited papers within this tradition have been analysed (e.g. Wickman and Östman 2002; Lidar 2006). The analysis of the selected studies focuses on how these approach the questions of ‘what’ and ‘who in the teaching and learning of science.In the second stage, we have developed a preliminary research design, that utilises the affordances of both fields in order to mitigate aspects that the fields may have overlooked. ResultsScience identities research and didactics are both concerned with inclusions and exclusions in science education. However, the fields approach this issue from differing perspectives. An important conceptual device within science identities research is science capital, developed by Archer et al. (2015) drawing on the Bourdieusian concept of capital. Science capital collates a person’s science related economic, cultural and social resource. The concept of ‘science capital’ has been demonstrated to provide a more fine-grained analytic lens for predicting students’ science aspirations and identities than cultural capital (DeWitt et al 2016). However, in comparison to how didactics approaches science teaching and learning, the analyses are on a more over-arching level, often focusing cultural characteristics and science (such as how science is considered difficult and/or demanding a particular talent). Didactics of science, on the other hand, is concerned with the questions: ‘What content is to be taught?’, ‘How is the content going to be taught?’ and ‘Why teach this content and why in this way?’, thus allowing for a more detailed consideration of how students and teachers approach science as a field of knowledge. Here didactic models has gained quite a lot of attention lately. Didactic models are not to be considered as models for ‘best practice’, rather they are to be understood as situated conceptual frameworks (Wickman 2012). Our argument is science identities research has to potential to contribute more nuanced understandings of how students are positioned in the teaching and learning of science to didactic models, while still attending to detailed student-content interactions.Conclusions and DiscussionScience identities research is just starting to influence science education practices (cf. Birmingham & Barton 2014) and despite engaging with similar issues to the field of didactics concerning student subjectification (cf. Biesta 2009), the conversation between the fields have been very limited. In addition, in longitudinal studies of science identity development (such as ASPIRES, cf. Archer & DeWitt 2017), tracing students from a young age, very few will end of choosing higher science education. As indicated by our literary review, there is potential in letting science identities studies more directly inform didactic modelling. However, we agree with Wickman (2012) that it is essential that the models, while attending to the specificities of a certain educational content are not so detailed that they oversee the contingent aspects of every teacher’s situation. We suggest that a possible research design that does this would entail: 1) a targeted approach that collect large scale qualitative data from students from under-represented groups, 2) that thick, in-depth empirical data concerning such ‘unlikely’ science students is collected (e.g. through life-history interviews), to serve as a starting-point for 3) researchers and experienced teachers to collaboratively construct didactic models.AcknowledgementThis work is funded by a research grant from the Swedish Research Council (dnr. 2018:4985).ReferencesArcher, L., & DeWitt, J. (2017). Understanding youn
28.	Nyström, Anne-Sofie (author) Bridging questions of ’who’ and ’what’ in science education research 2019 Conference paper (peer-reviewed)
29.	Nyström, Anne-Sofie, 1974-, et al. (author) Coping with Higher Education Expectations : Wellbeing and Prestige-related Stress in Medicine and Law 2018. - 1 In: Social justice in times of crisis and hope. - New York : Peter Lang Publishing Group. - 9781433163692 ; , s. 27-43 Book chapter (peer-reviewed)abstract In this chapter we draw on interviews with students and staff on law and medicine programmes in two high-status universities in Sweden and England to explore (di)stress, crisis and wellbeing on these programmes. Thus, our focus is on predominantly, although not exclusively, middle- and upper-class students. There has been a tendency in educational research, and especially research that concentrates on social justice, to focus on disadvantaged groups while their privileged counterparts—who are often cast as successful and “having it all”—are seldom subject to scrutiny (Gaztambide-Fernández & Howard, 2010). While we acknowledge the tremendous importance of research on disadvantaged groups, there are strong arguments for also rendering visible the experiences of privileged, middle- and upper-class students. As Walkerdine, Lucey, and Melody (2001) argue, if we wish to explore the ways in which systems of stratification are produced, reproduced and transformed we need to analyse the production of privilege as well as the production of disadvantage. Furthermore, although middle-class students typically have many privileges relative to their working-class counterparts, it is unreasonable to assume that educational achievement is simply a celebratory success story for middle-class young people (Allan, 2010). For example, Walkerdine et al. in the UK (2001) and Holmqvist (2017) in Sweden vividly portray the anxiety, stress and profound fears of failure experienced by privileged young people who were growing up in a culture where anything less than excellence was regarded as failure. As Francis and Mills (2012) argue, schools can be damaging organisations for pupils and teachers and the implications for social justice are considerable. In this chapter, we focus on H.E. rather than schools to explore the production of stress and anxiety in two high-status programmes, and especially the ways in which stress is heightened by the prestige of the programmes: what we have termed “prestige-related stress.” We focus in particular on the ways in which stress and hard work were normalised on the programmes, how students responded, and the impacts on their wellbeing. We also explore the ways in which social comparisons and changing frames of reference impact student identities and feelings of worth. We begin by briefly outlining our research methods and contexts.
