Insecurity, Lack of Support, and Frustration: A Sociological Analysis of How Three Groups of Students Reflect on Their Distance Education during the Pandemic in Sweden

Autor/inn/en	Lidegran, Ida; Hultqvist, Elisabeth; Bertilsson, Emil; Börjesson, Mikael
Titel	Insecurity, Lack of Support, and Frustration: A Sociological Analysis of How Three Groups of Students Reflect on Their Distance Education during the Pandemic in Sweden
Quelle	In: European Journal of Education, 56 (2021) 4, S.550-563 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lidegran, Ida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12477
Schlagwörter	Foreign Countries; Secondary School Students; Student Attitudes; Student Experience; Distance Education; COVID-19; Pandemics; Educational Change; Social Class; Rural Urban Differences; Student Adjustment; Anxiety; Immigrants; Student Satisfaction; Student Motivation; Sweden + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schülerverhalten; Studienerfahrung; Distance study; Distance learning; Fernunterricht; Bildungsreform; Social classes; Soziale Klasse; Stadt-Land-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Angst; Immigrant; Immigrantin; Immigranten; Schulische Motivation; Schweden
Abstract	This article investigates the situation of Swedish upper secondary school students who have been subject to distance education during the COVID-19 pandemic crisis. We understand the transition from onsite education to distance education as a recontextualization of pedagogical practice, our framing follows loosely concepts from Bernstein. Given that the field of upper secondary education is highly socially structured it is relevant to enquire into the social dimensions of distance education. For this purpose, we have analysed answers to an open-ended question in a survey answered by 3,726 students, and related them to a cluster analysis distinguishing three main clusters of students: "urban upper-middle-class," "immigrant working-class," and "rural working-class." The urban upper-middle-class students experienced problems decoding new requirements and were troubled by blurred boundaries between school and home. This group invests the most in schooling, and therefore expresses comparatively more anxiety for reaching anticipated achievements. Immigrant working-class students were comparatively more discontented by a lack of school support and request clearer instructions. In this new educational situation, characterized by a weak framing, they have difficulties decoding the requirements. The rural working-class students appear comparatively more disconnected from the school situation. Unlike urban upper-middle-class students, for whom the school invades the home and private sphere, the rural working-class students seldom experienced that the school intruded their home; accordingly, their studies collapsed into sleep-in-mornings and a holiday feeling. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01