Moving Beyond: Narratives of Higher Educational Aspirations among Descendants of Immigrants in Vocational Training

Autor/inn/en	Ljunggren, Jørn; Orupabo, Julia
Titel	Moving Beyond: Narratives of Higher Educational Aspirations among Descendants of Immigrants in Vocational Training
Quelle	In: British Journal of Sociology of Education, 41 (2020) 5, S.701-716 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ljunggren, Jørn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2020.1776593
Schlagwörter	Higher Education; Academic Aspiration; Vocational Education; Foreign Countries; Student Attitudes; Moral Values; Parent Background; Immigrants; Late Adolescents; Working Class; Educational Attainment; Educational Mobility; Risk; Family Relationship; Track System (Education); Secondary School Students; Labeling (of Persons); Social Discrimination; Norway (Oslo) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Ausland; Schülerverhalten; Moral value; Ethischer Wert; Elternhaus; Immigrant; Immigrantin; Immigranten; Halbstarker; Arbeiterklasse; Bildungsabschluss; Bildungsgut; Bildungsmobilität; Risiko; Leistungsgruppe; Leistungsdifferenzierung; Sekundarschüler; Labeling-Ansatz; Soziale Benachteiligung; Soziale Schließung
Abstract	While the scholarly work on the second generation of immigrants has scrutinised both high educational achievers and marginalised groups, less attention has been paid to those in between and their aspirations. In this article, we draw on interviews with 35 adolescents pursuing vocational education in Norway. Our analysis takes as its point of departure a seemingly recurring paradox throughout the interviews. While all the interviewees are in their second year of vocational training, the majority express aspirations of moving beyond vocational occupations and attaining higher education. Building on the scholarship on class and moral worth, we argue that classificatory struggles about value represent an important but often overlooked context of integration. When the students position themselves as individuals who will move on to higher education, their aspirations can be understood as acts of self-constitution and moral boundary work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01