This thesis studies how a non-white minority integrates into Swedish society in order to better understand the particularities of Sweden’s immigration model and to see if it is as suitable as it is made out to be in EU circles. It does so through an exhaustive review and cross-examination of existing literature on immigration in Sweden, and by collecting opinions from members of a long established immigrant community: the Eritreans in Sweden. It calls for a more nuanced approach in education and society to issues of race and ethnicity, so that the majority of the population realizes that using and discussing these categories should not be avoided, because they are useful to come to terms with diversity. By not focusing exclusively on economic insertion, but by also placing emphasis on the socio-cultural integration of minority identities, it will point out to the need for more comprehensive integration policies that equate opportunities and chances of non-white Swedes with those of natives and ensure equal access to the labor and housing markets. It contends that ‘top-down’ legislation and systemic implementation of such policies foster feelings of ‘belongingness’ among non-white Swedes, and contribute to the creation of social capital and to the overall peaceful coexistence of Swedes of different cultural backgrounds.

Acquisitions represent a common modus operandi of firm growth. Notwithstanding their lasting popularity, the majority of deals are reported to be unsuccessful. Given their prevalence and practical relevance, acquisitions have attracted scholarly interest from diverse academic disciplines and traditions. Despite the extensive volume of the acquisition literature, some intriguing questions remain unanswered and some essential assumptions remain untested. This dissertation seeks to explore several of these unanswered questions: What determines “us versus them” type of thinking in acquisitions? What influences social preferences, willingness to learn and the type and degree of trust in acquisitions? What roles do culture, organizational identity and status play in this regard? Shall we expect differences to be problematic all the time? Could it be the case that cultural differences sometimes lead to positive perceptions and reactions among individuals involved in acquisitions?  Motivated by these questions and many others, this dissertation primarily looks at the human side of acquisitions, and, in so doing, it problematizes the sociocultural dynamics during the initial phases of the post-acquisition process. Building on theories of social-psychology and utilizing experimental designs, the dissertation consists of three theoretical and three empirical papers, which address the aforementioned questions. The theoretical arguments and the empirical findings reported in this dissertation suggest that status differences between acquiring and acquired firms have discernable effects on key sociocultural integration outcomes like trust, social preferences, organizational commitment and knowledge transfer. Taken together, the arguments raised and results reported in this dissertation point out the important, yet hitherto relatively neglected, role of status in acquisitions, and in other similar inter-organizational modes. / <p>Diss. Stockholm : Handelshögskolan i Stockholm, 2012</p>

While integrating to socio cultural environment such person’s features like ability to watch, analyze, interpret and estimate the qualities of motion, language (intonation), sound and view. This trains communication culture in various social situations. The improvement of body movements opens the opportunity to experience the joy which comes from educated, strong, healthy organism, it creates preconditions of person’s self expression and self realization. However in various spheres of life and work it is often being hidden behind the stream of words, not emphasizing the plastic opportunities of person’s body. In the activity of sports body movements can be described by cultural point of view, the not verbal motion of the body is modernized which has some aesthetic value. Improving human’s body movements will get socio cultural quality which could be expressed by the unity of peculiarities using them as the means of self expression in the socio cultural activity. That is why movement culture and their plastic (aesthetic) expression is one of the person’s problems of the cultural upbringing. The object of the investigation is the importance of the aesthetic movement to person’s socio cultural integration. The aim of the investigation is to reveal the importance of the adult’s body movements improving to their socio cultural integration. The hypothesis of the investigation is that improving of the body movements (in the aesthetic point of view) to the adult’s socio cultural... [to full text]