30.	Nyström, Anne-Sofie, 1974-, et al. (author) Coping with higher educational expectations : Gender, class and unequal challenges in prestigious context 2016 Conference paper (peer-reviewed)abstract There has been a tendency in social science research to focus on disadvantaged groups, while their privileged counterparts - who are often cast as successful and ‘having it all’ - are seldom subject to scrutiny. Recently, however, there have been calls to focus more attention on elite groups and contexts for two main reasons. First, to shed more light on how elite cultures and spaces are maintained and reinforced, and also might be challenged. Second, because there is increasing evidence that the pressures and demands on many middle-class young people are having substantial detrimental effects on their wellbeing. Such pressures are seen to be linked to, among other things: heightening expectations about what constitutes educational and financial ‘success’; shifting economic climates and related insecurities; and the increasing importance of academic credentials.In this paper we explore the challenges of coping with high-status and competitive undergraduate programmes in elite contexts where top-achievements are generally taken for granted. We consider how different learning and social contexts are related to students’ experiences of stress, and what kinds of coping strategies are available and used by different groups of students. We discuss the extra challenges faced by disadvantaged students in these contexts, and also the implications for promoting social justice through education. We draw upon data from a large, ongoing, three-year (2015-2018), cross-national (Sweden and England) comparative interview project that investigates how constructions of masculinities and student identities inform strategies for coping with risks of academic failure and/or striving for success. The project focuses on three elite undergraduate programmes: Medicine, Law and Engineering. Data are being generated by observations, focus group interviews and individual interviews with students and staff.
31.	Nyström, Anne-Sofie, 1974-, et al. (author) Coping with higher educational expectations : Gender, class and unequal challenges in prestigious contexts 2017 Conference paper (peer-reviewed)abstract This paper explores men students’ experiences and expressions of negative affect, especially shame and fear. We ask how these are informed by gender, social class and prestigious higher education contexts. Context and social categories inform affect-norms, which in turn inform understandings of, for example, which kinds of affect are legitimate to experience and express. The importance of considering affective dimensions in education has been demonstrated beyond their effects on well-being; e.g. joy and pride, as well as shame, fear of failure and test-anxiety, have implications for students’ motivation, effort and choice of educational trajectories. The paper draws on data from an ongoing qualitative, large-scale study about masculinity and men students in England and Sweden (2015-2018). Semi-structured interviews (approx. 1-1.5 hours) were conducted with students and staff in Law, Medicine and Physics engineering, i.e. prestigious and stressful programmes that recruit primarily top-achieving, middle-class young people. This paper explore the challenges of coping with prestigious and competitive HE programmes. How do different learning and social contexts, gender and class, inform students’ experiences of stress and strategies manage these? The analysis is informed by sociological stress research and theories about self-worth and social identity. We draw upon data from a large, ongoing, three-year (2015-2018), cross-national (Sweden and England) comparative interview project that investigates student identities, masculinities and academic failure and success in Medicine, Law and Engineering physics. Data are being generated by focus group interviews and individual interviews with students and staff, and analyzed in Atlas.ti using a constructivist grounded theory approach. Our data suggest that these programmes, in part, attracted students because of being renowned as challenging. However, most had not anticipated the challenges in terms of their academic identities; many students had to negotiate a change from being a top student to being an ‘average’ or ‘low’ achiever, and many struggled with to find a sustainable work/rest balance. Students used a multitude of strategies which we explore in relation to gender and class; e.g. increased academic effort and withdrawal from other activities, displaying calmness and concealing poor test results, and, also, seeking academic and emotional support from peers. By examining undergraduate stress and well-being in prestigious contexts, we will begin to shed more light on (1) how privilege are maintained, reinforced, and might be challenged, and, also, (2) the pressures and demands on many middle-class young people and the effects on their wellbeing.
