Känslan av den nationella tillhörigheten/nationell identitet hos ungdomar med utländsk härkomst studerades. Undersökningens syfte var att studera ungdomarnas känsla av nationell tillhörighet och faktorer som sammanhänger med denna känsla. Undersökningen har en positivistisk grundsyn. Ramen för den teoretiska förklaringsmodellen består av konfliktteori och dialektiskt synsätt.  Studien är genomförd som en enkätundersökning. Data från 359 elever (årskurs 7-9 och gymnasieelever) från två Storstockholms förorter med högre invandrartäthet än riksgenomsnittet samlades in och bearbetades. Studien visar att drygt hälften av de tillfrågade inte känner sig vara svenskar. Studien visar positiva signifikanta korrelationssamband mellan ungdomarnas känsla av nationell tillhörighet och graden av umgänge med svenska kompisar, upplevelse av deras kultur som en del av svenska kulturen, den samlade känslan av vikten och värdet av att vara svensk samt negativt signifikant korrelationssamband med att vara född utanför Sverige och synen på religionens betydelse. En logistisk regressionsanalys visar att med hjälp av en modell byggd av de ovannämnda faktorerna kan man predicera 77,5 % av fallen i rätt svarsgrupp och förklara 32-50% av variationen i känslan av nationella tillhörigheten hos ungdomar. / This report presents the results of a survey study about sense of national identity among adolescents with foreign descent. Its objective is to study their sense of national belonging and associated factors with that. The investigation has a positivist ethos. The framework for the theoretical explanation model consists of conflict theory and dialectical approach. The study is conducted as a survey study. Data from 359 students (grades 7-9 and high school students) from two Stockholm’s suburbs with higher immigration frequency than the national average, was gathered in and processed. The study showed that just over half of the respondents did not identify themselves as Swedes. The study showed positive significant correlation relationship between the adolescent’s sense of national belonging and the level of relations with ethnic Swedish friends, experience their culture as part of the Swedish culture, and the collective feeling of the importance and value of being Swedish and negatively significant correlation associated with adolescent’s religious view and being born outside of Sweden. A logistic regression analysis shows that using a model built by the above mentioned factors can predict 77.5% of cases, the correct response group and explain 32-50% of the variation in the sense of national identity among youth.

Diss. Göteborg : Göteborgs universitet, 2005.

Diss. Stockholm : Stockholms universitet, 2005.

Romanies have long lived outside the fabric of society and have long been exposed to discrimination in Sweden as well as the rest of Europe. The purpose of this study is to elucidate the experiences of young Finnish romanies in their everyday lives as well as their perceptions of living as a minority group in Stockholm today. Previous scientific researchers have often concentrated their studies on the romanies as a group, so we, the authors have chosen to concentrate our research on the individual’s own experiences. We, the authors have chosen to use a qualitative approach, to give us the opportunity through using open ended interview techniques to comprehend and interpret the individuals own accounts. In this study we separately interviewed four men and four women, between the ages of eighteen and twenty two years old. The theoretical starting point comes from Lundströms (2007) problematizationof national identity, Beckers (2006) theory of deviation and Goffman (2011) theory of social stigma, where the focus lies on identity, deviation and group membership. The empirical data were analyzed by the theoretical approach and with earlier research including Rodell Olgac (2006). The authors have found through their studies that young Finnish romanies live under negative discrimination, which affects their everyday lives in several different ways. They feel segregated from mainstream society, which leads to difficulty at school and in their creation of self-identity. The study also showed that the Finnish romanies interviewed thought that wearing their traditional costumes was a contributing factor in suffering discrimination.

Diss. Uppsala : Uppsala universitet, 2006.

<p>Syftet med min studie har varit att analysera svensk nationell identitetsprocess baserad på mediematerial rörande dispyten som i media kom att gå under namnet Kubakonflikten. Medieanalysen bygger på en totalundersökning av ett femtiotal artiklar under en tvåmånadersperiod våren 2007. Resultatet har påvisat hur svensk identitet produceras i relation till kubanen genom att tillskriva denne en stereotypisk karaktär vilken framställs som svensk identitets motpol. Centrala begrepp vilka genomsyrar svensk identitet har visat sig vara förnuft, modernitet och demokrati. Således verkade konflikten stärkande för en svensk identitet samtidigt som denna förflyttas mot en gemensam västerländsk identitet. En identitetsförflyttning där västerländska maktanspråk och en fortsatt postkolonial tankegång undangöms bakom FN:s mänskliga rättigheter. Vilka i sin tur fastställs av oss alla genom daglig reproduktion av den västerländska diskursens oändliga demokratiansvar.</p>

Syftet med min studie har varit att analysera svensk nationell identitetsprocess baserad på mediematerial rörande dispyten som i media kom att gå under namnet Kubakonflikten. Medieanalysen bygger på en totalundersökning av ett femtiotal artiklar under en tvåmånadersperiod våren 2007. Resultatet har påvisat hur svensk identitet produceras i relation till kubanen genom att tillskriva denne en stereotypisk karaktär vilken framställs som svensk identitets motpol. Centrala begrepp vilka genomsyrar svensk identitet har visat sig vara förnuft, modernitet och demokrati. Således verkade konflikten stärkande för en svensk identitet samtidigt som denna förflyttas mot en gemensam västerländsk identitet. En identitetsförflyttning där västerländska maktanspråk och en fortsatt postkolonial tankegång undangöms bakom FN:s mänskliga rättigheter. Vilka i sin tur fastställs av oss alla genom daglig reproduktion av den västerländska diskursens oändliga demokratiansvar.

