Detta är en kvalitativ studie i sociologi, som baseras påintervjuer med svenskfödda ungdomar som känner tillhörighet med tre olika kulturella bakgrunder. Syftet med denna studie är att undersöka vilka faktorer som kan utgöra enmöjlig inre identitetskonflikt för ungdomar som innehar flera kulturella identiteter, samt hur dessa hanterar denna. Fokusi denna studie kommer ligga på ungdomar som haft sin socialisation i Sverige men som vuxit upp med förhållanden som skiljer sig från de svenska förhållandena. Det kommer att diskuteras hur ungdomarna upplever sig själva i förhållande till det svenska samhället samt vilken kulturell bakgrund de upplever att de identifierar sig mest med.Resultatet visar att utvalda respondenter upplever att det inte existerar någon identitetsproblematik. Däremot uttrycker respondenterna att det finns ett antal faktorer som påverkar hur dessa ungdomar, som känner tillhörighet till flera kulturella bakgrunder, upplever sin positionering i det svenska samhället. Detta i sin tur leder till inre konflikter hos ungdomarna. Resultaten visar att den möjliga konflikten som uppstår, grundar sig i den primära socialisationen som kolliderar med samhällets rådande normer. Detta har lett till att en annorlunda uppfostran påverkat synen på dem själva samt etniska svenskars syn på dessa ungdomar. Resultatet analyserades med hjälp av utvalda teorier som behandlar identitet, socialisation samt rollteori. / This is a qualitative study in sociology, where the study is based on interviews with seven swedish born adolescent who feel a belonging with three different cultural backgrounds. The aim of this study is to inquiry the underlying factors that can compose a possible inner identity conflict for adolescents with multiple cultural identities and how they handleit.The main focus of this study will be on adolescents who havehad their socialization in Sweden, however they grew up differently in comparison to the Swedish conditions. During this study it will be discussed how adolescent perceive themselves in relation to the Swedish society and what cultural background they identify the most with.The results show that the selected respondents feel that they do not suffer fromidentity problems. However, respondents express that there are a number of factors that affect how these young people who associates with multiple cultural backgrounds, perceive their position in Swedish society. This eventually leads to inner conflicts within themselves. The results show that the potential conflicts are based on the primary socialization colliding with societal norms. This has led to thatthe different upbringings has influenced the view of themselves as well as the ethnic Swedes perception of these young people. The results were analyzed using selected theories that included identity, socialization and role theory.

This work aims to establish the relationship between religious belonging and blackness. To this, we conducted individual interviews with two distinct religious groups: six people in the Universal Church of the Kingdom of God and six people of Candomblé. We questioned about the racial and religious belonging. We conducted a qualitative analysis in which we compared the answers given by respondents who, besides being divided into different religious groups were also categorized into three subgroups of generations. In groups generational people are divided by time of accession to religion. It is intended that the proposed subdivision understand how much time within the religion influences the racial and religious discourse. Used as comparison criteria to categorize the people described in the three generations - First generation, second and third. A generational comparison was made within the same religious group and between groups. The results indicate that the discourses related to religious belonging in candomblecistas differ qualitatively as well as blackness and racial consciousness. People with more time in Candomblé tend to say black or african descent belonging to a religious context that encourages such biological and cultural heritage, as people with little time for inclusion in Candomblé not expressed to feel part of african-descent. In the case of the Universal Church, we do not perceive significant differences between the discourses inter-generational, but compared to Candomblé, we found that there was none of those interviewed in the affirmation of blackness, however there were some statements that denounce the rejection of the cults of African origin, which denotes a sense of not belonging to African. Thus, depending on the religious group membership, there is a favoring or disfavoring of blackness, which enhances the more time to join the religious group participant has. / Esse trabalho tem o objetivo de estabelecer a relação entre o pertencimento religioso e a negritude. Para tanto, realizamos entrevistas individuais com dois grupos religiosos distintos: seis pessoas da Igreja Universal do Reino de Deus e seis pessoas do Candomblé. Questionamos sobre o pertencimento racial e religioso. Realizamos uma análise qualitativa na qual comparamos as respostas dadas pelos entrevistados que, além de estarem divididos em grupos religiosos distintos, também foram categorizados em três subgrupos geracionais. Nos grupos geracionais as pessoas estão divididas por tempo de adesão a religião. Pretende-se com a proposta dessa subdivisão entender o quanto o tempo dentro da religião influi no discurso religioso e racial. Usamos como critério de comparação a categorização das pessoas nas três gerações descritas Primeira geração, segunda e terceira. A comparação geracional foi feita dentro do mesmo grupo religioso e entre os grupos. Os resultados indicam que os discursos referentes ao pertencimento religioso diferem qualitativamente nos candomblecistas, assim como a negritude e a consciência racial. As pessoas com mais tempo no Candomblé tendem a se afirmar negras ou afro-descendentes por pertencerem a um contexto religioso que favoreça tal herança cultural e biológica, já as pessoas com pouco tempo de inserção no Candomblé não manifestaram se sentir parte da afro-descendência. No caso da Igreja Universal, não percebemos diferenças significativas entre os discursos inter-geracionais, mas comparativamente ao candomblé, constatamos que não houve em nenhum dos entrevistados a afirmação da negritude, em contrapartida houve algumas falas que denunciam a rejeição aos cultos de matriz africana, o que denota um sentimento de não-pertencimento a africanidade. Assim, a depender do grupo religioso de pertença, há um favorecimento ou desfavorecimento da negritude, que se potencializa quanto mais tempo de adesão ao grupo religioso participante tenha.