Thesis advisor: Larry H. Ludlow / In 2019, as in previous years, White students outperformed African American, Hispanic, and American Indian/Alaska Natives in a variety of K-12 outcomes (Darling-Hammond, 2007; de Brey et al., 2019; Jacob & Ludwig, 2008; National Education Association, 2015). The urgency of the opportunity/achievement gap is clear, as the current cohort of students under 5 years of age marks a turning point in student population demographics as the first in which 50 percent are part of a minority race or ethnic group (U.S. Census Bureau, 2015). Sociocultural integration (SCI) is included in the frameworks of successful bilingual programs (Howard et al., 2007; Scanlan & López, 2014). SCI considers the dynamics of relationships with oneself and others as being built in the context of one’s racial/ethnic, cultural, and linguistic background (Brisk, 2006; Feinauer & Howard, 2014). Acceptance and appreciation of cultural difference is critical for teachers (Bennett, 2003) and a number of pedagogical frameworks center teachers’ role of cultural brokerage as a pathway to fostering positive student outcomes (Grant & Sleeter, 2006; Suárez-Orozco & Suárez-Orozco, 2001; Villegas & Lucas, 2002). In this dissertation, I defined sociocultural integration in a teacher-centered way, and explicitly incorporate teachers’ racial/ethnic identity development in the evolution of their actions to support SCI. Second, I operationalized this definition and built a scale for measuring SCI using innovative “lived experiences” scenario items according to the Rasch/Guttman Scenario scale development methodology (Ludlow et al., 2020). The SCI Scale for Teachers showed desirable psychometric properties and is well suited to increase use due to ease of interpretability. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

In 2008, Sweden changed its labor migration legislation and allowed for labor migrants from non EU/EEA countries to migrate to Sweden, which had been heavily restricted since the 1970s. This shift in labor migration policy is mirrored in Swedish integration policy where the focus in recent years has been on labor market integration. This thesis aims to investigate the sociocultural integration of migrants who are employed and, in the Swedish context, assumed to be integrated. In addition, sociocultural integration is related to employment and length of stay. Sociocultural integration is measured by three indicators: knowledge of Swedish language, having Swedish friends, and membership in organizations. The data was collected through sixteen semi-structured interviews of highly educated migrants with employment in Sweden and analyzed using four integration theories.The study reveals that employed migrants are only partially socioculturally integrated. Respondents presented low levels of Swedish-language knowledge, which can be explained by their short stay in the country as well having international workplaces where mostly English is spoken. However, these workplaces also offer respondents opportunities to meet natives and most respondents met their Swedish friends through work. There is a need for further studies of integration, in particular those that would explore multiple dimensions of integration and incorporate migrants who are already economically integrated.

In 2015, Sweden was one of the exemplary member states of the European Union that took in a disproportionate number of refugees. Five years later, Sweden has adopted much stricter migration policies restricting access to residence permits and citizenship. The focus has shifted to integration policies aimed at including refugees in the host society. Integration has become widely accepted as a process that is primarily a proactive adaptation and assimilation on the side of the newcomers, rather than a dynamic two-way process. Moreover, this paper argues that integration has largely been reduced to the socio-economic dimension and ignored the sociocultural dimension that is central to the integration process. Using Axel Honneth’s Theory of Recognition as a theoretical base to understand the importance of sociocultural dialogue and interpersonal integration, this paper shines a light on the problematics of current integration policies and its effects. Using empirical research this paper aims to explore the host societies understanding of integration and using Foucauldian discourse analysis the theoretical framework andSaid’s Orientalist critique, expose an underlying power dynamic between host-society and newcomers. Shining light both on governance and socio-cultural dynamics, this paper explores the gap left in sociocultural integration through the lack of dialogue and solidarity has affected the social reality of immigrants in Sweden.

