En jämförande studie av elevers utbildningsmöjligheter i utsatta och icke-utsatta områden
(2026) RÄSK02 20261Sociology of Law Department
- Abstract
- Swedish law states that all children are entitled to attend school. Despite this, studies indicate shortcomings in the implementation of equal educational opportunities for every child. Since the Swedish police department classifies certain areas as “vulnerable”, the question arises whether students’ rights to equal educational opportunities might be affected by such classifications. Consequently, this study aims to examine whether students’ educational opportunities in public schools are equal across vulnerable areas and non-vulnerable areas. A qualitative interview study of principals’ view of resource distribution in different areas has been conducted. The sample of interviewees consists of eight principals in five different counties,... (More)
- Swedish law states that all children are entitled to attend school. Despite this, studies indicate shortcomings in the implementation of equal educational opportunities for every child. Since the Swedish police department classifies certain areas as “vulnerable”, the question arises whether students’ rights to equal educational opportunities might be affected by such classifications. Consequently, this study aims to examine whether students’ educational opportunities in public schools are equal across vulnerable areas and non-vulnerable areas. A qualitative interview study of principals’ view of resource distribution in different areas has been conducted. The sample of interviewees consists of eight principals in five different counties, of which three counties are the same for both vulnerable areas and non-vulnerable areas. The results present that principals in non-vulnerable areas are satisfied with their resources to a great extent, whereas principals in vulnerable areas are more likely to have a wish for additional resources. The results are analyzed in relation to Pierre Bourdieu’s theory about the forms of capital and previous research, which both indicate similar patterns as the empirical material. The study concludes that students’ access to equal educational opportunities might differ between vulnerable and non-vulnerable areas. On one hand, the reason for this might be the students’ different access to capital, which results in different needs in school. On the other hand, it might be because of the state’s reproduction of inequality through the classification of areas as vulnerable or non-vulnerable. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/student-papers/record/9246052
- author
- Nilsson, Moa LU and Tomperi Leser, Maja LU
- supervisor
- organization
- course
- RÄSK02 20261
- year
- 2026
- type
- M2 - Bachelor Degree
- subject
- keywords
- Capital, educational resources, students, vulnerable areas
- language
- Swedish
- id
- 9246052
- date added to LUP
- 2026-08-05 12:09:30
- date last changed
- 2026-08-05 12:09:30
@misc{9246052,
abstract = {{Swedish law states that all children are entitled to attend school. Despite this, studies indicate shortcomings in the implementation of equal educational opportunities for every child. Since the Swedish police department classifies certain areas as “vulnerable”, the question arises whether students’ rights to equal educational opportunities might be affected by such classifications. Consequently, this study aims to examine whether students’ educational opportunities in public schools are equal across vulnerable areas and non-vulnerable areas. A qualitative interview study of principals’ view of resource distribution in different areas has been conducted. The sample of interviewees consists of eight principals in five different counties, of which three counties are the same for both vulnerable areas and non-vulnerable areas. The results present that principals in non-vulnerable areas are satisfied with their resources to a great extent, whereas principals in vulnerable areas are more likely to have a wish for additional resources. The results are analyzed in relation to Pierre Bourdieu’s theory about the forms of capital and previous research, which both indicate similar patterns as the empirical material. The study concludes that students’ access to equal educational opportunities might differ between vulnerable and non-vulnerable areas. On one hand, the reason for this might be the students’ different access to capital, which results in different needs in school. On the other hand, it might be because of the state’s reproduction of inequality through the classification of areas as vulnerable or non-vulnerable.}},
author = {{Nilsson, Moa and Tomperi Leser, Maja}},
language = {{swe}},
note = {{Student Paper}},
title = {{En jämförande studie av elevers utbildningsmöjligheter i utsatta och icke-utsatta områden}},
year = {{2026}},
}