<p>The aim of this study is to investigate how non-profit engagement influence voting in school election, but also how the school has influenced the pupils to vote and if there are any differences between a big and a small town.</p><p>The methods which have been used for this study are quantitative and qualitative, both questionnaires and interviews. To be able to see differences between a big and a small town the study was carried out in one school from each category of town.</p><p>By examine the empirical material and analyse it with theories which are used for this study we have come to the conclusion that there are no obvious differences between pupils in the big town and the small town. Pupils in both schools were pretty engaged in associations, though had the pupils from the small town some higher level of engagement. Moreover, both schools had a high participation for the election. The result of the study showed that there were no noticeable tendencies on if the pupils choose to vote depending on engagement in associations.</p><p>Furthermore, both schools were very engaged in the school election indeed. The small town school did not give a connection between the school’s engagement and the pupils’ willingness to vote. However the big town school had a greater connection between the school’s engagement and the pupils’ willingness to vote.</p>

Swedish schools are responsible for a democracy-mission, to educate democratic citizens. School elections can thus be a tool where the students can practice an important democratic act, namely to vote. This may seem unproblematic, but the question is whether there is always a collaboration between them? The present study aims to investigate the teachers´assessment of school elections in relation to the school´s democracy mission, how the school election has been made concrete in the teaching and what opportunities and challenges it entails. The purpose is examined in relation to the theoretical framework of the study, consisting Linde´s curriculum theory and Reinhardt´s democracy competencies. The theories are used to explore the integration of democracy education and the work of school election in the teaching of civics. The study is based on interviews with seven teachers in civics from three different upper secondary schools. The result shows a twofold view among the teachers, which creates a difference between theory and practice regarding school election and democracy education. Furthermore, it appears that school elections include opportunities to promote student´s democratic competencies, while different challenges can inhibit such a development. However, the result also points out that the existence of different challenges can be a prerequisite for the students to have a chance to develop their skills in democracy at all.

Syftet med arbetet var att undersöka hur elever i år 9 har för uppfattning om valet av gymnasieprogram gällande högskoleförberedande program och yrkesprogram. Vidare ville vi få kunskap om påverkansfaktorer samt om 2011 års reform gällande grundläggande behörighet påverkar elevernas val. Frågeställningarna vi ville få besvarade är hur fördelningen ser ut mellan yrkesprogram och högskoleförberedande program, hur eleverna rangordnar påverkansfaktorer vid valet av yrkesprogram respektive högskoleförberedande program samt hur eleverna tänker kring den grundläggande högskolebehörigheten. För att få svar på våra frågor genomförde vi en kvantitativ studie i form av en webenkät som besvarades av 234 elever i år 9. I vår teoridel har vi lyft tidigare forskning inom detta område samt hur ämnet lyfts i media, av myndigheter och politiska sammanhang. Vi utgick från Gottfredsons teori Theory of circumscription, compromise and self-creation samt Hodkinsson &amp; Sparks teori Careership theory som grundar sig på Bourdieus tankar. Centrala begrepp i arbetet är karriärval, påverkansfaktorer i form av genus, socialt arv samt grundläggande högskolebehörighet. Vårt resultat visar att eleverna i vår studie väljer yrkesprogram i större utsträckning än övriga landet. Studien visar att eleverna väljer program utifrån intresse och att de anser att de inte påverkas av sin omgivning. Vår studie visar också att det finns en relativt god medvetenhet om den grundläggande behörigheten. / The purpose of the study was to investigate what pupils in year 9 think about the choice of high school programs for university preparatory programs and vocational programs. In addition, we wanted to get knowledge of factors of influence, and if the 2011 reform of basic competences affects students' choices. The questions we wanted to get answered were the distribution of vocational programs and university preparatory programs, how the students rank factors of influence in the choice of vocational programs and university preparatory programs as well as how students think about the basic university degree. To answer our questions, we conducted a quantitative study in the form of a web survey answered by 234 students in year 9. In our theoretical part, we have raised previous research in this area and how the subject has been raised in the media, by authorities and in political contexts. The study was based on Gottfredson's theory Theory of circumscription, compromise and self-creation, as well as Hodkinsson &amp; Spark's theory Careership theory, based on Bourdieu's thoughts. Key concepts in the work are career choices, impact factors in the form of gender, social heritage and basic university admission. Our results show that students in our study choose vocational programs to a greater extent than the rest of the country. It also shows that students choose programs based on interest. Furthermore, they do not feel affected by their surroundings. Our study also shows that there is a relatively good awareness of the basic competence.

The aim of this study is to investigate how non-profit engagement influence voting in school election, but also how the school has influenced the pupils to vote and if there are any differences between a big and a small town. The methods which have been used for this study are quantitative and qualitative, both questionnaires and interviews. To be able to see differences between a big and a small town the study was carried out in one school from each category of town. By examine the empirical material and analyse it with theories which are used for this study we have come to the conclusion that there are no obvious differences between pupils in the big town and the small town. Pupils in both schools were pretty engaged in associations, though had the pupils from the small town some higher level of engagement. Moreover, both schools had a high participation for the election. The result of the study showed that there were no noticeable tendencies on if the pupils choose to vote depending on engagement in associations. Furthermore, both schools were very engaged in the school election indeed. The small town school did not give a connection between the school’s engagement and the pupils’ willingness to vote. However the big town school had a greater connection between the school’s engagement and the pupils’ willingness to vote.

This study examines young people’s subjective experiences of changing school environments from resource-poor primary schools to resource-rich upper secondary schools in Stockholm. Previous statistics show that resource-poor primary schools located in the most socio-economically vulnerable parts of the city have the lowest grade point average and lower educational quality/standards. Based on young people’s stories (who have had such experience of school environment change), it is the purpose to understand the reason behind their decision to change school environment as well as to analyze their experience of it (with focus on well-being, adaptation and social relationships). The study is qualitative and five semi-structured interviews are conducted. Based on Bourdieu’s theories of capital, symbolic violence, social field and habitus, Collins’ theory of social rituals, and McPherson et. Al’s theory of homophily, the results show that students showing study motivation and high grades are given priority in the field of education, resulting in inequity. Therefore, teachers and school staff have a great deal of influence on peers' school choice. The reasons for the change of school differs between foreign- and Swedish-born. The former group emphasizes integration into the Swedish society, the latter emphasizes the identification with the school’s profile and has greater knowledge of the school system. The adaptation to the new school environment was problematic at first, due to the socio-economical differences between the students. The educational level was also much higher, which shows a deteriorating equivalence in the Swedish school system. In addition, the majority of the students were ethnic Swedes, which reflects the pattern of school segregation in Stockholm. These aspects lead to common feelings of exclusion, showing patterns of homophilic social relationships based on different criteria. Joint activities show that those structural differences can be blurred.