Notre thèse intitulée L'altérité et la vulnérabilité dans les romans de Nella Larsen est consacrée aux concepts d'altérité, de vulnérabilité et d'appartenance dans Quicksand and Passing. Ce travail s'articule autour de la question de l'identité des femmes noires et métisses. Puisque nous nous sommes proposé de considérer la place de Nella Larsen en tant que femme et auteur dans le contexte de l’émancipation des femmes Afro-Américaines en partant de sa place dans la Harlem Renaissance, une partie de notre étude examinera les tenants et les aboutissants de ce mouvement identitaire et culturel. Nous tenterons de cerner la spécificité de la voix de Larsen dans ce mouvement ainsi que son apport à la fois au niveau de l’imaginaire littéraire et des stratégies narratives que l’auteure utilise dans ces œuvres pour définir ce qui les caractérise. Nous nous sommes par ailleurs proposé de dégager ce qui fait la voix distinctive des réalisations de Nella Larsen en examinant son traitement du concept de passing, à la fois « passer » et « passer pour ». Cela a permis de situer les romans de Nella Larsen dans leur contexte et de montrer l'altérité et la marginalisation que les Afro-Américains ont traversées pendant la Renaissance de Harlem. En effet, Larsen démontre que même si les années 1920 étaient censées être une ère d'émancipation pour les personnes de couleur, elles souffraient encore de nombreuses discriminations. Analyser les concepts de race, de dépassement et de vulnérabilité dans les fictions de Nella Larsen a permis de prouver que même si l'altérité des protagonistes est confrontée à de nombreuses difficultés qui semblent l’éradiquer ; elle ne disparaît jamais et reste présente dans chaque personnage. Aussi, La soumission des romans à une approche pluridisciplinaire a permis d'examiner les causes et les conséquences de l'altérité dans les œuvres de fiction et d'analyser le concept sous toutes ses formes, qu'il soit racial ou sexuel. Cette thèse a également montré que les romans de Larsen vont à l'encontre du système totalitaire qui a de très mauvais effets sur « l’autre ». En effet, au lieu d'éliminer l'altérité, ce système l'accentue encore plus et « l’autre » se sent plus rejeté et marginalisé que jamais. / Otherness and Vulnerability in Nella Larsen’s Novels is devoted to the study of the concepts of alterity, vulnerability and belonging in Quicksand and Passing. Revolving around the questions of identity for black and mixed-race women, the study starts with a historical perspective of "otherness" in Nella Larsen’s novels while considering the marginalization that African-Americans went through during the Harlem Renaissance. Indeed, Larsen demonstrates that even if the 1920s were supposed to be an era of emancipation for colored people, they still suffered from many discriminations. Analyzing the concepts of race, passing, and vulnerability in Nella Larsen’s fictions leads us to prove that even if the protagonists’ otherness is confronted to many hardships that seem to eradicate it, it never fades away and remains present in each character. Submitting the novels to a multi-disciplinary approach has enabled us to examine the causes and consequences of otherness in the works of fiction and to analyze the concept under several forms. This thesis eventually shows that Larsen’s novels go counter the principle of totalitarianism as a system, be it social, political or linguistic in which "otherness" stands as the only possible way to establish one's identity.