Cette recherche a pour but d’étudier les pratiques enseignantes de soutien auprès des élèves immigrants récemment arrivés au Québec, ne maîtrisant pas le français et intégrés dans des classes ordinaires au primaire. Pour ce faire, nous avons mené une recherche de type qualitatif avec deux enseignantes et leurs trois élèves immigrantes. Afin de documenter les pratiques de soutien en contexte réel de la classe, comprendre les raisons des enseignantes à l’égard du soutien et le point de vue des élèves, nous avons procédé à des observations de classe et à des entrevues individuelles générales et spécifiques avec les participantes, en plus de consulter certaines productions écrites des élèves immigrantes participantes. La présentation des données prend la forme d’une étude multicas décrivant les pratiques de soutien mises en place par chacune des deux enseignantes à partir de 22 séquences de soutien qui ont été décrites en tenant compte du contexte de chaque classe, puis analysées à la lumière de deux cadres théoriques complémentaires, le cadre d’analyse du travail enseignant et l’approche sociohistorico-culturelle. Les résultats de cette recherche mettent en exergue le sens de la pratique enseignante de soutien qui se coconstruit dans les interactions entre l’enseignante et l’élève, selon leurs apports mutuels, et selon les facteurs de la classe. L’analyse des raisons des enseignantes à l’égard du soutien montre que devant les difficultés des élèves immigrantes anticipées, constatées ou signalées, les enseignantes prennent des décisions pour prendre ces difficultés en considération, les traiter et mettre en place des pratiques de soutien. Les décisions des enseignantes découlent d’un processus de négociation interne entre la prise en compte des difficultés, notamment imprévues, et le maintien de leurs tâches prescrites, tout en considérant les facteurs contextuels de la classe. Le processus de négociation se poursuit et se déplace ensuite entre l’enseignante et l’élève, lesquelles construisent le sens de soutien à travers leurs interactions. Les concepts empruntés de l’approche sociohistorico-culturelle nous permettent de comprendre la relation dialectique entre l’élève et l’enseignante lors des interactions. Les deux s’ajustent l’une par rapport à l’autre dans le but d’arriver à un consensus sur le sens de la difficulté. De ce fait, la pratique enseignante de soutien est construite suite aux négociations entre l’élève et l’enseignante, mais aussi suite à la négociation interne de l’enseignante, et ce, dépendamment des facteurs du contexte. Notre recherche a contribué à apporter cette clarification sur la manière d’appréhender les pratiques enseignantes de soutien en contexte de classe ordinaire. / This research studies teaching practices that support immigrant students recently arrived in Quebec. In most cases, those students have limited French proficiency and are required to be integrated into regular primary classes. A qualitative study was conducted with two teachers and their three immigrant students. Data collection was based on: 1) Classroom observation that allowed for documenting teaching support practices in real classroom context, 2) One to one interviews with teachers to understand their reasons when applying their supporting practices, 3) One to one interviews with students to comprehend their points of view regarding teaching support practices. Furthermore, some of the student’s written work was analysed. The research data is presented using a multi-case study that describes teaching practices for each participating teacher. For each case-study, the data was categorised based on twenty two supporting sequences described in regards to the context of each class. Then, the data was analysed using two theoretical complementary approaches: the teaching work analysis framework, and the cultural-historical approach. The results of this research emphasize on the significance of teaching practice that is co-constructed by collaborative interactions occurring between the teachers and their students. These interactions are defined by students and teachers mutual contributions correlated to specific classroom factors. The analysis of teacher’s reasons shows that implementing and processing of teaching support practices are influenced by the decisions that teachers must make momentarily when they encounter a student difficulty. Teachers’ decisions result from an inner negotiation process. Teachers have to choose quickly between implementing supporting practices and maintaining their on-going prescribed tasks. This negotiation process is continued between the teacher and the student during their interactions in order to co-construct the support practice. The concepts borrowed from historical-cultural approach facilitate understanding the dialectical relationship between the student and the teacher during their interfaces. Both the teacher and the student adjust their behaviors towards each other to re-define the meaning of difficulty. Consequently, teaching support practices are shaped concurrently by the teacher’s inner negotiation process and the external negotiation with their students, and also influenced by the context factors of the class. This research main contribution is reinforcing and developing our understanding to teaching practices of support in the context of the regular classroom.