32.	Nyström, Anne-Sofie, 1974-, et al. (author) Coping with higher educational expectations : Gender, class and unequal challenges in prestigious contexts 2017 Conference paper (peer-reviewed)
33.	Nyström, Anne-Sofie, 1974-, et al. (author) Diving into the big pond : Transitions into prestigious education contexts 2018 In: <em>Critical perspectives on transitions into, through and beyond higher education</em>. - Brighton. Conference paper (other academic/artistic)
34.	Nyström, Anne-Sofie, 1974- (author) Facing Potential Failure : Men, Masculinities, and Self-Worth Protecting Strategies in Highly Competitive Learning Contexts 2014 Conference paper (peer-reviewed)abstract The aim of this qualitative project is to explore how male students’ self-images and self-worth are negotiated in higher education and, particulary, in an elite program and in relation to potential failure. How do masculine and student identities intersect in a context signified by class privilege and high ability and achievement? How is failure/success constructed and what kind of implications does it have socially and in terms of male students’ identities and engagement?Research on boys and schooling pinpoints how high-status masculinity is associated with ‘effortless’ achievement, and diligent work and anxiety with femininity in Western countries. To explore if such discourses influence students’ identities and practices in HE, or are contested, is thus of interest. While a large proportion of research on education and masculinity has focused on students-at-risk or subordinated groups, there has been a call for more research on privileged groups for a deeper understanding of educational and societal inequalities. Law studies are among the most prestigious and competitive higher education programs, in Sweden and internationally, and are dominated by high achieving students with privileged class backgrounds. Prevalence of test anxiety, antisocial and manipulative behaviour has been reported as a part of avoiding failure and striving for top-positions in such high performance oriented and competitive learning culture.The study has an interactionist approach; consequently, identities are examined as relational, situated and accomplished in interactions. The design of the study, both theoretically and empirically motivated, is to reside on interviews law student counsellors and Swedish law students. The project is work in process, and expected to contribute to knowledge on how students and staff construct masculinity and student identities in privileged and performance-oriented contexts, particularly how gender and class informs strategies of avoiding potential failure. This small scale study is partly funded by SRHE’s Newer Research Prize 2013.
35.	Nyström, Anne-Sofie, 1974-, et al. (author) Formations of success : Gender, class and academic achievements in elite undergraduate programmes. 2016 In: Symposium: “Engendering success: Constructions of achievement in schooling and higher education”, <em>GEA 2016 interim conference, Gender Equality Matters: Education, Intersectionality and Nationalism Social Justice, Equality and Solidarity in Education</em>, Linköping/Sweden, June 15-17th 2016.. Conference paper (peer-reviewed)abstract Engendering success: Constructions of achievement in schooling and higher education Overview This symposium explores how gender and social class intersect with students’ learning and identity processes in schooling and higher education (H.E.). All three papers consider the ways in which ‘success’ is constructed in different educational settings, and the relationships between these constructions and discourses about gender, effort and ‘talent’. The papers by Nyström et al., and Allan both draw on research undertaken in elite H.E. contexts, where being a high achiever is expected. Allan’s work focuses on the narratives of privileged young women in a UK university, while Nyström et al.’s study focuses on masculinities in elite university contexts in Sweden and the UK. Holm and Öhrn’s paper draws upon data from ethnographic research with girls and boys in schools in Sweden to explore gendered discourses on performance and knowledge. All papers consider intersections between gender, privilege and achievement. Papers Gendered discourses on knowledge and performances in secondary school - Ann-Sofie Holm & Elisabet Öhrn (University of Gothenburg, Sweden) Formations of success: Gender, class and academic achievements in elite undergraduate programmes - Anne-Sofie Nyström1, Carolyn Jackson2 & Minna Salminen Karlsson1 (1Uppsala University, Sweden; 2Lancaster University, UK) Who I was, where I am, what I want to be: Young women’s retrospective tales of class, gender and achievement - Alexandra Allan (University of Exeter, UK) Discussant – Debbie Epstein (Roehampton University, UK) AbstractsGendered discourses on knowledge and performances in secondary schoolAnn-Sofie Holm & Elisabet ÖhrnDepartment of Education and Special Education, University of Gothenburg, Sweden Recent research points at declining achievement trends for Sweden in comparison with other countries, and also increasing differences between municipalities, schools and student groups. The longstanding pattern that girls achieve better than boys in school still occurs. This paper aims to explore various discourses of gender and achievement in student peer groups and in various teaching contexts in Sweden. Ethnographic field studies (class room observations, informal and formal interviews) were conducted in three grade 9 classes (including 70 students 15-16 years old) at three different schools. The findings indicate the presence of intertwined and gendered discourses on performance and knowledge. One is stressing everyone’s equal chance of success if only they make an effort and study hard, and the other presenting ‘real’ knowledge as related to ‘natural talent’. The latter is connected to a ’laid back’ attitude towards schooling and is highly valued and generally ascribed to boys. Studying is not denied by the boys, but put in perspective of other (valuable) social activities and relations. The analyses also indicates that the ‘anti-school cultures’ in the study