Swedish municipals schools have been given an assignment to convey basic values to pupils. The assignment is to bring up the pupils through transmitting and developing a heritage such as values, traditions, language and knowledge. Together along with the lasting knowledge which constitutes the community frame of reference everybody needs. There by is the purpose of this study through a qualitative method to investigate how the schools assignment to create a community national identity of the pupils is interpreted by the teachers in introduction classes. Even how the teachers in this study response to “Swedish” culture by presenting and educate the pupils in this. I have also chosen to investigate if this creates an othering of the newly arrived pupils. The study is executed by a qualitative method by observation in five introduction classes and by interviews with four teachers in these classes. The starting point of this study is social constructivism of culture. There by is culture defined by this perspective and also what culture creates. The theory is built through what culture can be in an anthropological perspective which in this study means patterns of actions, people’s way of thinking, norms people live after and basic values in the culture. Also what can happen when different cultures meet and how humans categorize each other. The conclusion of this investigation is that all four respondents believe that it’s important to convey “Swedish” norms and values to their pupils. Their purpose is for the pupils to learn how to act around others and to learn how to behave in the school, also for the pupils to be able to participate in the community. It has shown that the teachers want to point out the “Swedish” culture and their creation of “Swedish” culture as the superior culture compared to “the others” and the culture that “the others” should reach for. How the schools assignment to create community national identity of the pupils has shown being a complex assignment. When this assignment is interpreted by the teachers something happens and the teachers categorizes the pupils to “the others” and they are shut out from the imagined communities.

Swedish municipals schools have been given an assignment to convey basic values to pupils. The assignment is to bring up the pupils through transmitting and developing a heritage such as values, traditions, language and knowledge. Together along with the lasting knowledge which constitutes the community frame of reference everybody needs. There by is the purpose of this study through a qualitative method to investigate how the schools assignment to create a community national identity of the pupils is interpreted by the teachers in introduction classes. Even how the teachers in this study response to “Swedish” culture by presenting and educate the pupils in this. I have also chosen to investigate if this creates an othering of the newly arrived pupils. The study is executed by a qualitative method by observation in five introduction classes and by interviews with four teachers in these classes. The starting point of this study is social constructivism of culture. There by is culture defined by this perspective and also what culture creates. The theory is built through what culture can be in an anthropological perspective which in this study means patterns of actions, people’s way of thinking, norms people live after and basic values in the culture. Also what can happen when different cultures meet and how humans categorize each other. The conclusion of this investigation is that all four respondents believe that it’s important to convey “Swedish” norms and values to their pupils. Their purpose is for the pupils to learn how to act around others and to learn how to behave in the school, also for the pupils to be able to participate in the community. It has shown that the teachers want to point out the “Swedish” culture and their creation of “Swedish” culture as the superior culture compared to “the others” and the culture that “the others” should reach for. How the schools assignment to create community national identity of the pupils has shown being a complex assignment. When this assignment is interpreted by the teachers something happens and the teachers categorizes the pupils to “the others” and they are shut out from the imagined communities.

Syftet med uppsatsen är att mer än ett decennium efter Berlinmurens fall jämföra om och hur den nationella identitetskänslan i ett enat Tyskland rotat sig hos sex före detta västberlinare från tre generationer från arbetarfamiljer. Kvalitativa intervjuer har använts som metod. Intervjuerna och uppsatsen i övrigt har präglats av Joakim Ekmans teori, vilken utgår från att historia, territorium, gemensam kultur och delade politiska värderingar krävs för en nationell identitetskänsla. Gemensamt för samtliga sex intervjuade är att de idag känner sig mer som tyskar än före detta västtyskar. Deras kunskap och intresse i den gemensamma historien skiljer sig stort såväl inom som mellan generationerna. Samtliga är överens om att murens vara eller icke vara inte har påverkat vardagslivet i större grad. Intresset för Östberlin har varit knappt. Samtliga gläder sig över att muren rivits, även om man inte är nöjd med resultatet i alla lägen. Alla utom en är överens om att det finns kulturella skillnader mellan de före detta öst- och västtyskarna. Man är dock inte överens om vad som skiljer dem åt och varför. Ingen utom en från den yngre generationen anser att man idag kämpar för gemensamma politiska värderingar, men att man borde jobba för att sträva åt samma håll.