The aim of this paper was to examine the specific experience of being bicultural, what ackulturation strategy the person utilized and what influenced the use of this strategy. The findings were analyzed with the help of Pierre Bourdieu’s concepts of habitus and cultural capital. The empirical data was collected through qualitative interviews with four women of Chilean background, who either were born in or had been living in Sweden since childhood. The results of the interviews showed that all the respondents predominantly utilized the integration strategy, meaning that they participated in and felt a connection to both the Swedish and Chilean culture. However three of them had elements of the separation strategy and one had elements of the assimilation strategy. The respondent’s stories revealed that factors like parent’s encouragement and expectations, the Swedish society’s inaccessibility, type of residential area and knowing the Swedish language, had all influenced the use of a specific strategy. By being bicultural, the respondents had experienced the feeling of being an outsider and a pressure to assimilate, but still valued the access to two different cultures as a resource. The results can be interpreted as there being a reciprocal and significant influence between ackulturation strategy and cultural capital/habitus.

Sammanfattning Syftet med denna uppsats var att ge en bild av hur ett antal studie- och karriärvägledare inom universitet/högskola förhåller sig till begreppet breddad rekrytering. Uppsatsen ville också visa vad en högskola och ett universitet har för strategier för att bredda sin rekrytering och om man medvetet använder sig av studie- och karriärvägledning för detta ändamål. Metoden var kvalitativ och resultaten byggde på intervjuer av tio studievägledare fördelade på en högskola och ett universitet, samt två personer som arbetar övergripande med breddad rekrytering på dessa lärosäten. Det som framkom är att studievägledarna överlag anser att breddad rekrytering är en viktig uppgift som ingår i deras yrkesverksamhet, vidare att vägledningen är mer psykologiskt än socialt inriktad, på så sätt att vägledarna fokuserar mer på psykologiska aspekter som t ex studentens intressen, värderingar och förmågor snarare än den sociala kontext studenten befinner sig i t ex klasstillhörighet eller genus. Det finns inslag av processtänkande men fortfarande mycket av "trait and factor" tänkande. Högskolan/ universitetet anser att studievägledning är en viktig verksamhet och använder sig delvis av den för att bredda sin rekrytering, men kunskapen om vad vägledning är och kan användas till känns delvis outvecklad. En framtidsvision är att vägledning har mer av samhällsförbättrande karaktär. Vägledaren skulle då vara en person som uppmuntrar till val utanför normen: Gränsöverskridande val. / Abstract The purpose of this thesis was to give a picture of how a number of student counsellors at the university look on their commission in the perspective of widening recruitment. The thesis also showed what strategies the universities have to widen their recruitment and of how to use counselling for this purpose. The method was qualitative and the result was founded on interviews with ten student counsellors from two different universities and from two persons who work overall with widening recruitment and diversity. This study shows that student counsellors regard widening recruitment as an important task in their work. It emerged under the interviews that counselling is more psychological than social, which means that the counsellors focus more on factors like interests, values and competence rather than social context with factors like social class and gender. There are elements of trait and factor thinking as well as a great deal of process thinking. The university regards student counselling as an important activity and is using it for widening recruitment, but the knowledge of  it and its use is somewhat undeveloped. A vision for the future is that the counsellor has more the task of a social reformer. The counsellor would then be the one who encourages the student for choices beyond the norms.

The main purpose of this C-essay is to answer the question: What have been the consequences and effects of the merit point system on language studies and the parties concerned (teachers, students and principals) during the school year of 2010/11? The merit point system is the result of a political decision and was implicated for the first time in the Swedish upper secondary school during the school year 2010/2011. Being a completely new phenomenon it is of great interest and importance to study its effects. The study in this essay also aims to verify, falsify or nullify two hypotheses very often referred to in the political discussions regarding the merit point system: The merit point system will replace affection and interest as main reasons for language studies in upper secondary school and cause a rectification amongst the students choices of additional courses. The merit point system will have a segregating effect upon society and make it harder for people to rise in society through education in the future. A verification of these hypotheses would imply the appearance of an increased rectification amongst students as well as an orientation towards an in the future more segregated society. The empiric material has been collected and examined with qualitative as well as quantitative methods (questionnaires and interviews) and belongs epistemologically to the phenomenological and hermeneutical traditions.

