<p>The inherited education and the (un)free choice?</p><p>- A comparative survey between five different programs on University of Örebro</p><p>The aim with this paper has been to examine and to report for different sociocultural background factors (class property, the parents' level of education, the parents' income) importance for the choice of type of education and to see if there is any differences between different university courses with respect to class property. Our issues were following:</p><p>1. What/which sociocultural factors have had most importance for the choice of programs on universities?</p><p>2. How is the distribution between the different classes in the different university programs?</p><p>Our study is a comparative survey with the aim to detect possible connection patterns, differences and resemblances with respect to the students' social background. In our survey we have used questionnaires as a method for data collection. Our ambition has not been to give a comprehensive picture of what/which sociocultural factors that had most importance for the students' choices to begin to study on universities throughout Sweden. Therefore, we delimited us only to carrying out the survey at University of Örebro. Our population consists thus of a programme from each faculty on University of Örebro.</p><p>The empirical material from the questionnaire survey, has been presented with appropriate statistical methods, it has been analyzed and discussed with the aid of Bourdieus habitus theory.</p><p>In this survey we can among other things establish that it occurs certain differences between the different programs, which have been included in the study, among other things with respect to class property. We have also found other relevant connection among different variables.</p> / <p>Syftet med denna uppsats är att undersöka och redogöra för olika sociokulturella bakgrundsfaktorers (klasstillhörighet, föräldrarnas utbildningsnivå, föräldrarnas inkomst) betydelse för valet av typ av utbildning samt se om det finns skillnader mellan olika universitetsprogram med avseende på klasstillhörighet. Våra frågeställningar är följande:</p><p>1. Vilken/vilka sociokulturella faktorer har haft mest betydelse för valet av program/inriktning på universitet/högskolan?</p><p>2. Hur ser fördelningen av klasstillhörigheten mellan de olika programmen ut?</p><p>Vår studie är en komparativ surveyundersökning med syftet att upptäcka eventuella sambandsmönster, skillnader och likheter med avseende på studenternas sociala bakgrund. I vår undersökning har vi att använt oss av enkäter som en metod för datainsamling. Vår ambition har inte varit att ge en heltäckande bild av vilken/vilka sociokulturella faktorer som haft mest betydelse för studenternas val att börja studera att på högskola/universitet i hela Sverige. Därför avgränsade vi oss endast till att utföra undersökningen vid Örebro universitet. Vår population består således av ett program från varje fakultet på Örebro universitet.</p><p>Det empiriska materialet från enkätundersökningen, har presenterats med lämpliga statistiska metoder, har analyserats och diskuterats med hjälp av Bourdieus habitusteori.</p><p>I denna undersökning har vi bland annat kunnat konstatera att det förekommer vissa skillnader mellan de olika universitetsprogrammen, som har ingått i studien, bland annat med avseende på klasstillhörighet. Vi har även funnit en del andra relevanta samvariationer mellan olika variabler.</p>

<p>The purpose of this essay is mainly to study the reason behind students' visits to restaurants, and also their restaurant habits. The study also intends to find a possible difference in students dining habits among the different social classes; working class and middle class.</p><p><strong> </strong></p><p><strong> </strong>This study contains qualitative methods. The qualitative research method is in the shape of deep interviews with ten students from different social classes who’s registered at Södertörns  högskola.</p><p><strong> </strong></p><p>The results of this investigation show that the consumer society along with the respondent’s habitus and access to capital, has influenced and created their opinions and habits around eating out. This has also created the similarities and differences between them.</p><p> </p><p>Keywords:</p><p>Habtitus, consumption, restaurant, social class, consumer society</p>

