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School choice and the Natural Science Program

Barmark, Mimmi Maria LU and Lund, Stefan (2015) p.28-48
Abstract
Abstract: In Chapter 3, written together with Mimmi
Barmark, we try to estimate the extent to which students’
choices are guided and restricted by structural and symbolic
boundaries, in order to point out the possible reasons for
school segregation between the different Natural Science
schools. The analysis is divided into seven steps and based
primarily not only on survey data, but also on interviews
with students with high enough grades to be accepted to
what we call “high-threshold” schools. Our results show that
it is not primarily previous school achievement that guides
and restricts students’ school choices; students’ feelings of
belonging are at least as important. Feelings of... (More)
Abstract: In Chapter 3, written together with Mimmi
Barmark, we try to estimate the extent to which students’
choices are guided and restricted by structural and symbolic
boundaries, in order to point out the possible reasons for
school segregation between the different Natural Science
schools. The analysis is divided into seven steps and based
primarily not only on survey data, but also on interviews
with students with high enough grades to be accepted to
what we call “high-threshold” schools. Our results show that
it is not primarily previous school achievement that guides
and restricts students’ school choices; students’ feelings of
belonging are at least as important. Feelings of belonging
are particularly important for native-born Swedish students
who choose a high-threshold school, which leads us to the
interpretation that it is these members of this student group
who are the significant agents of self-segregation. (Less)
Please use this url to cite or link to this publication:
author
and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
ethnicity, immigrant background, school segregation, school choice, Sociology of education, Sweden
host publication
School Choice, Ethnic Divisions, and Symbolic Boundaries
editor
Lund, Stefan
pages
28 - 48
publisher
Palgrave Macmillan
ISBN
9781137480064
language
English
LU publication?
yes
id
65231027-a993-4511-a87e-37f86317f458 (old id 5310873)
date added to LUP
2016-04-04 11:07:50
date last changed
2025-04-04 14:52:36
@inbook{65231027-a993-4511-a87e-37f86317f458,
  abstract     = {{Abstract: In Chapter 3, written together with Mimmi<br/>Barmark, we try to estimate the extent to which students’<br/>choices are guided and restricted by structural and symbolic<br/>boundaries, in order to point out the possible reasons for<br/>school segregation between the different Natural Science<br/>schools. The analysis is divided into seven steps and based<br/>primarily not only on survey data, but also on interviews<br/>with students with high enough grades to be accepted to<br/>what we call “high-threshold” schools. Our results show that<br/>it is not primarily previous school achievement that guides<br/>and restricts students’ school choices; students’ feelings of<br/>belonging are at least as important. Feelings of belonging<br/>are particularly important for native-born Swedish students<br/>who choose a high-threshold school, which leads us to the<br/>interpretation that it is these members of this student group<br/>who are the significant agents of self-segregation.}},
  author       = {{Barmark, Mimmi Maria and Lund, Stefan}},
  booktitle    = {{School Choice, Ethnic Divisions, and Symbolic Boundaries}},
  editor       = {{Lund, Stefan}},
  isbn         = {{9781137480064}},
  keywords     = {{ethnicity; immigrant background; school segregation; school choice; Sociology of education; Sweden}},
  language     = {{eng}},
  pages        = {{28--48}},
  publisher    = {{Palgrave Macmillan}},
  title        = {{School choice and the Natural Science Program}},
  year         = {{2015}},
}