Very few empirical studies in migration and citizenship focus on immigrants' perceptions of the concept of citizenship and its prominent features. Based on the semi-structured interviews of 8 Pakistani immigrants (Swedish citizenship holders and non-citizenship holders) in Sweden, this study aimed to understand how these immigrants perceive and define Swedish citizenship, and how do they value it in material, symbolic, and emotional terms. Through conceptual framework and literature review of citizenship in its symbolic, materialistic, and emotional term, three central approaches mobility, sense of security, and sense of belonging were derived and analyzed. The findings of this research suggest that immigrants who participated in this study tend to value Swedish citizenship. They are very concerned about their security and protection which is provided by the state to a citizen in every sphere of life; economically, socially, politically; protection against the deportation; and while traveling anywhere in the world. These immigrants perceived that passport makes a difference, and during travel, it enables and constrains inequalities, restrictions, and uncertainties in the mobility arena. Furthermore, when it comes to belongings: the interviewee relate it to work, spending time in the country, and participation in the society. Finally, this study recommends further research with different migrants groups in Sweden to understand the true essence of Swedish citizenship in immigrants' worldview.

This study aims to investigate on the social and cultural integration experiences of Afghan women in Sweden, in terms of their social networks and their socio-cultural practices. In addition, this paper questions where the Afghan women feel belonging to and what factors shape this sense of belonging. For this reason, a qualitative methodology is applied and the data is compiled through semi-structured interviews with ten Afghan women residing in Malmö, Sweden, with using both focus group interviews and individual interviews as the data collecting procedures. The concepts of socio-cultural integration, sense of belonging and social network have been utilized as the theoretical and conceptual frameworks of the study. With regards to social networks, this research intends to investigate on the social interactions of the participants with people of their own ethnic group and also with Swedes. Regarding the socio-cultural practices, the eating habits and the holiday celebration and participation of Afghan women participating in the research are examined as indicators of their cultural integration. The findings of the study reveal that language proficiency is considered as the key factor for socio-cultural integration among the participants. In general, the participants experience different levels of social interactions both with other Afghans and with Swedes. The study also shows that while the participants are committed to the Afghan cultural practices such as eating Afghan foods and celebrating their holidays, they also welcome some of the Swedish cultural practices. In addition, mutual respect has a fundamental place in Afghan women‟s interactions with the host culture and values. Moreover, the participants of this study experience different notions of belonging, and factors such as their family ties, safety, and discrimination vs. acceptance shape their feeling of belonging to both Sweden and Afghanistan. In general, the findings of this study confirm Beg‟s statement (2005) that Afghan women are not a homogenous group, and experience different varieties of socio-cultural integration and different notions of belonging.

abstract: Over the last decade, post-secondary international student enrollment has grown in the United States (US). In part, this growth has been facilitated by an increasing number of third-party recruitment partnerships; wherein US universities sign agreements to allow parties to engage in the recruitment and advising of students. By creating and expanding partnerships the university seeks to enroll more students at their university. With these additional parties involved in the advising process, it is more important than ever that students have as much information as possible to make an enrollment decision that makes them feel like they are members of the campus community and that they belong. To attain feelings of membership and belonging the university staff and faculty should be reaching out to students early in their academic career about the resources that are likely to enhance their feelings of membership and belonging at university. To understand and improve students’ feelings of membership and belonging the researcher developed a mixed-method intervention that included a control and experimental group. All groups completed a pre-posttest survey. The experimental group was exposed to 1:1 belongingness advising sessions and debriefing interviews. Twenty-two first-year international students participated in the study. The intervention had two objectives: 1) understand how a semester-long advising program, in the students first-year, enhanced international students feeling of membership and belonging at the university; and what components of the program were most effective and 2) based on how students were recruited to university, how did they differ in their developing feelings of belongingness and membership. The intervention was informed by agency theory, dropout model, and previous research on students’ feelings of membership and belonging. The results suggested that students in the experimental group were more likely to feel like members of the university when compared to their control group peers. Additionally, the results suggest that students in the experimental group were able to build relationships, knowledge, and support systems that enhanced their feelings of belonging. The discussion explains these outcomes as they are related to the research questions and extant literature. It also summarizes, implications for practice, future research, and lessons learned. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