Abstract   Authors:                           Emmy Davidsson and Fredrik Doohan Pehrman Title:                                  What’s on TV tonight? Swedish title:                  Vad är det på tv ikväll? Level:                                BA Thesis in Media and Communication Studies Language:                                             Swedish Number of pages:          53   Aim: The purpose of this study is to chart and explain Swedish high school students’ TV viewing and their attitude towards the TV medium. The aim is also to discuss the students’ views on news and citizenship. The purpose is also to, through the term habitus, explore how the background of a person reflects on their choice of TV content, in what way they watch television and on their purpose of TV viewing. What similarities and differences can we discover in different groups’ TV viewing and attitude towards the TV medium and how can these similarities and differences be explained? Method: The used method is a qualitative method of investigation, divided in three parts. The first part is a TV diary, in which the respondents document different aspects of their TV viewing during a week. The second part of the method is focus groups and the last part is a survey concerning the background environment of the respondents.   Main result: In our study we have determined that Swedish high school students still, in some aspects, watch television in a traditional manner. They mainly watch entertaining content, but the varieties of entertainment vary depending on habitus, especially gender. We have also discovered that TV viewing is fragmented, but also formalized depending on which level; general, group or individual level, we choose to study. The main aspect of habitus that influence the behavior concerning TV viewing is gender, but also other aspects of habitus, for example education and place to live. We have studied a rather homogenous group of students, which result in differences in attitude towards the TV medium, mostly based on gender. However, we have also discovered subtleties in attitude between the different groups of respondents depending on lifestyle and taste. The results concerning TV use and attitude towards television can not alone determine if Swedish high school students are enlightened members of society or not. However, through habitus and the influence of parenthood and schooling, the students gain opportunities to create habits and a behavior surrounding news consumption that will make them take their social responsibility later in life. Program:                          The Program for Information and Communication Studies Location:                          Linnaeus University, Växjö Period:                              March – May 2012 Assessor:                        Magnus Eriksson Examinor:                        Malin Hjorth   Keywords:                       media use · TV · TV viewing · habitus · capital · identity · taste ·                           lifestyle · social responsibility · individualization · fragmentation

This is a study on how a group of ten pupils choose their upper secondary schools (gymnasium). All pupils are ninth graders in a middle school in Husby which is a suburb of Stockholm. Like the big majority of Husby citizens, they all have immigrant backgrounds and their time in Sweden varies; some are born here while others are born abroad and migrated later with their parents. My aim was to understand their upper secondary school choices through own and their parents’ "cultural capital". I based my study on Bourdieu’s theory on social reproduction and I used his terminology and definitions of cultural capital, interest, field, habitus and strategies. I investigated if and in what way these children follow the tracks of their parents in terms of future educational and working plans but even in terms of common cultural and leisure activities and the way they affect their upper secondary school choice. The Swedish upper secondary school is divided in 18 different specializations, 12 technical and 6 theoretical, respectively. In the first, the pupils are prepared for a technical profession and in the second, they prepare for further academic studies. I was interested in finding out the pupils’ strategies in fulfilling their educational and professional dreams in connection with their choice of upper secondary specialization and their parents’ educational and cultural interests and backgrounds. I used a qualitative method, specifically interviews. I transcribed the interviews and I tried to relate what was said to Bourdieu’s theory. I was mostly inspired by the phenomenological approach where the interviewer avoids taking position and focuses on the message the person being interviewed tries to communicate. Most families in my study have a relatively law cultural capital and even though some have had academic studies and high status professions in their home countries they have had jobs that did not match their education level in Sweden. Most children aim high in the educational rank and especially those who come from high educated parents seem to have a better knowledge of the Swedish educational system and how to better move into it.

I uppsatsen undersöks kulturellt och annat symbolisk kapital hos läkarstudenter vid Karolinska Institutet. Det teoretiska ramverket utgörs av Pierre Bourdieu. I studien jämförs läkarstudenternas investeringar i utbildning, mediavanor och andra kulturella aktiviter med fyra andra elitinriktade utbildningsprogram i Stockholmsområdet. Studien har en kvantitativ del med data insamlat genom en postal enkät till högskolestudenter och en kvalitativ del med personliga intervjuer med läkarstudenter på termin fyra på Karolinska Institutet. Studien visar att läkarstudenterna har mycket gemensamt med studenter vid de andra utbildningarna men att det särkskiljer sig i vissa avseenden. Bland annat framkommer att de har ett altruistiskt synsätt som de menar varit avgörande för deras utbildnings- och yrkesval. Att de vill bli läkare, inte bara för att få ett välbetalt, intressant och prestigefyllt arbete utan för att de vill göra gott för andra. / This thesis examines cultural and other symbolic capital amongst medical students in a Bourdian sense. Medical students at Karolinska Institutet, a Swedish medical university, were compared to four other prestige full educational programs in the Stockholm area. Investments in educational capital, media habits and other cultural investments were compered. The data was collected at an earlier stage at Uppsala University using a postal questionnaire. The data was strengthening with interviews with the medical students.  The medical students demonstrated that they had a lot in common with students from the other elitist education programs that was part of the study. However they also had an extra dimension that was not found amongst the other students and that was a sense of an altruistic thought, e.g. that they wanted to “do good” and that was the reason why they wanted to become doctors.