might be seen as to represent cultures of talent. Girls’ higher grades are, on the other hand, often devalued and related to ‘swotting’, although seemingly adhering to demands on individual achievement. If anything, knowledge based on hard work might be suspected as attempts to cover up for lack of real talent. This discourse is more pronounced among privileged students, but is also expressed by teachers. Keywords: secondary school, maculinities, femininities, study achievements, performativity Formations of success: Gender, class and academic achievements in elite undergraduate programmes Anne-Sofie Nyström1, Carolyn Jackson2 & Minna Salminen Karlsson11Centre for Gender Research, Uppsala University, Sweden2Department for Educational Research, Lancaster University, UK This paper explores constructions of achievement in relation to gender, class and learning/teaching contexts. In particular, we consider the ways in which ‘success’ and ‘failure’ are rendered visible in English and Swedish elite higher education environments, and how such instances relate to the programmes’ different structures and cultures. The body of research about boys’ and young men’s ‘underachievement’ and ‘effortless achievement’ is substantial, especially in relation to schooling. However, far less is known about how discourses of masculinity intersect with those of academic achievement among undergraduate students, especially in contexts where students are expected to be high flyers and excel academically. We draw on data from a large, ongoing, three-year (2015-2018), cross-national (Sweden and England) comparative interview project that investigates how constructions of masculinities and student identities inform strategies for coping with risks of academic failure and/or striving for success. The research focuses on Medicine, Law and Engineering Physics undergraduate programmes, all of which are regarded as competitive and high status, and recruit predominantly middle and upper-middle class young people. However, the programmes vary in terms of pedagogy and culture, as well as the gender composition of the intakes. Data are being generated by focus group and individual semi-structured interviews with students and staff. In this paper we draw mainly on data from staff. Through our discussion we shed light on some of the ways in which men undergraduates’ learner identities are constructed within these privileged academic contexts. Keywords: Privilege; Masculinity; Social Class; Student Identity; Higher Education;Who I was, where I am, what I want to be: Young women’s retrospective tales of class, gender and achievementAlexandra Allan Graduate School of Education, University of Exeter, UK This paper seeks to explore the different (often multiple, complex andfragile) relationships which young women have with academic achievement (their experiences of achievement and their own subjective sense of what it means to achieve). It will do so by drawing on the narratives of a group of relatively privileged young women (aged 18-21) who all attended the same ‘top’ UK university. The paper will explore what it meant for these young women to position themselves, and be positioned as, high achievers, in an educational context where high achievement was often taken for granted and commonly explained as simply ‘running in their blood’. In particular, the paper will look at the narratives which these young women constructed about their past achievements; stories which were central to the tales which they told around achievement and which appeared to be deeply felt. The point is not to view these ‘histories’ as a way of recapturing self-evident and static pasts (and, therefore, as devices which might also tell us something concrete about how these young women ended up where they did today). But rather, to understand how these retrospective narratives were being constructed in the light of the young women’s present experiences, and used in a variety of ways as they attempted to understand and position themselves as certain sorts of achievers in the present, and as they sought to prepare for and imagine possible futures.
36.	Nyström, Anne-Sofie, 1974- (author) Mellan empati och kritisk granskning? : Forskningsdeltagande som risk 2012 In: Etiska dilemman. - Malmö : Gleerups Utbildning AB. - 9789140677334 Book chapter (peer-reviewed)
37.	Nyström, Anne-Sofie, 1974- (author) Negotiating achievement : Students’ gendered and classed constructions of (un)equal ability 2014 Conference paper (pop. science, debate, etc.)abstract Educational institutions are structured around achievement: improving,evaluating and comparing students’ achievements. Stratification processes are,though, not just about cognition but about social processes and affect:negotiations of values and causes of achievements. In company with otherNordic countries, Sweden has long been associated with equality – not least ineducation. Many statistics now point to a negative comparative change bothover time and compared to other countries. Increased differences are primarilyconcerning school and student categories in terms of class and “race”, whilstgender stratification has been more of a focus for policy debates.The paper aims to examine privilege via analyses of peer-group interactionsamong a student category that is rarely problematised: an ethnographicallyinformed doctoral study on young men’s identity negotiations in Swedishupper secondary school, with special attention to a setting structured by highperformanceand white, upper middle-class students. Identification processes,social categorizations (e.g. gender, class and age) and dominance-relationswere studied as micro-processes, and placed in the context of equality/equityand education. Both young men and women in the study drew attention todominance relations among peers in class and hierarchies between schools andstudy programs. Though the students questioned the legitimacy of suchidentity claims and hierarchies, the latter were often reproduced and mademeaningful in terms of unequal educational and social ability (resources).Being ascribed as a high-achieving pupil due to natural abilities, not just effort,facilitated peer-group status.
