This dissertation study examined how teachers in four newcomer schools conceptualized and implemented social studies education for newcomer Latino/a youth. I designed this multi-site, collective case study to examine the perspectives and decision making of four social studies teachers' enacted pedagogy for Latino/a newcomer students. I documented how social studies teachers (U.S. History and Global History) were teaching Latino/a newcomer youth within urban newcomer high schools through the research question: how do four secondary teachers conceptualize and implement social studies education for newcomer Latino/a youth? As evidenced in their culturally and linguistically relevant pedagogy, teachers in this study provided constant support, encouragement, and opportunity for Latino/a newcomer students to succeed academically, and encouraged active civic engagement by using students' cultural, linguistic, and civic knowledge and experiences as central to their pedagogy. I analyzed the findings within and across four case studies to develop an emerging grounded theory of culturally and linguistically relevant citizenship education. This developing grounded theory analyzed the intersections of culturally relevant pedagogy, linguistically responsive teaching, and active and engaged citizenship. These intersections and cross-case analysis of the four teachers' social studies pedagogy for newcomer Latino/a students developed five principles of culturally and linguistically relevant citizenship education. These principles included: pedagogy of community, pedagogy of success, pedagogy of making cross-cultural connections, pedagogy of building a language of social studies, and pedagogy of community-based, participatory citizenship. This study has the potential to add to and expand on the discourse regarding social studies pedagogy for culturally and linguistically diverse students (Ladson-Billings, 1995b; Lucas and Villegas, 2011), newcomer schools (Short and Boyson, 2000), English Language Learners (Cruz and Thornton, 2009), and citizenship education for newcomer youth (Salinas, 2006). Possibilities for future research might include examining how Latino/a immigrant students' cultural and linguistic experiences influence their perceptions of social studies and how they conceptualize citizenship. Furthermore, additional research might also explore how the findings in this study may be used to develop a more culturally and linguistically responsive teacher education program, create professional development opportunities for in-service teachers, and examine how elementary teachers and teachers in rural/suburban contexts conceptualize their social studies pedagogy for immigrant youth.

Syftet med denna studie är att nå kunskap om hur normer och värderingar framställs och förmedlas i undervisning av nyanlända elever. Den tidigare forskningen i ämnet har ökat de senaste åren och koncentreras framförallt till en segregationsproblematik. En kvalitativ ansats ligger till grund för studien och genom en övergripande ideologianalys undersöks i synnerhet hur värderingar om jämställdhet, kön och könsmönster framställs och förmedlas genom läromedel och lärarledd undervisning. Utifrån undervisningen synliggörs samtidigt antaganden om målgruppens värderingar som står i kontrast till de etablerade svenska värderingarna. Datamaterialet samlades in genom en kvalitativ textanalys av läromedlet Mål 2 och semistrukturerade intervjuer med fyra lärare som undervisar på språkintroduktion. De centrala teoretiska begreppen utgår från Jörgen Mattlars användning av ideologi och hegemoni. Det sistnämnda innebär att de föreställningar som den dominerande klassen tar fasta på blir till sunt förnuft och den sanning som inkluderar moral, traditioner och levnadsnormer som är grundläggande för samhället. De två ideologiska parametrar som vi tar fasta på i studien är essentialismen, en filosofisk ståndpunkt som betonar biologiska skillnader som naturliga, vilket ställs emot konstruktivismen som betonar fenomen som socialt konstruerade. Resultatet visar att det finns ideologiska spänningar mellan hur kön, könsmönster och jämställdhet framställs och förmedlas vilket dras mellan en essentialistisk och konstruktivistisk ideologiproduktion. Hegemoniska värderingar gällande det svenska samhället som norm framställs och förmedlas som överordnade i undervisningen genom antaganden om målgruppens värderingar. Detta syns genom olika sätt genom undervisning av jämställdhet, kön och könsmönster utifrån ämnen som familj, föräldraledighet, yrken och relationer etcetera. / The purpose of this study is to gain knowledge about how norms and values ​​are conveyed and presented in teaching of immigrant students. The previous research on the subject has increased in recent years and is mostly concentrated on a segregation problem. An ideological analysis examines how equality, gender and gender norms are produced and conveyed in teaching materials as well as within teaching in general. In order to collect data, a qualitative method was conducted through text analysis of the textbook Mål 2-lärobok, as well as semi-structured interviews with four teachers at introductory programs. Based on the teaching, assumptions about immigrant students values ​​that contrast with the established Swedish values ​​are made visible. The data was then interpreted based on Jörgen Mattler's concept of ideology and hegemony. Hegemony is about the reproduction and maintenance of the prevailing social order through subordinate social group joining the values of the dominant social group, which becomes common sense. The ideological parameters essentialism, which emphasizes biological differences as natural, is opposed to constructivism, which emphasizes that phenomena are socially constructed. The result shows that among immigrant students education there are contrapositions between how gender and equality are conveyed and produced. Both in Mål 2 and within teaching in general there is a clash between an essentialistic ideological basis on the one hand and a constructivist basis on the other. Hegemonic values ​​regarding Swedish society as the norm are presented and conveyed as superiors in teaching through assumptions about the target group's values. This can be seen through various ways of conveying and producing gender equality, gender and gender patterns based on topics such as family, parental leave, professions and relationships, etc.