Diss. phil. I Zürich (Austausch beschränkt). / Im Buchh.: Wiesbaden : VS Verlag für Sozialwissenschaften. Literaturverz.

Made available in DSpace on 2016-06-02T19:35:43Z (GMT). No. of bitstreams: 1 3870.pdf: 1467073 bytes, checksum: e65a4af70406a9194de18b4c3fd7300b (MD5) Previous issue date: 2011-08-30 / Established in 2004 by the Federal Government and ruled by Ministry of Education as a public policy of educational inclusion, the Program Universidade para Todos (ProUni) aims to help the modification of the exculpatory reality of higher education in Brazil. By granting scholarships to low-income students - especially those from public schools in the country - the Program provides the entry of these young people in private higher institutions, previously registered, which in turn have tax benefits. Under this Program, a few years ago, the presence of social categories that were practically excluded from higher education raises questions that deserve reflection. Studying the story of these students during their initial training and trying to understand the changes in demands and in daily practices at school and labor market, as well as the profile of these students in contemporary society, represents a necessity for research and for the educational policies in Brazil. Through this new reality of Brazilian education, this work has the intention of investigate the factors that motivate students who enrolled in the Pedagogy course at an IES from Limeira/SP to seek the graduation at this kind of teaching, understanding the meaning of the education for them, as well as their expectations and aspirations related to the future and work. This analysis of the scholar and professional trajectories from the students is guided at a sociological perspective of Pierre Bourdieu and contributors. / Instituído em 2004 pelo Governo Federal e estabelecido pelo MEC como política pública de inclusão educacional, o Programa Universidade para Todos (ProUni) pretende ajudar a modificar a realidade excludente do ensino superior no Brasil. Por meio da concessão de bolsas de estudo a alunos de baixa renda - em especial, provenientes das escolas públicas do país - o programa proporciona o ingresso desses jovens em instituições superiores privadas, previamente cadastradas, que em contrapartida são beneficiadas com isenções fiscais. Com base neste Programa, de uns anos para cá, a presença de categorias sociais antes praticamente excluídas do sistema de ensino superior levanta questões que merecem análise. Estudar a história destes alunos durante sua formação e buscar entender as transformações nas demandas e nas práticas cotidianas da escola e do mercado de trabalho, bem como o perfil desses estudantes na sociedade contemporânea, representa uma necessidade para a pesquisa e para as políticas educacionais no Brasil. Mediante essa nova realidade da educação brasileira, este trabalho tem como proposição investigar os condicionantes que motivaram estudantes bolsistas do ProUni, ingressantes do curso de Pedagogia em uma IES de Limeira/SP, a buscar uma formação de nível superior, bem como o significado atribuído a este ensino, e de que forma se deu essa experiência universitária. Esta análise das trajetórias escolares e profissionais dos estudantes será pautada na perspectiva sociológica de Pierre Bourdieu e colaboradores.

Made available in DSpace on 2016-12-12T20:34:13Z (GMT). No. of bitstreams: 1 1 Marcilene capa.pdf: 103440 bytes, checksum: 9a0359c464dce345bfd6b8b13b30a2ef (MD5) Previous issue date: 2006-05-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this paper, intitled Memórias e Vida Escolar Relatos de Formação de Professoras da Educação Infantil, Brusque (Memories and School Life - Stories of Teachers education from Children Education, Brusque S/C), I do research into the practical carried out in the daily teaching, as learners and as teachers, who assisted in the teachers construction process of the Children Education of Rede Municipal de Ensino Brusque , in the eighties and nineties. The research was done from the analyses of the teachers education stories, when it is necessary to understand the way the teachers built their experience, their relations, strategies, significance, and as a result of that they constructed themselves as historical citizens. Working with their memories since the beginning of their learning to the lived experiences as teachers, they had told how they had constructed a didactic style. From these memories is convenient to say that the professional practicals are developed through the habitus constitution, which are related with their social trajectory. Thus, they tell the theory failure, praise the practical as the responsible for teaching, that is, they learn to be teachers with their practices, observing the way to teach, the educational procedures, similar to the ones they had lived as students, and now, reproduced, as teachers, choosing a didactic style to teach at nursery. In this study, the interactions are told by means of fragments of the daily teaching. Joined the theoretical base, they compose a mosaic, whose possibility of distinguishing are clarifying. I do not have the desire for explanation, but the reflection on the civilization conditions from teaching relation and from becoming teacher. / Nesta dissertação, intitulada "Memórias e Vida Escolar - Relatos de Formação de Professoras da Educação Infantil, Brusque S/C, procuro investigar as práticas, efetivamente, vividas no cotidiano docente de mulheres que, como alunas e como professoras, auxiliaram no processo de construção do (a) professor (a) da Educação Infantil da Rede Municipal de Brusque, nas décadas de 1980 e 1990. Foram as análises dos relatos de história de formação que oportunizaram esta investigação, quando se faz necessário, compreender a forma como os (as) professores (as) construíram suas experiências, suas relações, estratégias, significações, e que por conseqüência disso construíram a si próprios como sujeitos históricos. Trabalhando com suas memórias desde o inicio de escolarização até as experiências vividas como professoras, relataram como construíram um estilo didático. A partir dessas memórias, é conveniente dizer que as práticas profissionais são desenvolvidas através da constituição de habitus, que se relacionam com a trajetória social das envolvidas. Assim relatam a falha da teoria, enaltecem a prática como a responsável pelo fazer docente, ou seja, aprendem a ser professoras no exercício da função, observando, no jeito de ministrar aulas, procedimentos pedagógicos semelhantes aos vividos como alunas, e que, agora, reverberam em suas práticas docentes, escolhendo um estilo didático para ministrar as aulas na creche. Neste estudo, as interações são narradas por meio de fragmentos do cotidiano docente. Justapostas à fundamentação teórica, elas compõem um mosaico, cujas possibilidades de singularização vão se explicitando. Não busco o desejo de explicação, mas de reflexão.