38.	Nyström, Anne-Sofie, 1974- (author) Negotiating achievement : Students’ gendered and classed constructions of (un)equal ability 2014 In: <em>Educational inequalities</em>. - London, UK/New York, US : Routledge. - 0415539986 - 9780415539982 ; , s. 87-101 Book chapter (peer-reviewed)abstract The aim of this chapter is to examine privileged young peoples’ gendered and classed constructions of achievement and ability. The analysis draws from an actor-oriented study of two upper-secondary-school classes in Sweden. Like other Nordic countries, Sweden has long been associated with equality—not least in education. Many statistics now point to a negative change in respect to equality in education both over time, and compared with other countries: ‘Sweden is one of the few countries where both average scores and equity in the system have decreased’. Although gender stratification has been more of a focus for national policy debates, increased inequalities are primarily concerned with school and student categories in terms of class (intersecting with ‘race’). This relative decline is not primarily due to other countries catching up. The main reason is that the level of equality in Sweden has declined during this period. Not only has the gap between high- and low-performing students increased, but differences between high- and low-performing schools have also increased, and the socio-economic background of students has become more important. The main focus of the analysis presented in this chapter is a group of White upper-middle-class young men and the question of how their identity as ‘superior’ or ‘bright’ was negotiated via peer group interactions.
39.	Nyström, Anne-Sofie, 1974- (author) Negotiating achievement : Students’ gendered and classed constructions of (un)equal ability 2012 Conference paper (peer-reviewed)
40.	Nyström, Anne-Sofie, 1974-, et al. (author) Possibilities in physics : Students' retrospective narratives about safe spaces, beautiful boundaries, and emancipation 2022 Conference paper (peer-reviewed)
41.	Nyström, Anne-Sofie, et al. (author) Possibilities in physics: Students’ retrospective narratives about safe spaces, beautiful boundaries, and emancipation 2022 Conference paper (other academic/artistic)abstract The paper aims to explore students’ commitment to science, focusing three existential-orientated narrations about physics trajectories and well-being/ill-being. The paper draws from an on-going interview study with ‘non-traditional’ university physics education entrants, examining the conditions and encounters that made enrolment in selective higher education possible. Previous research on science identity contributes with insights into how interactions in everyday life – in schooling and beyond – promote and hinder young peoples’ science aspirations, accomplishments and persistence. Indeed, the advancement of knowledge about social reproduction, social mobility and strategies for widening participation in higher science education is motivated, in the Nordic countries and elsewhere, by social justice and national economic arguments. While this paper is informed by research on young people’s ‘choice-narratives’ (Holmegaard, 2015), it mainly draws on insights from research on well-being and, in particular, Sayer’s sociological work on suffering and conditions for human flourishing. Hence, we look into experiences of physics as a mediator for self-realization and resilience in hardships, rather than examining the conditions for young people’s physics commitments. The data comprise twenty timeline interviews (60-120 minutes) with 1st and 2nd year students enrolled in university physics programmes in Sweden. The students were encouraged to give accounts and construct a visual timeline (Sheridan et al, 2011) of their personal trajectory into higher physics education, with special attention to persons, events and conditions that they recognized as important in retrospect. Their accounts covered science commitment and non-commitment from a life-history perspective, delineated supportive encounters and conditions as well as barriers. This paper uses narrative analysis to explore three life-histories that were characterized by an emphasized existential narrative. The interviewees, two men and one woman, were re-entry students with diverse ethnic and social backgrounds. Findings comprise four elements that shaped the narratives: resilience, safe spaces, beautiful boundaries, and emancipation. 1) The trajectories were structured as stories about overcoming adversity (e.g. bullying, poverty and mental illness), in which attachment to Physics was narrated as vital for cultivating resilience. 2) Furthermore, Physics – not ‘school physics’ – was represented as a safe space in their overall chaotic and distressing childhood and youth, in part related to 3) its universal laws and orientation towards nature instead of man. 4) Undertaking formal higher physics education was narrated as a turning-point in that they had accumulated the resources to choose ‘oneself’ in spite of difficulties and doubts. Concluding, the paper seeks to contribute with insights into ‘under-represented’ students’ engagement in higher science education, bringing forward life-histories about physics as a mediator for well-being. Holmegaard, H. T. (2015). Performing a choice-narrative: A qualitative study of the patterns in STEM students’ higher education choices. International Journal of Science Education, 37(9), 1454–1477. Sayer, A. (2011). Why things matter to people: Social science, values and ethical life. New York: Cambridge University Press Sheridan, J., Chamberlain, K. & Dupuis, A. (2011). ‘Timelining: Visualizing Experience’. Qualitative Research 11 (5): 552–69.