<p>Summary</p><p>The numbers of students in higher education with foreign background are still lower than expected. The universities around the country are increasingly committed to attract students among this group. Many of investments and researches have been done to explore new approaches. There is need to understand how students evaluate their choices. These studies will help marketing the educations which are more responsive to student's expectations. I based my investigation to three university students. The major focus concerned the factors which affect the choices in getting into the higher educations for students with foreign backgrounds. In a qualitative method I interviewed three Kurdish students in age group under 25 years old. The results showed that the attitude of parents, environment, language, independent life style and the personal ambitions are among the main decision making factors. It is believed that the characteristics of native culture, independent life style and personal ambitions are positive factors. Nevertheless the language difficulty can create obstacle for many students as well.</p> / <p>Sammanfattning</p><p>Andelen studenter med utländsk bakgrund på högre utbildning är fortfarande underrepresenterad. Universitet och högskolor runt om i landet satsar allt mer på att rekrytera studenter bland dessa grupper. Allt mer investeras i forskning på den arenan. Man vill få kunskap om hur studenter utvärderar sina val. Genom att får reda på dessa kunskaper kan man marknadsföra utbildningar som lever upp till gymnasisternas förväntningar. I studien har jag undersökt tre ungdomar som studerar på universitet. Syftet med undersökningen var att studera de faktorer som underlättar för ungdomar med utländsk bakgrund att komma in på högre utbildning. I en kvalitativ undersökning har jag intervjuat tre kvinnliga kurdiska studenter i årskullar under 25 år. Resultatet visar att föräldrarnas inställning och attityd, miljö, språk, självständighet och ungdomarnas egna ambitioner är faktorer som har sina effekter. Det tycks att hemkulturen med sin inställning och sitt krav, självständighet och ungdomarnas ambition är underlättande faktorer, men att språksvårighet och utanförskap kan utgöra hinder för många.</p>

Summary The numbers of students in higher education with foreign background are still lower than expected. The universities around the country are increasingly committed to attract students among this group. Many of investments and researches have been done to explore new approaches. There is need to understand how students evaluate their choices. These studies will help marketing the educations which are more responsive to student's expectations. I based my investigation to three university students. The major focus concerned the factors which affect the choices in getting into the higher educations for students with foreign backgrounds. In a qualitative method I interviewed three Kurdish students in age group under 25 years old. The results showed that the attitude of parents, environment, language, independent life style and the personal ambitions are among the main decision making factors. It is believed that the characteristics of native culture, independent life style and personal ambitions are positive factors. Nevertheless the language difficulty can create obstacle for many students as well. / Sammanfattning Andelen studenter med utländsk bakgrund på högre utbildning är fortfarande underrepresenterad. Universitet och högskolor runt om i landet satsar allt mer på att rekrytera studenter bland dessa grupper. Allt mer investeras i forskning på den arenan. Man vill få kunskap om hur studenter utvärderar sina val. Genom att får reda på dessa kunskaper kan man marknadsföra utbildningar som lever upp till gymnasisternas förväntningar. I studien har jag undersökt tre ungdomar som studerar på universitet. Syftet med undersökningen var att studera de faktorer som underlättar för ungdomar med utländsk bakgrund att komma in på högre utbildning. I en kvalitativ undersökning har jag intervjuat tre kvinnliga kurdiska studenter i årskullar under 25 år. Resultatet visar att föräldrarnas inställning och attityd, miljö, språk, självständighet och ungdomarnas egna ambitioner är faktorer som har sina effekter. Det tycks att hemkulturen med sin inställning och sitt krav, självständighet och ungdomarnas ambition är underlättande faktorer, men att språksvårighet och utanförskap kan utgöra hinder för många.

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Swedish school today is a mixture of children who come from different countries and speak different languages. Due to conflicts and war raging in various parts of the world, the refugee stream of people seeking asylum in Sweden has put much pressure on the schools around the country. Studies show that immigrant children fall behind in the education and that students whose first language is not Swedish do not reach the knowledge requirements and goals for English to the same degree of success as other groups of students. The aim for this thesis was to investigate what teachers in a K-3 English classrooms in Sweden do to support immigrant students, and what can be found in previous research to explain such poor performance. The aim was also to explore what methods teachers report using and how these methods are connected to Lgr11 and previous research. The use of Swedish instead of the target language when teaching English seems to be dominating in the schools. Since research found shows that children tend to use their first language when learning additional languages, the use of Swedish becomes demanding and confusing for the immigrant students: they end up having to learn a new language in a new language.

Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins’ Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the Florida Department of Education (FLDOE) on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th grade during each year from 2006/2007 through 2009/2010, and then tracked the students’ entire high school experience from 9th to 12th grade. Student Florida Comprehensive Assessment Test (FCAT) scores were used as the dependent variable. Testing for differences in means and linear and logistic regression analysis were used to examine these questions. The results showed that SNS tend to be offered in large high schools, with a large Hispanic student and teacher population, which have lower average FCAT scores, and are located in counties that tend to vote Democratic. The results found indicate that student participation in SNS program does not affect students’ overall FCAT scores. However, students who participate in SNS courses tend to perform better in Math FCAT, but not in Reading FCAT, when compared to their peers of similar Hispanic background that did not participate in SNS courses. The results supported Cummins’ Linguistic Interdependence concept, as First Language (L1) maintenance may promote academic achievement, depending on the academic subject. The most important attribute of these results was the association found between L1 maintenance and academic skills in Math. The study argues for the possibility of cognitive development occurring at deeper levels due to L1 maintenance, and expressed through abstract and logical thought such as Mathematical iv proficiency. Future studies may benefit by approaching this subject in a longitudinal manner and examine how student participation in SNS is associated with educational attainment, including high school graduation, college enrollment and graduation, job prospects and social mobility. The results also suggest that there is a higher probability that SNS curriculum is offered in high schools located in counties that tend to vote Democratic, indicating that location is intrinsically dependent on stakeholders’ political views on the education of minority students. Therefore, future studies may examine stakeholders’ involvement in the decision making process of curriculum at the county, school, and classroom level, in order to find out what are the driving forces making possible or not the availability of SNS curriculum in the state of Florida.