DOI: 10.1057/9781137480071.0001 School Choice, Ethnic Divisions, and Symbolic Boundaries
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School Choice, Ethnic Divisions, and Symbolic Boundaries Stefan Lund Associate Professor, Linnaeus University, Sweden DOI: 10.1057/9781137480071.0001
school choice, ethnic divisions, and symbolic boundaries Copyright Stefan Lund, 2015. Softcover reprint of the hardcover 1st edition 2015 978-1-137-48006-4 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 10010. 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 785998, 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: 978 1 137 48007 1 PDF ISBN: 978-1-349-50261-5 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: 2015 www.palgrave.com/pivot doi: 10.1057/9781137480071
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: 10.1057/9781137480071.0001 v
List of Tables 2.1 All schools in Malmö offering the Natural Science program in order of average admission points 23 3.1 The socioeconomic and ethnic background of the Natural Science students at each school 33 3.2 Dispersion of admission points between schools 34 3.3 Means of future and content indices at the high- and low-threshold schools, respectively 36 3.4 Percentage of students at high- and low-threshold schools, respectively, agreeing with the statement about choosing school because of social belonging 37 3.5 The proportion of high-performing students (220 280 points) agreeing with the statement about social belonging, as dependent on immigrant status 37 3.6 The proportion of very high-performing students (>280 points) agreeing with the statement about social belonging, as dependent on immigrant status 38 vi DOI: 10.1057/9781137480071.0002
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. 90615201) made this work possible. DOI: 10.1057/9781137480071.0003 vii