Swedish workforce has a shortage of practitioner dentists in 18 regions which is expected to last until 2035 (Hall Hoppe, 2022). At the same time, immigrant dentists face many challenges that delay or prevent their integration into the Swedish labour market. This paper investigates the process of immigrant dentists’ integration into the Swedish labour market, what obstacles they encounter, and in their perception, what are the requirements to facilitate their integration into the Swedish labour market. This research paper followed a qualitative method to achieve its aims. In order to obtain the necessary data to conduct the research, in-depth interviews were performed with immigrant dentists who received their education in countries outside the EU/EEA and Switzerland. The main empirical findings reveal the need to transform immigrant dentists' human capital. In light of this, immigrant dentists need to choose one of two routes to be eligible to apply for the Swedish dental license, due to the devaluation of their education. Besides the need to master the Swedish language. There is a lack of support provided for the two routes for acquiring the Swedish dental license. The participants clarify that they need more support in both routes. The Knowledge Exams route lacks guidance, materials, and financial support. while the complementary courses route is limited to three cities which makes it challenging forimmigrant dentists to join if they live in a city that does not offer these courses. It also showed the importance of social connections in the licensing process, while it was not essential in the process of obtaining a job. This study informs policymakers and concerned stakeholders about the barriers and challenges immigrant dentists encounter when integrating into the Swedish labour market. Which contributes to making decisions that will help to facilitate immigrantdentists’ integration into the Swedish labour marke.

The purpose of this thesis is to create a conceptual framework for designing culturally responsive game based learning (GBL) with diverse students by including their cultural capital. This addition of cultural capital can contribute to the students' learning capabilities. This framework provides a structure of workshops and best practices for game designers and pedagogical professionals to jointly incorporate cultural capital into GBL, specifically in an Aotearoa/New Zealand context. Although many studies have been conducted on the benefits of culturally responsive teaching, limited research exists on GBL in this context. New Zealand educators are already implementing GBL in classrooms, but they can have difficulties with creating culturally responsive perspectives. The proposed framework facilitates collaboration with game designers, educators, students, cultural leaders and community members to co-create GBL that reflects a multicultural society's cultural capital. The key contribution is the conceptual framework that identifies how to incorporate cultural capital into GBL. Future research is needed to evaluate the framework's effectiveness for culturally diverse student groups in NZ and other culturally diverse student groups with similar colonial histories.

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This research explores the effects of playing interscholastic sports on labor market income in the United States for males (n=5782) and females (n=6266) who participated in the National Education Longitudinal Study of 1988. Previous research has explored the effects of human capital and social capital on positive life outcomes for interscholastic athletes, but little research has looked into possible cultural capital advantages gained through interscholastic sports participation. Using multiple regression analysis and controlling for the effects of human and social capital, I examine whether participation in interscholastic sports operate as cultural capital. Results indicate that after net of controls the relationship between interscholastic sports participation and labor market income remains positive and significant for males who play sports and females who play the culturally popular sport of basketball. Results also indicate that those male student athletes who play culturally popular sports (football, basketball, or baseball) report more income six years after high school graduation than their counterparts who play a less culturally popular sport. This article provides evidence that cultural capital theory is a useful tool in exploring the relationship between interscholastic sports and labor market income.

America invests large amounts of money in K-12 education to develop its human capital. As such, K-12 student success is vital to the human capital development and future of America's children and adolescents. There is significant concern for the K-12 students who are predictably at risk of not graduating from high school (e.g., low-income, ethnic minority, and first generation college students) let alone qualifying for and enrolling in postsecondary education. Over the past four decades student success has primarily been explained by sociological research on status attainment as well as social capital and cultural capital. However, very little research addresses the relationship between this sociological research and motivation theory from the field of psychology. Specifically, student success research generally neglects describing how social capital and cultural capital become contextually and motivationally relevant for K-12 students. This study explored the pathway of success for students from the following backgrounds: low-income, first generation in college, active members of the Church of Jesus Christ of Latter-day Saints (LDS), Hispanic, graduated from a Utah high school in 2009 and who were admitted to Brigham Young University the same year as new freshmen. Case study methods were employed initially in phase one of the analysis using a grounded theory or emic paradigm, allowing data and patterns to emerge. In phase two of the analysis, using a post-positivist or etic paradigm data were contrasted with existing research. The findings revealed a new model that explains the conditions of student motivation. While the findings support existing research on the influences of social capital and cultural capital on student success, all students in this study experienced a triggering relationship that caused them to contextualize and assign value to various forms of capital in the past and present and leveraged them towards student success. This contextualization also served as a motivation for students to be successful and to pursue additional forms of capital to assist them on their pathway to success. The implications of this triggering relationship theory can assist parents, educators, and many others who facilitate the human capital development of children and adolescents.