The aim is to study representation of order and otherness in the late 1930's Swedish press. That is, who are envisioned as "us" and who are the "Others"? The theoretical frame is based on Foucault’s concepts of pastoral power, the reason of state and biopolitics. The Good Shepherd is an excellent metaphor for the Nordic-style welfare state and the Foucauldian approach fits well with the social Darwinist and race biological metaphors of the time. Furthermore, news, myths and law articulate public morality and belong to disciplining, naturalizing and normalizing discourses. The symbolic boundaries between “We” and “Them” are outlined and modes of thinking, acceptable ways of behavior, and possible solutions for existing problems are provided. The material examined consists of four Stockholm-based newspapers Dagens Nyheter, Stockholms-Tidningen, Svenska Dagbladet and Social-Demokraten. The years studied are 1935 and 1938. The quantitative content analysis is based on a selection of four months from each year. The articles are coded according to a theme and the characteristics of the actors. Gripsrud’s version of Propp’s actant model is used to examine the narrative structure of the stories. Linguistic tools, such as ideational and interpersonal functions, are used to analyze the individual texts. The groups depicted as deviant include religious sects, ethnic minorities, foreigners, criminals and political activists on the extreme right and extreme left. A number of articles discuss various social problems in more general terms. Quantitatively more than eighty percent of the material consists of crime news. Approximately five percent of the articles are about ethnic minorities and foreigners. Religious sects and political extremists constitute about one percent each and roughly ten percent of the material is about social problems.

The purpose of this essay is mainly to study the reason behind students' visits to restaurants, and also their restaurant habits. The study also intends to find a possible difference in students dining habits among the different social classes; working class and middle class.    This study contains qualitative methods. The qualitative research method is in the shape of deep interviews with ten students from different social classes who’s registered at Södertörns  högskola.   The results of this investigation show that the consumer society along with the respondent’s habitus and access to capital, has influenced and created their opinions and habits around eating out. This has also created the similarities and differences between them.   Keywords: Habtitus, consumption, restaurant, social class, consumer society

The inherited education and the (un)free choice? - A comparative survey between five different programs on University of Örebro The aim with this paper has been to examine and to report for different sociocultural background factors (class property, the parents' level of education, the parents' income) importance for the choice of type of education and to see if there is any differences between different university courses with respect to class property. Our issues were following: 1. What/which sociocultural factors have had most importance for the choice of programs on universities? 2. How is the distribution between the different classes in the different university programs? Our study is a comparative survey with the aim to detect possible connection patterns, differences and resemblances with respect to the students' social background. In our survey we have used questionnaires as a method for data collection. Our ambition has not been to give a comprehensive picture of what/which sociocultural factors that had most importance for the students' choices to begin to study on universities throughout Sweden. Therefore, we delimited us only to carrying out the survey at University of Örebro. Our population consists thus of a programme from each faculty on University of Örebro. The empirical material from the questionnaire survey, has been presented with appropriate statistical methods, it has been analyzed and discussed with the aid of Bourdieus habitus theory. In this survey we can among other things establish that it occurs certain differences between the different programs, which have been included in the study, among other things with respect to class property. We have also found other relevant connection among different variables. / Syftet med denna uppsats är att undersöka och redogöra för olika sociokulturella bakgrundsfaktorers (klasstillhörighet, föräldrarnas utbildningsnivå, föräldrarnas inkomst) betydelse för valet av typ av utbildning samt se om det finns skillnader mellan olika universitetsprogram med avseende på klasstillhörighet. Våra frågeställningar är följande: 1. Vilken/vilka sociokulturella faktorer har haft mest betydelse för valet av program/inriktning på universitet/högskolan? 2. Hur ser fördelningen av klasstillhörigheten mellan de olika programmen ut? Vår studie är en komparativ surveyundersökning med syftet att upptäcka eventuella sambandsmönster, skillnader och likheter med avseende på studenternas sociala bakgrund. I vår undersökning har vi att använt oss av enkäter som en metod för datainsamling. Vår ambition har inte varit att ge en heltäckande bild av vilken/vilka sociokulturella faktorer som haft mest betydelse för studenternas val att börja studera att på högskola/universitet i hela Sverige. Därför avgränsade vi oss endast till att utföra undersökningen vid Örebro universitet. Vår population består således av ett program från varje fakultet på Örebro universitet. Det empiriska materialet från enkätundersökningen, har presenterats med lämpliga statistiska metoder, har analyserats och diskuterats med hjälp av Bourdieus habitusteori. I denna undersökning har vi bland annat kunnat konstatera att det förekommer vissa skillnader mellan de olika universitetsprogrammen, som har ingått i studien, bland annat med avseende på klasstillhörighet. Vi har även funnit en del andra relevanta samvariationer mellan olika variabler.