42.	Nyström, Anne-Sofie, 1974-, et al. (author) Possibilized by Physics : Students’ Retrospective Narratives about Safe Spaces and Emancipation 2023 Conference paper (peer-reviewed)
43.	Nyström, Anne-Sofie, 1974-, et al. (author) Reflections of and about success and failure : Gender and academic achievement in three Swedish educational elite contexts 2016 In: Symposium: Negotiating self and higher education: Exploring gendered identity processes in relation to choices and learning among undergraduates. <em>, the Gender and Education Network, <em>NERA 44<sup>th</sup> Congress</em>, ‘Social Justice, Equality and Solidarity in Education’, </em>Helsinki. March 9<sup>th</sup>-11<sup>th</sup>.<em></em>. Conference paper (peer-reviewed)abstract This symposium explores undergraduates’ identity and learning processes in contemporary higher education. In particular, it asks: How do different learning/teaching contexts and discourses about gender, class, sexuality, age etc. inform undergraduates’ choices, educational and social strategies and their experiences of university?Drawing on a cross-national comparative interview study, Nyström, Salminen Karlsson and Jackson’s paper explores constructions and understandings of men’s effort, talent, academic failure and success within different elite contexts. Masculinity and affect are also central themes in Ottemo’s paper, which draws on an ethnographic study that examined, from a queer-perspective, passionate reasons for being interested in education and learning in technology. The final paper, by Bøe, Ryder & Ulriksen, explores STEM choices and especially women's choices, based on findings from a large, mixed-methods European study called IRIS.Hence, the symposium discusses processes that lie beneath the gendered and classed patterns of students’ trajectories and outcomes in higher education. Such discussions are vital because in the Nordic countries, as in Europe overall, women have constituted the majority of undergraduate students since the 1990s and, in general, are more likely than men to perform well and complete their studies. Nevertheless, STEM subjects (science, technology, engineering and mathematics), just as academia overall, are still male-dominated in many respects. Our papers and discussion will reflect six national perspectives, from Norway, Sweden, UK, Denmark, Italy, and Slovenia.Papers:1. Reflections of and about men’s failure – Gender and academic achievement in three educational elite contexts Anne-Sofie Nyström, Uppsala University, anne-sofie.nystrom@gender.uu.se; Carolyn Jackson, Lancaster University, c.jackson2@lancaster.ac.uk; Minna Salminen Karlsson, Uppsala University, minna.salminen@gender.uu.se.2. Between instrumentality and passion: The gendering of student subjectivities at two engineering programs at a Swedish university of technologyAndreas Ottemo, University of Gothenburg, andreas.ottemo@ped.gu.se3. The process of choosing STEM higher education: Messages from the IRIS projectMaria Vetleseter Bøe, University of Oslo, m.v.boe@naturfagsenteret.no; Jim Ryder, University of Leeds, j.ryder@education.leeds.ac.uk; Lars Ulriksen, University of Copenhagen, ulriksen@ind.ku.dk Discussant: Elisabet Öhrn, University of Gothenburg, elisabet.ohrn@ped.gu.se Reflections of and about men and failure – Gender and academic achievement in three educational elite contexts Anne-Sofie Nyström, Carolyn Jackson & Minna Salminen KarlssonThis paper explores constructions and understandings of the ways in which effort, talent, academic success and failure are gendered in elite, higher education contexts, with a particular focus on these constructions in relation to men and masculinities. It draws on data from a large, ongoing, three-year (2015-2018), cross-national (Sweden and England) comparative interview project that investigates how constructions of masculinities and student identities inform strategies for coping with risks of academic failure and/or striving for success. The project focuses on three elite undergraduate programmes: Medicine, Law and Engineering. Data are being generated by observations, focus group interviews and individual interviews with students, student representatives, study advisers, lecturers and directors of studies. The project addresses the following research questions:How are ‘successful’ and ‘unsuccessful’ student identities perceived and constructed among male undergraduates in different, but highly competitive, educational contexts?What are the main practices and self-worth protection strategies male students use to accomplish successful identities or avoid unsuccessful ones?How does masculinity and its intersections with social class, ethnicity and age, inform staff and students’ understandings of the reasons for academic failure and success?Are there differences between a) Swedish and English HE contexts and b) programmes that hinder or facilitate certain identities or strategies?How do the strategies and practices (in 2) relate to persistence, achievement and wellbeing?This first paper from the project focuses on data from academic and administrative staff in one Swedish university, as well as representatives for student organizations. It explores, in particular, how success and failure are constructed and perceived within the different programmes. These constructions vary between the programmes, partly because of the ways in which the programme content and the grades are related to the future labour market in the different professions. We discuss the ways that success and failure are made