The purpose of this study is to describe and analyze the attitudes of several mathematics teachers towards homework as part of the workload of 10-11 year old students at a school in Yunnan Province, China. The focus is to describe and analyze their reasons for assigning homework as well as the nature of that homework. This study also describes their perspectives on how homework can contribute to improving a student’s knowledge of mathematics and what kind of homework they assign. Furthermore, it presents how the teachers describe the ability of the students to assimilate the mathematics homework. The main concepts and theoretical frameworks used to analyze the data are the "two basics", the five elements, cultural capital, habitus, the behaviorist learning theory and sociocultural learning theory. To fulfill my purpose I carried out four interviews and four observations. The results show that the reasons for the teachers assigning homework are “that it is the law of education” and “that practice makes perfect”. The teachers also think that homework helps the students to review and consolidate what they have learned in school that day. In addition, the analysis shows that homework gives students the opportunity to assess whether or not they have understood everything and if they have not, they can practice it. All of the teachers believe homework to be an important part of mathematics education. They assign two principal types of homework: oral and written. Two of the teachers also assign a third type: practical homework. According to the teachers, the students’ ability to assimilate the mathematics homework is affected by their parents’ learning habits, which they themselves have learned from their parents before them. The students are reflections of their parents. If parents have a good learning habit, they will teach their child how to successfully assimilate homework. The teachers agree that the parents’ lack of mathematical knowledge or mandarin can affect their ability to help their child with homework.

Developed countries have promoted immigration of educated people as a strategy to satisfy the demand for educated labor. Highly educated immigrants' poor language skills, absence of cultural networks, and lack of credentials and recognized professional experience gained in the country of origin are barriers to their social and economic integration (Ferrer & Riddell, 2008; Mattoo, Neagu, & ?zden, 2008; Miranda & Umhoefer, 1998; Zikic, Bonache, & Cerdin, 2010). The purpose of this study was to explore how college experiences in an American college or university facilitate or hinder the transfer and gain of different forms of capital among highly educated Colombia immigrants. All of the participants in this study completed at least a bachelor's degree before moving to the United States and came to this country under any visa category except that of student. Two in-depth interviews were conducted with six Colombian immigrants living in the state of Florida. The results of the study revealed five common themes shared by the participants: (1) exposure and exchange of different forms of thinking and cultural expressions; (2) performing in ways that meet requirements of American institutions; (3) achieving credentials recognized by professionals in the United States' job market and social structure; (4) capacity to assess their own abilities and take control of their future; and (5) connections that provide social, emotional, and intellectual support as well as information.

Community college students often have more complex needs and access to fewer resources than their four-year university counterparts. While there is some research on community colleges, it tends to be narrowly focused on students' initial degree aspirations, previous academic record, and demographic characteristics and less on the students’ experiences and perceptions. This dissertation identifies and illuminates the gaps between the existing research and the perceptions of community college students. This research draws on empowerment theory and the theory of democratization and diversion to comprehensively explore the complexities of community college students' lives. In-depth qualitative interviews were conducted with two groups of current Pell Grant eligible community college students: 1) those who meet their institution's criteria for satisfactory academic progress towards an Associates in Arts degree (n=31); and 2) those who do not meet the criteria (n=31). The purpose of these interviews was to uncover barriers and enablers contributing to students' abilities to meet their educational goals. Braun & Clarke's (2006) six phases of iterative thematic analysis were followed to analyze the data and ATLAS.ti software was used to assist in the coding. The data were grouped so that the overlapping experiences of participants could be clearly noted without losing the unique perceptions and words of the participants. Four major themes were identified: sources of motivation; responsibilities to resources ratio and external barriers; informational capital and knowledge; and powerlessness. Motivation and access to sufficient resources in order to meet a student's responsibilities were noted by participants as requirements to enable educational attainment. Additionally, the need for students to decode the rules of higher education in the institution and classroom were identified, and different levels of powerlessness were noted between groups. These findings have implications for theory including updating Brint & Karabel's democratization and diversion theory and presenting an emerging theoretical construct. Recommendations for policy and practice are made. Further, areas of further exploration for community college students and employees are presented in order to continue to add these expert voices in to the larger community college conversation.

The construction of parental involvement as it was introduced into American schools over 90 years ago marginalizes Latina/o students and families. While research exists on the positive impact of Latina/o parental involvement as well as cultural parenting practices unique to Latina/o culture that foster academic success, much remains to be learned. What teachers and administrators in K-12 and higher education settings have not yet widely considered are how Latina/o students bring with them six forms of cultural capital transmitted to them via their parents to persist in hostile environments such as predominantly White institutions (PWIs). This qualitative study addresses what can be done to accommodate and support a growing Latina/o population by amplifying student narratives on how, and under what circumstances they employ each of the six forms of capital. The findings reflect my research with 37 Latina/o college students at different types of higher education institutions (a selective all-women’s college, a large co-educational University, and a community college) to examine how students: describe and interpret parental involvement, employ cultural messages regarding education, and how they utilize cultural capital to persist at these PWIs. This study has implications for policy and practice for teachers and administrators in K-12 and higher education settings. It challenges these institutions to adopt asset-based approaches that propose to work with whole Latina/o families to support the whole Latina/o student. Findings from this study also provide recommendations for how Latina/o students can take active roles in advocating for themselves in higher education.

In this study I look at the music video Heaven and Hell by YE, formerly known as Kanye West. The video contains references to Christian religion and fine art. My aim with this essay has been to identify these references using a visual analysis with theory based on ideas of Erwin Panofsky. I did this by studying iconographic symbols, light and color as well as the connections these have in the music video. After this I used Pierre Bourdieu’s theories of cultural capital and taste to decode the meaning of these references. My findings point towards YE’s usage of references to Christianity and fine art as a way to invoke a sense of trust and high cultural capital.