This dissertation is about boys and fatness. In it I explore the central discourses that shape young men’s (13-15 years) experiences of their bodies, particularly in relation to body size, shape, and fatness. A central objective is to listen, hear, and take seriously the embodied health rationalities of young men as they negotiate the multiple and contesting discourses that confront them in their daily lives. I employ a feminist poststructural lens to account for the nuanced, alternative, and contextually specific ways young men think about and do health. Data collection was divided into three phases (non-participant observation, photo(focus) groups, and interviews) and was implemented at two Toronto area sites, including an exclusive private school and a publicly funded parks and recreation community centre. I demonstrate that there is not one way of experiencing fatness and masculinity, rather the young men’s constructions of fatness and health were fluid, shifting, contradictory and cross cut by other salient identity categories such as gender, race, ethnicity, social class, and age. Using Michel Foucault’s concept of governmentality, I show how obesity discourse provides a set of resources by which young men are able to construct themselves as autonomous, rational, neoliberal subjects, and how these subjectivities are differentially constituted depending on social and cultural positioning. I also reveal how differently raced and classed young men take up and embody normative ideals of the lean muscular male body through culturally appropriate masculine technologies of the self (i.e. sport and heterosexuality). The multiplicity of health and body discourses available to the young men gave rise to contested and ambivalent experiences and practices, such that dominant discourses were not always articulated in a straightforward and predictable manner, but were imbued with alternative and, in some cases, subversive meanings. To date, the social sciences have neglected to account for the relationship boys and men have with fatness discourses. By centering the analysis on the embodied experiences of diverse racialized and classed youth, this research demonstrates that weight and shape is more than a biomedical problem to be eradicated, but a discursively compelled embodiment that exists at the crossroads of the social, cultural, psychic, and biologic.

This study investigates how Swedish pupils meet science (chemistry and physics) and technology in compulsory school. It explores girls' and boys' actions in and thoughts about these subjects. The study has a feminist perspective focusing on girls. Two teaching groups were followed from the start in grade 7 in compulsory school, when the pupils were 13 years old, until they made their choice of study programmes in upper secondary school in grade 9. The main methods were classroom observations and taped interviews. The results have been divided into the following four parts: the pupils' family background and recreation interests, classroom interactions, girls' and boys' approaches to science, and their choices of study programmes in upper secondary school. Girls and boys have different experiences and interests when they first meet science in grade 7 and boys have, thanks to their recreation interests, greater opportunities to participate in or take an interest in science/technology. The pupils come from different worlds determined by gender and social background. In the classroom girls get and take upon themselves the role of keeping the lessons together, thus fostering a responsible rationality, while boys strive to dominate the public arena. The process of shaping diligent, working, responsible girls as opposed to more childish, playful and competing boys continues in grades 7-9. Girls and boys prefer different subject areas. Boys have a practical while girls have a more theoretical approach to science. Even if there are important differences between girls, primarily owing to family background, there are significant differences between girls and boys. Girls seek "connected knowledge" and even the successful girls question their own understanding, which can be interpreted as a result of their learning style but also of their knowledge of the historical construction of women as unfit for science. The majority of the girls have, over the years, come to construct femininity - and maturity - as being opposed to enjoying experiments which are regarded as boys' play and as part of the masculine world. Boys also criticize girls for both failure and success and they try to get power over the subject content and the apparatus. This is interpreted as a reconstruction of the masculinity of the subjects. Girls who, nevertheless, take an interest in physics and chemistry often have supporting scientist fathers or at least parents with a higher education. Technology is rejected by all girls. The mutual construction and reconstruction of gender and of science/technology contribute to gendered choices of study programmes in upper secondary school. / digitalisering@umu

