DOI: / School Choice, Ethnic Divisions, and Symbolic Boundaries

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1 DOI: / School Choice, Ethnic Divisions, and Symbolic Boundaries

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3 School Choice, Ethnic Divisions, and Symbolic Boundaries Stefan Lund Associate Professor, Linnaeus University, Sweden DOI: /

4 school choice, ethnic divisions, and symbolic boundaries Copyright Stefan Lund, Softcover reprint of the hardcover 1st edition All rights reserved. First published in 2015 by PALGRAVE MACMILLAN in the United States a division of St. Martin s Press LLC, 175 Fifth Avenue, New York, NY Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number , of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN: PDF ISBN: Library of Congress Cataloging-in-Publication Data is available from the Library of Congress. A catalogue record of the book is available from the British Library. First edition: doi: /

5 Contents List of Tables Acknowledgments vi vii 1 Introduction 1 2 The Study 11 3 School Choice and the Natural Science Program 28 4 Negotiating Academic Behavior and Social Manners 49 5 Concluding Remarks 75 References 88 Index 98 DOI: / v

6 List of Tables 2.1 All schools in Malmö offering the Natural Science program in order of average admission points The socioeconomic and ethnic background of the Natural Science students at each school Dispersion of admission points between schools Means of future and content indices at the high- and low-threshold schools, respectively Percentage of students at high- and low-threshold schools, respectively, agreeing with the statement about choosing school because of social belonging The proportion of high-performing students ( points) agreeing with the statement about social belonging, as dependent on immigrant status The proportion of very high-performing students (>280 points) agreeing with the statement about social belonging, as dependent on immigrant status 38 vi DOI: /

7 Acknowledgments I would like to thank the other members of the team with whom I conducted the research project An Educational dilemma: School achievement and multicultural incorporation, on which this book is based: Mats Trondman, Mimmi Barmark, Carolin Andersson, Andrea Voyer, Anna Lund, Anna-Maria Sarstrand Marekovic, Sofie Krantz, Rehan Taha, and Laid Bouakaz. I am especially grateful to Mimmi Barmark, the co-author of the third chapter, and Carolin Andersson, who conducted and transcribed many of the interviews. Special thanks also to Andrea Voyer, Alison Gerber, and Anna Lund, who have read and commented on my manuscript during the process. I am indebted to the teachers and students who participated in the fieldwork. Without their willingness to share their views and experiences, the research project could not have been conducted. As editor, Sarah Nathan provided very helpful comments on an earlier draft on the book. I also wish to acknowledge the Swedish Research Council, whose grant (ref ) made this work possible. DOI: / vii

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