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Människan är en social varelse och att tillhöra ett socialt sammanhang är centralt. Syftet med detta arbete är att studera hur individer från etniska minoritetsgrupper agerar för att möta det omgivande samhället. Denna studie har använt sig av en kvalitativ metod där sju semistrukturerade intervjuer gjorts för att besvara studiens syfte och frågeställningar. Studien genomfördes med fyra kvinnor och tre män, där majoriteten är födda och uppväxta i Sverige och där två är födda utomlands men uppväxta i Sverige. Studiens resultat visar att etniska minoriteter upplever att samhället har få om några förväntningar syftar istället på att de i mötet med samhället så möter de även på fördomar. Studiens fynd enligt deltagarnas upplevelser av assimilation i mötet med samhället är att roller tas av olika etniska minoriteter för att motbevisa fördomar eller för att bevisa att de är kapabla till minst lika mycket som alla andra. Alla deltagare har anammat sina dubbla identiteter och menar att alla deras identiteter, de nationella och etniska, tillsammans blir en helhet. Majoriteten menar att i mötet med samhället framhäver de en version av sig, de gör sig aldrig till i sitt rolltagande dock tonar de ner andra sidor för att inte mottagaren skall tro att dennes fördomar har bekräftats. / Man is a social being and to belong to a social context is essential. The purpose of this work is to study how individuals from ethnic minority groups act in the meeting with society. This study has used a qualitative method where seven semi-structured interviews have been executed to answer the study's purpose and questions. The study was conducted with four women and three men, where the majority were born and raised in Sweden and where two were born abroad but raised in Sweden. The results of the study show that ethnic minorities feel that society has few if any expectations. They mean that in the encounter with society, they also encounter prejudices. The study's findings, according to the participants' experiences of assimilation in the encounter with society, is that roles are taken by different ethnic minorities to rebut prejudices or to prove that they are capable of at least as much as everyone else. All participants have adopted their dual identities and believe that all their identities, national and ethnic, are in a combination a definition of their whole identity. They believe that in the encounter with the society, they emphasize a version of themselves, they never pretend to be someone else, however, they tone down certain aspects of themselves so that the recipient doesn’t think that his prejudices are correct.

The purpose of this study is to describe and discuss guidelines for the work of teachers in the multicultural classroom. The survey is based on what various experts stresses as fundamental in the work of teachers in the multicultural classroom. This includes the concepts of identity, especially the dual identity, culture, religion and language. Also the school as institutional practice, values and the school subject of religious studies. The method used in the study is based on a qualitative approach as a literature study. The study results show that a good integration is crucial for people with the dual identity. By coexistence people can maintain their roots and the new which provides a dual perspective. With the dual identity can the cultures that come together create a strong solidarity and completeness. People can if it retains both its roots and the new be whole, as the dual identity is about that the two identities are not mutually exclusive, but they are mutually overlaping and are valid simultaneously.  Through integration, and to retain their two identities prevents that humans encounter negative identity developments. The study result also show the importance of intercultural competence in schools.Teachers in religious studies can by having a good intercultural competence and knowledge of the subject show different perspectives and create a greater understanding of the similarities and differences which the dual identity is all about. To see from different perspectives, change patterns and avoid an “we and them” splitting is important. Teaching is integration if it is done properly and on the basis of elaborate lessons and approaches.

This essay is a try to present the Trikāya doctrine in Māhāyāna Buddhism as a model for a transcending theology that can help those who are living with a “dual Buddhist-Christian religious identity” to overcome conflicts between Buddhism and Christianity. By the Trikāya doctrine we can reach a deeper understanding of the mystical awakening to “Buddha beyond Buddha” (or “God beyond God” as some of the mystics tried to explain); i.e. the transpersonal Dharma and the transpersonal Logos beyond the limited individuals of Gautama and Jesus who both fully realized God as spiritual qualities in body, speech, actions and mind. The point is that we do not need to choose between the Buddha or Christ; instead we can look at them both as living examples of the realization of what Paul Tillich called the “Ultimate Concern” and “Being”.  And probably we can use this model for most religions.

This thesis deals with an identity of young Romanies. About its development, meaning and importance when searching for oneself. To understand the significance of finding the Romanian youth´s identity, it is essential to get familiar with their culture, traditions, way of life etc. In the theoretical part it is possible to find the topic of personal development with relation to free time, its importance with creating a personality and educational methods applied to working with Romanian youth coming out of {\clq}qgood experience``. The practical part focuses on fieldwork. The research is a verification of hypotheses that were set at the beginning of the work. The next part of the research are new facts that have been found by the author during the realization of the research in fieldwork. This work is supposed to provide an educationalist a complex view of the problems connected with the identity development of the Romanian identity.