Who Was Going to Become a Teacher? The Socio-Economic Background of Primary School Teachers in Northern Sweden 1870-1950

Autor/in	Marklund, Emil
Titel	Who Was Going to Become a Teacher? The Socio-Economic Background of Primary School Teachers in Northern Sweden 1870-1950
Quelle	In: History of Education, 50 (2021) 1, S.27-49 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marklund, Emil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2020.1760946
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Background; Socioeconomic Background; Educational History; Rural Areas; Probability; Gender Differences; Educational Attainment; Cultural Capital; Sweden + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozioökonomische Lage; History of education; Bildungsgeschichte; Rural area; Ländlicher Raum; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Schweden
Abstract	By exploring demographic data on teachers through a Bordieusian lens, this study aims to analyse the socio-economic background of primary school teachers in northern Sweden depending on gender and type. The rural area under study follows a national development where the number of primarily female teachers and junior school teachers increased rapidly between 1870 and 1910. The results show an occupational reproduction of teachers between mother and daughter that is not present to the same extent in other parent-child combinations. Furthermore, almost half of the teachers born within the region came from a farming background, yet children of higher professionals showed the highest probability of becoming a teacher. The other group in the upper stratum, higher managers, instead had a very low probability of becoming a teacher. This thus suggests that the teacher track was more associated with a social background representing higher cultural capital rather than economic capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01