This dissertation is about boys and fatness. In it I explore the central discourses that shape young men’s (13-15 years) experiences of their bodies, particularly in relation to body size, shape, and fatness. A central objective is to listen, hear, and take seriously the embodied health rationalities of young men as they negotiate the multiple and contesting discourses that confront them in their daily lives. I employ a feminist poststructural lens to account for the nuanced, alternative, and contextually specific ways young men think about and do health. Data collection was divided into three phases (non-participant observation, photo(focus) groups, and interviews) and was implemented at two Toronto area sites, including an exclusive private school and a publicly funded parks and recreation community centre. I demonstrate that there is not one way of experiencing fatness and masculinity, rather the young men’s constructions of fatness and health were fluid, shifting, contradictory and cross cut by other salient identity categories such as gender, race, ethnicity, social class, and age. Using Michel Foucault’s concept of governmentality, I show how obesity discourse provides a set of resources by which young men are able to construct themselves as autonomous, rational, neoliberal subjects, and how these subjectivities are differentially constituted depending on social and cultural positioning. I also reveal how differently raced and classed young men take up and embody normative ideals of the lean muscular male body through culturally appropriate masculine technologies of the self (i.e. sport and heterosexuality). The multiplicity of health and body discourses available to the young men gave rise to contested and ambivalent experiences and practices, such that dominant discourses were not always articulated in a straightforward and predictable manner, but were imbued with alternative and, in some cases, subversive meanings. To date, the social sciences have neglected to account for the relationship boys and men have with fatness discourses. By centering the analysis on the embodied experiences of diverse racialized and classed youth, this research demonstrates that weight and shape is more than a biomedical problem to be eradicated, but a discursively compelled embodiment that exists at the crossroads of the social, cultural, psychic, and biologic.

This research examined the effect of social class on the relationship between abusive supervision and workplace deviance. Within the social class literature we found conflicting theoretical arguments regarding the effect that social class would have on responses to abuse. To address this discordance we examined the effect of social class on responses to abusive supervision in four samples using multiple methods. Results confirmed that social class moderates the association between abusive supervision and workplace deviance. Specifically, the effect of abusive supervision on workplace deviance was stronger for higher social classes. In our laboratory research, the use of an abusive supervision prime and a subjective social class manipulation provided preliminary evidence for this effect. Our multi-wave field research provided evidence that these findings extend to actual employee behavior (i.e., interpersonal and organizational deviance). Implications for the abusive supervision literature are discussed.

The intent of this study was to explore the perceptions of Black middle and upper class preservice teachers as they relate to teaching and learning in high poverty urban schools. Participants included 11 senior early childhood education preservice teachers at a historically Black college in the southeast region of the United States. The study was conducted using qualitative inquiry. Background questionnaires, individual interviews, and a group interview served as the data sources. While there is an extensive body of knowledge focused on the increasing number of White preservice teachers who lack experience with students in diverse communities, there are limited studies pertaining to the perceptions of Black middle and upper class preservice teachers who may lack experience with students in high poverty urban schools. In the Black community, color and social class have been inexorably linked for generations. Social class is conceivably one of the most significant sources of inequality in schools and was one of the first factors, after intelligence, researched by scholars as a source of difference in achievement. The study answered the following questions: (1) What are the perceptions of Black middle and upper class preservice teachers regarding teaching and learning in high poverty urban schools? (2) To what extent do Black middle and upper class preservice teachers believe they can be successful teachers in high poverty urban schools? The data demonstrated that Black middle and upper class preservice teachers (a) prefer to teach in communities similar to their own school experiences; (b) believe students from high poverty urban schools can achieve at the same level as students in middle and upper class schools, but are uncertain of the value their informal knowledge brings to the classroom; (c) recognize effective teaching strategies and best practices in classroom instruction; and (d) have mixed feelings regarding their ability to connect with students and parents in high poverty urban schools. Implications from the study include expanding the scope of field experiences for Black middle and upper class preservice teachers in high poverty urban schools and recognizing Black middle and upper class preservice teachers in teacher education research.