more or less important in students’ lives, both by staff and by students themselves, and the ways in which these concepts are rendered visible at particular points, and how such instances relate to the programmes’ different structures and cultures. By examining such issues with a gender perspective we will begin to shed light on some of the ways in which male undergraduates’ learner identities are constructed and negotiated within these privileged academic contexts. Between instrumentality and passion: The gendering of student subjectivities at two engineering programs at a Swedish university of technologyAndreas OttemoIn this paper, I explore student subjectivities articulated in two programs at a Swedish university of technology: Computer Science and Engineering (CSE) and Chemical Engineering (CE). The paper builds on the assumption that the articulation of gendered subjectivities in these programs relates to how technology is articulated. Much previous research on gender and technology has tended to primarily focus on the “failure” of linking women/femininity to technology. In this paper I, instead, take on a perspective inspired by queer theory in the sense that I focus on norms that articulate masculinity with technology. Theoretically and methodologically, I adopt a post-structural perspective primarily based on discourse theory, as developed by Laclau and Mouffe (1985). I also draw on feminist technoscience research and on Butler’s (1988, 1990, 1993) notion of gender, performativity, and the heterosexual matrix. Empirically, the discussion is based on a recently concluded ethnographic study within a Swedish university of technology.Drawing on a critique that has suggested that gender and technology research often fails to address such aspects, I will call attention to the role of passion, desire and (hetero)sexuality in the production of connections between masculinity and technology (cf. Henwood & Miller 2001, Landström 2006, Mellström 2004, Stepulevage 2001). Somewhat in contrast to this theme, I will also discuss more instrumental approaches to higher technology education. In the analysis, I suggest that the formal education students receive fails, for various reasons, to subjectively engage many students. Consequently, many students adopt an instrumental approach to their education, emphasizing the future exchange value of their formal degree, rather than subjective meaningfulness or the significance of the subject matter as such. I also argue that in failing to “recruit” students, formal education can be considered as privileging the already-passionate student, whose interest in technology is not so easily derailed, even when encountering education that fails to engage subjectively. This “passionate student” subject position is articulated primarily in the CSE program, mainly in informal, student cultural contexts. Here, I argue that technology, corporeality, desire, and embodied computer interest, are configured in a manner that derives intelligibility from the heterosexual matrix and contributes to the CSE program’s hetero-masculine connotations. On the other hand, the absence of the “passionate student” subject position in the CE program, appears to contribute to this program’s relative gender inclusiveness. The process of choosing STEM higher education: Messages from the IRIS projectMaria Vetleseter Bøe, Jim Ryder & Lars UlriksenThis paper reports on the European research project IRIS (Interest and Recruitment in Science)(2010-2013). In IRIS, six partners from five participating countries worked together to improve our understanding of students’ participation and choice in science and technology education, with particular emphasis on gender. The IRIS research activities comprised studies with quantitative, qualitative or mixed-method approaches, targeting both secondary and tertiary level respondents and informants. Some of the studies only used data from within one of the participating countries whereas others worked comparatively with data from different countries. In this paper, we present some insights from the project, paying particular attention to gender.As a first message from IRIS we argue that educational choice should be seen as a process that takes place over time – before, at, and after specific decision points. A striking feature of the choice process is that young people’s accounts of their choices are in constant change. For example, stories about their interests and aspirations in the past tend to be adjusted to fit their present perspective on their choice. In a longitudinal Danish study, for example, a young woman originally stated that she did not want to follow a course leading to teaching. In a later interview, however, after deciding to enrol in such a course after all, she stated that she had always wanted to become a teacher.The second message relates to the importance of identity in choice processes, which was a starting point for the IRIS project. Studies in IRIS demonstrate how young people negotiate their identities wi
44.	Nyström, Anne-Sofie, 1974-, et al. (author) Reflections of and about success and failure : Gender and academic achievement in three Swedish educational elite contexts 2016 In: <em>Symposum: Negotiating self and higher education: Exploring gendered identityprocesses in relation to choices and learning among undergraduates</em>. Conference paper (peer-reviewed)
45.	Nyström, Anne-Sofie, 1974- (author) Skilda förståelser av könsmönster i utbildningsresultat 2012 Conference paper (pop. science, debate, etc.)
