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Vad säger kategorierna? Resonemang kring den kategorisering som uppstår till följd av det integrerande arbetet med nyanlända unga inom skolan.

Andersen, Frida LU (2015) SOPA63 20151
School of Social Work
Abstract (Swedish)
Studien syftar till att förstå hur personalen resonerar kring den kategorisering som följer det integrerande arbetet med nyanlända ungdomar inom skolan. Studien är baserad på sex kvalitativa, semi-strukturerade intervjuer. Intervjupersonerna är anställda och arbetar med nyanlända unga inom skolan och har olika yrken. Studien utgår från fem teman: tankar kring kategorisering som fenomen, dominerande kategorier i verksamheten, förmågan att kunna anpassa sig till en befintlig struktur, förväntningar och brukarmedverkan.

Resultaten visar att kategorisering uppfattas av personalen som ett naturligt fenomen, vilket är nödvändigt i arbetet med målgruppen för att eleverna ska få tillgång till det stöd de har rätt till. Kategorisering beskrivs... (More)
Studien syftar till att förstå hur personalen resonerar kring den kategorisering som följer det integrerande arbetet med nyanlända ungdomar inom skolan. Studien är baserad på sex kvalitativa, semi-strukturerade intervjuer. Intervjupersonerna är anställda och arbetar med nyanlända unga inom skolan och har olika yrken. Studien utgår från fem teman: tankar kring kategorisering som fenomen, dominerande kategorier i verksamheten, förmågan att kunna anpassa sig till en befintlig struktur, förväntningar och brukarmedverkan.

Resultaten visar att kategorisering uppfattas av personalen som ett naturligt fenomen, vilket är nödvändigt i arbetet med målgruppen för att eleverna ska få tillgång till det stöd de har rätt till. Kategorisering beskrivs också som ett utvärderingsverktyg som riskerar att homogenisera medlemmar av samma kategori. Detta leder till att individers identitet kränks och skapandet av stereotyper. Resultaten visar också att personalen i skolan talar om grupper av dominans baserat utifrån tre huvudteman: etnicitet, social position och den rådande kunskapssynen. Studien visar också att personalens sätt att beskriva elevens förmåga att få tillgång till en effektiv integrationsprocess, delvis är baserat på deras förmåga samt i vilken takt eleverna kan anpassa sig till den nya skolstrukturen. Detta inkluderar tankar kring skolans förväntningar och möjligheten till elevinflytande under integrationsprocessen. (Less)
Abstract
The aim of this study is to understand how staff reason about the categorization that follows due to the integration work with newly arrived youth in school. The study is based on six qualitative semi- structured interviews with employees with different professions who all work with newly arrived youths in school. The study includes five themes: thoughts about the nature of categorization, recurrent categories, adapting to an existing structure, expectations and user participation.

The results demonstrate that the categorization is understood by the staff as a natural phenomenon, which is necessary for working with the target group and for the students to get access to the support they are entitled to. Categorization is also described... (More)
The aim of this study is to understand how staff reason about the categorization that follows due to the integration work with newly arrived youth in school. The study is based on six qualitative semi- structured interviews with employees with different professions who all work with newly arrived youths in school. The study includes five themes: thoughts about the nature of categorization, recurrent categories, adapting to an existing structure, expectations and user participation.

The results demonstrate that the categorization is understood by the staff as a natural phenomenon, which is necessary for working with the target group and for the students to get access to the support they are entitled to. Categorization is also described as an evaluative tool which risk homogenizing members of the same category. This leads to that individuals' identity are violated and the creation of stereotypes. The results also show that staff in school is talking about categories of domination based on three main themes: ethnicity, social position and the prevailing view of knowledge. The study also shows that the staffs way of describing the student’s ability to access a good integration process, is based partly on their ability to adapt to the new school structure and in what pace. This includes thought about expectations and the possibility of student influence throughout the process. (Less)
Please use this url to cite or link to this publication:
author
Andersen, Frida LU
supervisor
organization
course
SOPA63 20151
year
type
M2 - Bachelor Degree
subject
keywords
Newly arrived, youth, integration, categorization
language
Swedish
id
5469497
date added to LUP
2015-06-12 09:38:19
date last changed
2015-06-12 09:38:19
@misc{5469497,
  abstract     = {The aim of this study is to understand how staff reason about the categorization that follows due to the integration work with newly arrived youth in school. The study is based on six qualitative semi- structured interviews with employees with different professions who all work with newly arrived youths in school. The study includes five themes: thoughts about the nature of categorization, recurrent categories, adapting to an existing structure, expectations and user participation.

The results demonstrate that the categorization is understood by the staff as a natural phenomenon, which is necessary for working with the target group and for the students to get access to the support they are entitled to. Categorization is also described as an evaluative tool which risk homogenizing members of the same category. This leads to that individuals' identity are violated and the creation of stereotypes. The results also show that staff in school is talking about categories of domination based on three main themes: ethnicity, social position and the prevailing view of knowledge. The study also shows that the staffs way of describing the student’s ability to access a good integration process, is based partly on their ability to adapt to the new school structure and in what pace. This includes thought about expectations and the possibility of student influence throughout the process.},
  author       = {Andersen, Frida},
  keyword      = {Newly arrived,youth,integration,categorization},
  language     = {swe},
  note         = {Student Paper},
  title        = {Vad säger kategorierna? Resonemang kring den kategorisering som uppstår till följd av det integrerande arbetet med nyanlända unga inom skolan.},
  year         = {2015},
}