In the United States of America (U.S.), institutional marginalization and racial discrimination remains an arguably difficult subject to understand, both conceptually and pragmatically. Regarding governmental sectors, U.S. Armed Forces are institutions where discrimination must be critically explored in an attempt to provide an understanding of the reality faced by those who actually serve. This study involved the examination into racism within a specific elite governmental sector that emphasizes a philosophy of a unified oneness of all its members. Using a phenomenological approach, the study delved into the actual impact of racism within the Marine Corps, on the lives of individual members of a historically marginalized populace, African American/Black. The research explored and analyzed the life stories of three male members of the aforementioned population group, hence seeking to answer the research question: How has Integrated Racial Diversity in the Armed Forces Impacted Experiences of Discrimination Antagonistic to Male African American/Black Marine Corps Officers as Members of a Population Historically Marginalized and Discriminated against in the United States of America? Theories incorporated in the research offered meaning to the experiences of the individual participants. Discoveries illustrated the necessity of adaptation by the individual in coping with the impact of racially charged hostilities in an environment supposedly operating with an objective of oneness of its members. Through the findings, a theory of socio-psycho-bio dissonance was developed by the researcher. This research provides recommendations on practical ways to transformatively address and seek probable resolution in conflict – institutionally.

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Denna studie undersöker hur skolpersonalen uppmärksammar och arbetar med barn som växer upp med en förälder eller flera föräldrar med ett skadligt bruk av alkohol eller andra droger. Studien undersöker även hur skolpersonalen upplever tillgången till resurser för detta arbete och syftar till att lyfta fram det sociala arbetet i skolan. Med hjälp av intervjuer med de yrkesverksamma i skolan studeras deras perspektiv på förebyggande arbete i relation till barn i utsatta miljöer. Intervjupersonerna arbetar på grundskolan i Stockholms samt Västerås län och har olika yrkesroller. Empirin i denna undersökning omfattas av en kvalitativ intervjustudie och därmed har data samlats in genom semistrukturerade intervjuer. Resultaten visar att skolpersonalen understryker betydelsen av relationsskapande med barn som lever med en eller flera föräldrar med skadligt bruk. Resultatet framhäver även att brist på resurser för skolans arbete med dessa barn minskar möjligheterna att förstärka skyddsfaktorer som kan hindra framtida problem hos barnen. Synliggörande av barnens egna beteenden menas vara betydelsefullt i arbetet med att kunna identifiera och fånga upp de barn som lever i skadliga levnadsförhållanden. Den utvecklingsekologiska teorin används som en ram för denna studie då teorin centrerar kring barnets sammanhang. Begreppet risk- och skyddsfaktor har haft stor relevans för vår studie eftersom den hjälper oss att förstå barnens beteenden, de riskfaktorer som barnet utsätts för och hur skolan kan vara en skyddsfaktor. Begreppet ökar även vår förståelse för barnet som individ på en social och strukturell nivå. Studiens slutsats kan delas upp i tre delar och kopplar till de teman denna undersökning fått fram utifrån den tematiska analysen: (1) Förekomsten av bristande resurser i det förebyggande sociala arbetet i skolan; (2) betydelsen av relationsbyggande mellan elever och skolpersonal; (3) och observationer av barns avvikande beteende. / This study investigates how school personnel notice and work with children who grow up with one or more parents with harmful use of alcohol or other drugs. The study also examines how the school staff perceives the availability of resources for this work and aims to highlight the social work in the school. With the help of interviews with the professionals in the school, their perspective on preventive work in relation to children in vulnerable environments is studied. The interviewees work at primary schools in Stockholm and Västerås counties and have different work roles. The empirical work in this investigation is covered by a qualitative interview study and thus the data has been collected through semi-structured interviews. The results show that school staff emphasize the importance of relationship building with children who live with one or more parents with harmful use. The result also highlights that a lack of resources for the school's work with these children reduces the opportunities to strengthen protective factors that can prevent future problems in the children. Making the children's own behaviors visible is said to be important in the work of being able to identify and catch the children who live in harmful living conditions. The developmental ecology theory is used as a framework for this study as the theory centers around the context of the child. The concept of risk and protective factor has had great relevance to our study because it helps us understand the children's behavior, the risk factors the child is exposed to and how the school can be a protective factor. The concept also increases our understanding of the child as an individual on a social and structural level. The study's conclusion can be divided into three parts and links to the themes that this research has produced based on the thematic analysis: (1) The existence of a lack of resources in the preventive social work in the school; (2) the importance of relationship building between students and school staff; (3) and observations of children's deviant behavior.

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