Syftet med denna narrativa studie är att beskriva och förstå upplevelsen av hur unga svarta kvinnors identiteter kan utformas i mötet med andra människor i Sverige. Därför används begreppet intersektionalitet för att belysa skillnader mellan sociala kategoriseringar så som “ras”, klass, religion och etnicitet i identitetsskapande. Identitet formas kontinuerligt beroende av situation och i samspel med andra människor. Studien bygger på en kvalitativ ansats med tolv semi-strukturerade intervjuer med svenskfödda svarta kvinnor i åldern 20–30. Studiens resultat visade att samtliga intervjupersoner upplevde en form av utanförskap, bristande representation i media, fördomar i mötet med omgivningen och en svag tillhörighetskänsla till samhället. De flesta av respondenterna upplevde marginalisering till följd av deras hudfärg, klädsel, klasskillnader samt religionstillhörigheter. Samtliga respondenter upplevde att deras olika intersektioner av identiteter i det svenska samhället skapar svårigheter för identitetsskapandet, på grund av att samspelet av olika sociala kategoriseringar förstärker en strukturell makthierarki. Resultatet framhäver även en positiv frihet i att uppleva sig tillhöra flera identiteter samtidigt. / The purpose with this narrative study is to describe and understand how the experiences of young black women’s identities can be shaped through interactions with other people in Sweden. The term intersectionality is therefore used to highlight differences between social categories such as race, class, religion and ethnicity in the construction of identity. The identity is formed continuously depending on the situation and within interactions with other people. This study is based on a qualitative approach with twelve semi-structured interviews conducted with black females between the ages of 20-30 born in Sweden. The results of this study revealed experiences of exclusion, lack of representation in media, prejudices in the surroundings and a weak sense of belonging to the society among the participants. Most of the participants experienced marginalization, because of their skin complexion, clothing, class differences and religious identity. All the participants experienced that their different intersecting identities in Swedish society creates difficulties for identity construction, due to the interplay of different social categories which reinforces a structural power hierarchy. The results also illustrate a positive sense of freedom in the experience of belonging to various identities at the same time.

This thesis is a contribution to a broader interdisciplinary exploration of the ways in which emotional well-being manifests in communal contexts. Using the artistic practice of Mbusa-making among the Bemba of Zambia as a case study, it understands emotional well-being as a relational practice and a dynamic process, not as an attained goal, an affective state, or a static situation. The data used for the thesis are drawn from previous research on the art of Mbusa, specifically that of Audrey Richards in the 1930s and of Bennetta Jules-Rosette in the 1970s, with supplementary distance interviews conducted by the author of this thesis, throughout 2020 and 2021. The thesis seeks to map out the experience of well-being with the utilization of conceptual tools given mainly by existential-phenomenological anthropology. Its main objective is to revisit some pioneer ethnographic studies, by focusing on Mbusa's underestimated link to emotional well-being, enriching them with contemporary theories on imagination,agency, and personhood. The thesis discusses the mainstream discourse on well-being as sit is associated with hapiness, physical health, and the social indicators for the quality of life among poor and wealthy nations. Thus, it places the practice of Mbusa amid that widespread approach, questioning it. The case of this Bemba practice in Zambia is used to illustrate the point that well-being is the universal, ever-present act of coping with adversity and to demonstrate its artistic and imaginative qualities that help people be in the world.

In an era that sees sports clubs facing a crisis, a few still grow and attract new members. They use technology for their benefit and provide a place where the members have fun, become aware of their competence, set goals for improvement and experience empowerment. The present qualitative study, conducted with a road cycling club in Germany, investigates how membership is negotiated and confirmed. By exploring the factors that influence the degree of belonging, this research aims to provide some answers on how active members of a cycling hobby club experience becoming part of such a community, what it takes to substantiate membership, and how individual and collective identities are formed and constantly negotiated. The situated learning perspective and Etienne Wenger's Communities of Practice concept have been adopted, and semi-structured interviews with ten participants were conducted. Moreover, observations and conclusions from a stimulated focus group discussion were used. The analysis shows that cycling in a group is a complex, multifaceted learning experience. Power, speed, or cycling skills do not suffice without the will and active efforts to harmonise with a group. Belonging grows parallel to competence, and the degree of competence gets constantly evaluated by the community in their practice, as a combination of contribution to the common goal and ability to be a trusted partner. Competence is thus a “becoming”, reflecting the members’ engagement with the sport and on an interpersonal level.

This study aimed to take asset-based approach and identify Latino male students who were persisting in college, and to identify what strategies made them successful. This qualitative study consulted Tinto's revised student departure model, Bourdieu's theory of cultural capital, as well as Yosso's theory of community cultural wealth. A phenomenological design was utilized to identify the shared experience of first-generation Latino male college students who had persisted in college and maintained a 3.0 grade point average. Findings revealed that Latino students entered college with goals to provide better opportunities for the next generation. They encountered unfamiliarity, culture shock, and marginalization, all obstacles centered not on academic preparedness, but on unfamiliarity with the environment. They used their linguistic, navigational, and aspirational capital to navigate their two worlds. Their cultural upbringing stressed a strong commitment to family and community, i.e. familismo. They found community among in-group peers and college staff. This support network provided what Laura Rendon refers to as validating experiences. Once familismo was obtained they gained a sense of belonging and grew their cultural capital to become familiar with the college going culture. The learned the rules of the game which enabled students to focus on their goal of earning a college degree.