| 1. |
- Adman, Per, et al.
(författare)
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171 forskare: ”Vi vuxna bör också klimatprotestera”
- 2019
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Ingår i: Dagens nyheter (DN debatt). - Stockholm. - 1101-2447.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- DN DEBATT 26/9. Vuxna bör följa uppmaningen från ungdomarna i Fridays for future-rörelsen och protestera eftersom det politiska ledarskapet är otillräckligt. Omfattande och långvariga påtryckningar från hela samhället behövs för att få de politiskt ansvariga att utöva det ledarskap som klimatkrisen kräver, skriver 171 forskare i samhällsvetenskap och humaniora.
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| 2. |
- Barmark, Mimmi, 1975-, et al.
(författare)
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How School Choice Leads to Segregation : An Analysis of Structural and Symbolic Boundaries at Play
- 2016
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Ingår i: Secondary Education. - New York : Nova Science Publishers, Inc.. - 9781634850544 ; , s. 67-86
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Bokkapitel (refereegranskat)abstract
- In this chapter we analyze the pathways through which school choice leads to segregation in the multicultural setting of Malmö, Sweden and in relation to an elite-oriented program, the natural science program. As a result of school choice reforms this program has grown rapidly in recent years, as has the number of students with an immigrant background attending it. In this chapter we examine whether the latter is to be interpreted as a sign of increased integration, or whether segregation persists within the program; that is, whether these high-performing students who have chosen the same elite program still end up in different schools, depending on their social and ethnic background. Thereafter we examine the extent to which any segregation that is indeed found can be explained by students’ “free” choices, and the extent to which these choices are restricted by previous school performance. We use the concepts of structural and symbolic boundaries and examine the importance of each, using a combination of register and survey data. Both structural and symbolic boundaries are found to restrict students’ school choices in a way that, on the municipality level, creates segregation. Roughly half of the school choices found with regard to immigrant status can be attributed to differences in grades. But we find that, in addition, the most attractive schools sustain a symbolic boundary, based on Swedishness and whiteness and intertwined with a performance culture, which makes these schools less accessible to students with an immigrant background. One conclusion, therefore, is that school segregation is unlikely to be solved within the present school system; at least not until the symbolic boundaries now influencing school choice are “blurred” or dissolved.
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| 3. |
- Barmark, Mimmi Maria, et al.
(författare)
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How School Choice Leads to Segregation: An Analysis of Structural and Symbolic Boundaries at Play
- 2016
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Ingår i: Secondary Education: Perspectives, Global Issues and Challenges. - 9781634850353
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Bokkapitel (refereegranskat)abstract
- In this chapter we analyze the pathways through which school choice leads to segregation in the multicultural setting of Malmö (Sweden), and in relation to an elite-oriented program: the natural science program. As a result of school choice reforms this program has grown rapidly in recent years, as has the number of students with an immigrant background attending it. In this chapter we examine whether the latter is to be interpreted as a sign of increased integration, or whether segregation persists within the program; that is, whether these high-performing students who have chosen the same elite program still end up in different schools, depending on their social and ethnic background. Thereafter we examine the extent to which the segregation (that is indeed found) can be explained by students’ “free” choices (self-selection), and the extent to which these choices are restricted by previous school performance. We use the concepts of structural and symbolic boundaries and examine the importance of each, using a combination of register and survey data. We find that roughly half of the segregation found can be attributed to structural boundaries (grades) and the other half to symbolic boundaries. Further examining the latter, we find that the most attractive schools (“high threshold schools”) sustain a symbolic boundary based on Swedishness/whiteness and intertwined with a performance culture, which makes these schools less accessible to students with a migrant background. We find however that these symbolic boundaries surrounding the less attractive (“low threshold”) schools seem more permeable: high-achieving students with a Swedish background quite often choose a low threshold school because it offers a specific program orientation. It thus seems that the symbolic boundaries based on ethnicity and school performance are not necessarily more persuasive than that they, at least in some instances, can be surpassed by subject interest. In the light of these results, the recent political decision to substantially restrict Swedish upper secondary schools’ opportunities to offer specific subject orientation within a program, seems unfortunate since this is likely to reinforce rather than counteract the boundaries between high- and low-threshold schools.
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| 4. |
- Barmark, Mimmi Maria, et al.
(författare)
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School choice and the Natural Science Program
- 2015
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Ingår i: School Choice, Ethnic Divisions, and Symbolic Boundaries. - 9781137480064 ; , s. 28-48
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Bokkapitel (refereegranskat)abstract
- Abstract: In Chapter 3, written together with MimmiBarmark, we try to estimate the extent to which students’choices are guided and restricted by structural and symbolicboundaries, in order to point out the possible reasons forschool segregation between the different Natural Scienceschools. The analysis is divided into seven steps and basedprimarily not only on survey data, but also on interviewswith students with high enough grades to be accepted towhat we call “high-threshold” schools. Our results show thatit is not primarily previous school achievement that guidesand restricts students’ school choices; students’ feelings ofbelonging are at least as important. Feelings of belongingare particularly important for native-born Swedish studentswho choose a high-threshold school, which leads us to theinterpretation that it is these members of this student groupwho are the significant agents of self-segregation.
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| 5. |
- Barmark, Mimmi Maria
(författare)
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Social determinants of the sick building syndrome: exploring the interrelated effects of social position and psychosocial situation.
- 2015
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Ingår i: International Journal of Environmental Health Research. - : Informa UK Limited. - 1369-1619 .- 0960-3123. ; 25:5, s. 490-507
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the importance of various social factors for the prevalence of "sick building syndrome" (SBS) in residential buildings. A survey has been conducted in Malmö, Sweden, resulting in 1131 randomly selected residents participating in the study (response rate 57 %). Two clusters of social factors were examined: the socio-structural position of the individual and psychosocial aspects of the housing situation. The results show that country of birth, in particular, and also education and employment status are important predictors of "domestic SBS". "Housing satisfaction" turns out to be an important psychosocial predictor of SBS, explaining, for example, why immigrants report more symptoms than natives.
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| 6. |
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| 7. |
- Barmark, Mimmi Maria, et al.
(författare)
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Vem går det bättre för och varför?
- 2016
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Ingår i: Skolframgång i det mångkulturella samhället. - 9789144093529 ; , s. 65-84
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Bokkapitel (refereegranskat)
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| 8. |
- Kaya, Gökhan, et al.
(författare)
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Traditional versus experimental pathways to university: Educational aspirations among young Swedes with and without an immigrant background
- 2019
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Ingår i: Journal of Youth Studies. - : Informa UK Limited. - 1469-9680 .- 1367-6261. ; 22:7, s. 891-906
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we investigate the different ways in which young people with and without an immigrant background, who have in common that they aspire for a higher education, picture their nearest future. We distinguish between two major pathways to a university education: a traditional pathway (direct transition from upper secondary school to university) and an experimental pathway (where university plans are mixed with other plans, such as work and travel). Data come from a school survey of 685 final-year students in 10 upper secondary schools in Malmö, the third biggest metropolitan area in Sweden. We find that it is much more common among youth with an immigrant background to plan for a traditional pathway, compared to youth of Swedish background who instead are more inclined to plan for experimentation. This difference remains when controlling for factors related to school performance and parental socioeconomic background.
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