This study investigates how senior year high school students experience their vocalparticipation in the subject of social science and how these experiences may differ from anintersectional perspective. The study will also present some measures to counteract theprevailing differences depending on the student's gender, ethnicity, and class affiliation. Tocollect the empirical material, the study used a qualitative method. The results show thatstudents, regardless of gender, ethnicity, and class affiliation, are very satisfied with theircurrent vocal participation. However, most students still see themselves as silent during thelessons, most remarkable was the large proportion of the working-class students compared tothe middle-class students who expressed themselves as silent. Of the few students whoexpressed dissatisfaction, all were of the female sex. This could be explained by existinghegemonic structures within the classroom that do not give these students enough room toparticipate vocally. This study shows that the teacher has an important role in resolving thecurrent problems.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-195017 |
| Date | January 2022 |
| Creators | Lindberg, Mattias |
| Publisher | Umeå universitet, Statsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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