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- Hammarén, Nils, 1972, et al.
(author)
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Introduction to Migrant Youth, Schooling, and Identity
- 2024
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In: Migrant Youth, Schooling and Identity. Perspectives and Experiences from Northern Europe.. - : Springer Nature. ; , s. 1-15
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Book chapter (peer-reviewed)abstract
- This volume largely draws upon research traditions focusing on identity constructions (Johansson, 2007; Johansson & Lalander, 2012) and categorizing practices as well as the normative, economic, social, and political consequences of such practices for the life chances of children and young people (Fangen et al., 2012). It is mainly informed by a critical education framework aiming to hone in on exclusion processes that affect migrant groups in their schooling and seeks to identify factors that mitigate disparities in educational experiences and outcomes. By bringing together a cross-national set of scholars with backgrounds in sociology, child and youth studies, education, and anthropology, the book aims to offer a broad interdisciplinary perspective on the educational experiences and trajectories of migrant youth in five Northern European contexts: Denmark, Iceland, Sweden, Norway, and the United Kingdom.
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- Ivemark, Biörn, et al.
(author)
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From doxic breach to cleft habitus : affect, reflexivity and dispositional disjunctures
- 2023
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In: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 44:5, s. 944-961
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Journal article (peer-reviewed)abstract
- Previous research has examined how mismatched dispositions within a divided or ?cleft? habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu?s social theory, we use an empirical case to illustrate how subtle processes of social influence set in motion by affective ties can come to sever the ontological bond between the habitus and the social space that initially shaped it, setting an affectively driven and reflexively negotiated process of habitus change in motion. By shedding light upon some of the sufficient conditions underpinning the development of dispositional disjunctures and the psychosocial forces that mediate this process, we extend the literature on habitus change and conflict in several ways.
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- Ivemark, Biörn, et al.
(author)
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Habitus Adaptation and First-Generation University Students' Adjustment to Higher Education: A Life Course Perspective
- 2021
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In: Sociology of Education. - : SAGE Publications. - 0038-0407 .- 1939-8573. ; 94:3, s. 191-207
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Journal article (peer-reviewed)abstract
- In recent years, research has brought attention to the heterogeneity of resources that first-generation students bring with them to higher education and the factors that assist in these students' social and academic adjustment to university life. However, few studies have focused on how these students' early socialization and experiences over the life course influence their adjustment experiences to university. Drawing on Bourdieu's habitus concept to explore the life histories of first-generation students at a midranked Swedish university, we identify three types of adjustment profiles-Adjusters, Strangers, and Outsiders-and highlight five key factors over the life course that explain why they differ: family resources, early social environment, educational experiences and opportunities, peers, and partners. Our findings suggest that class-related adjustment challenges in college can be traced to different levels of cultural capital acquired during first-generation students' early socialization but also to capital acquired through sustained contact with cultural capital-abundant social environments throughout their life course, resulting in subtle but consequential habitus adaptations. This study extends previous research in the field by exploring a broader set of social contexts that can spur first-generation students' cultural capital acquisition before college and facilitate their adjustment to higher education.
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Migrant Youth, Schooling and Identity. Perspectives and Experiences from Northern Europe. : Young People and Learning Processes in School and Everyday Life, Volume 8.
- 2024
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Editorial collection (other academic/artistic)abstract
- This volume provides a broad outlook on migrant youth and schooling in Sweden, Denmark, Norway, Iceland and the United Kingdom. It explores empirically how these young people—who range from the first to the third generation—position themselves in relation to school, friendships, language-use, aspirations, and the expectations placed upon them. The book also examines the role of a variety of professionals, street-level bureaucrats, and other key actors in framing, representing, problematizing and ultimately contributing to shaping the experiences of these young people. Contemporary contextual challenges for educational advancement are particularly highlighted, as are key issues of cultural representation and recognition. Several contributions also focus on sub-groups within the immigrant-origin population that have so far only received a limited attention in the literature, such as youth in rural areas, LGBT youth, first-in-family college students, and youth who transition out of anti-school subcultures. The contributors stem from a variety of disciplines, ranging from Education and Youth Studies to Social Work and Sociology, and tackle many innovative themes, such as peer violence, special needs education, and artistic interventions, among many others. Through this original perspective and comparative outlook, the book makes an important contribution to the literature on youth, migration, identity, and education. It will interest undergraduate students in several areas of the social sciences, teachers and other professionals who work with children and young people.
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