Made available in DSpace on 2016-06-02T20:39:21Z (GMT). No. of bitstreams: 1 6456.pdf: 860131 bytes, checksum: 1d1751262ab0a8346eadc0305c8e77d3 (MD5) Previous issue date: 2015-06-16 / Financiadora de Estudos e Projetos / Trying to understand a process through which individuals are raised in certain skills and dispositions, "physical and moral states" that are required by society as a whole, but also by specified groups to which one belongs, I conducted a research about the formation of Catholic priests process. I tried to understand from the experience of the diocese of São Carlos / SP, which dynamic, actors and situations were involved in this process of socialization, through which are cultivated in seminarians a number of provisions that in the future will contribute to the exercise of their priestly ministry. This set of provisions that I call priestly habitus is unconsciously and sometimes deliberately instrumentalized by these social actors, both in the daily performance of their social roles and in the maintenance activity or achievement of social positions in the Catholic Church or even in other fields such as the academic one. The dynamics of such priestly habitus cultivation takes place in a broad context, larger than the boundaries of a seminary, covering a range of training situations arranged through an institutionalized itinerary experiences that culminates in ordination. Such a priestly itinerary - equipped with native significance through a structured vocational speech that reduces the importance of profane motivations in the admission at the seminary provides the trajectories of these actors with a purity of inclination that omits the possibility of other interests (less transcendental ones). Finally, I discuss how to some members of the Catholic clergy, to be a priest not as regarded in the official speeches, but in the daily practices is less of an inescapable fixed identity than a contingency identification activity, which is evoked or omitted by these social actors according to the nature of relations at stake. / Procurando compreender um processo pelo qual se suscitam em indivíduos determinadas competências e disposições, "estados físicos e morais" requeridos pela sociedade como um todo, mas também a grupos determinados a que se pertence, realizei uma pesquisa acerca do processo de formação de sacerdotes católicos. Procurei entender a partir da experiência da Diocese de São Carlos/SP, quais dinâmicas, atores e conjunturas envolvem esse processo de socialização, por meio do qual se cultivam nos seminaristas uma série de disposições que futuramente contribuirão no exercício de seu ministério sacerdotal. A esse conjunto de disposições denomino habitus presbiteral, que é instrumentalizado inconscientemente e às vezes deliberadamente por esses atores sociais, tanto na performance diária de seus papeis sociais, quanto na atividade de manutenção e conquista de posições sociais no campo eclesial e até mesmo em outros campos, como o acadêmico. A dinâmica de cultivo de tal habitus sacerdotal se dá num contexto amplo, maior do que as fronteiras da casa de formação ou seminário, abrangendo todo um conjunto de situações formativas organizadas por meio de um itinerário institucionalizado de experiências que culmina na ordenação, o itinerário presbiteral, as quais são ainda dotadas de uma significação nativa, por meio de um discurso vocacional estruturado, que disassocia as motivações profanas do ingresso no seminário, dotando as trajetórias desses atores de uma pureza de inclinação que omite a possibilidade de interesses outros, menos transcendentais. Por fim, abordo ainda como para alguns membros do clero católico, ser padre, não no que toca os discursos oficiais, mas no que tange as práticas cotidianas, parece ser menos uma identidade fixa inescapável, do que uma atividade de identificação contingencial, que é evocada ou omitida por esses sujeitos de acordo com a natureza da relação social em jogo.