46.	Nyström, Anne-Sofie, 1974- (author) 'Sucking-up’ : Male students’ interactional accomplishment of being ‘socially competent’ and ‘self-confident’ 2013 Conference paper (peer-reviewed)abstract The aim of the paper is to explore gendered and classed constructions of ‘sucking up’ to teachers in secondary school. How are ingratiating practices negotiated among peers and could such be used to accomplish high status masculinity? While earlier studies point to a conflict between embodying the ‘ideal student’ and being ascribed high status as a boy, especially in boys’ peer-groups, the results from the study at hand are more ambivalent. The analysis draws from the Ph.D. project To be seen and to learn, without being seen to learn about young men, on ‘underachievement’ and schooling in Sweden. The approach used is in both are social identity theory and critical studies of men and masculinities. Hence, concepts such as identities, social categorizations of gender and class, and dominance-relations were analyzed from an actor-oriented perspective.The study’s design was inspired by ethnographic methodology, combining participant observation, semi-structured individual and group interviews and a background questionnaire. The research participants were young men and women, a total of fifty-six students in the age 15-16. The fieldwork was conducted in two school classes, at, respectively, a Natural Science and a Vehicle Programme; educational settings with connotations to masculinity but significantly different in terms of class.The ingratiating practices, as they were used and understood by the participants, seemed to have two different but equally important functions. First, these were crucial for identifying and diminishing other students as too ambitious or unsecure. As in previous research, being seen as an effortless achiever was critical to be ascribed high status and intrinsic ability among the young men. But, secondly, these practices were also cherished, for example in respect of achieving high(er) grades effortlessly. In addition, primarily among the privileged young men, ‘sucking up’ was a practice trough which one was able to accomplish the highly valued features of ‘social competence’ and ‘self-confidence’, both with connotations to (potential) success in working life. The results point to the significance of being ascribed peer-group membership, as well as differentiation between ‘sucking up’ as denoting subordination on the one hand, and resourcefulness on the other.
47.	Nyström, Anne-Sofie, 1974- (author) Unga män och utbildning : Om identitet, föreställd framtid och jämlik utbildning 2012 Conference paper (other academic/artistic)
48.	Nyström, Anne-Sofie, 1974- (author) Varning för antipluggkultur 2014 Conference paper (pop. science, debate, etc.)
49.	Nyström, Anne-Sofie, 1974-, et al. (author) What counts as success? : Constructions of achievement in prestigious higher education programmes 2019 In: Research Papers in Education. - : Informa UK Limited. - 0267-1522 .- 1470-1146. ; 34:4, s. 465-482 Journal article (peer-reviewed)abstract Academic achievement is regarded an indicator of the success of individuals, schools, universities and countries. ‘Success’ is typically measured using performance indicators such as test results, completion rates and other objective measures. By contrast, in this article we explore students’ subjective understandings and constructions of success, and discourses about ‘successful’ students in higher education contexts that are renowned for being demanding and pressured. We draw on data from 87 semi-structured interviews with students and staff on law, medicine and engineering physics programmes in a prestigious university in Sweden. We focus particularly upon academic expectations, effort levels, and programme structures and cultures. Achieving top grades while undertaking a range of extracurricular activities was valorised in all contexts. Top grades were especially impressive if they were attained without much effort (especially in engineering physics) or stress (especially in law and medicine); we introduce a new concept of ‘stress-less achievement’ in relation to the latter. Furthermore, being sociable as well as a high academic achiever signified living a ‘good life’ and, in law and medicine, professional competence. We discuss the implications of the dominant constructions of success, concluding that (upper) middle-class men are most likely to be read as ‘successful students’, especially in engineering physics.

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