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Hegna, Kristinn
(2022).
Fra elev til arbeidskar. Fortellinger fra elever som lærer best utenfor skolen.
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Hegna, Kristinn
(2021).
Yrkesfag som karrierevei og sikkerhetsnett.
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Ødegård, Guro & Hegna, Kristinn
(2021).
Styrer skolen foreldre og elever på nye måter? Podcastserien Ti teser om ungdommen (ep. 7).
[Internet].
https://shows.acast.com/ti-teser-om-ungdommen.
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Ødegård, Guro & Hegna, Kristinn
(2021).
Styrer skolen foreldre og elever på nye måter? Ti teser om ungdommen, episode 7.
[Radio].
Podcast.
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Vasbø, Kristin Beate & Hegna, Kristinn
(2019).
Feeling close, disclosing feelings – Practices of intimacy in youth-parent relations across three generations
.
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Hegna, Kristinn
(2019).
Young citizenship. A comparative analysis of civic engagement and participation among youth in four Nordic countries based on the ICCS 2016 study.
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Hegna, Kristinn
(2019).
Ungt medborgerskap - hvem er de, hva gjør de og er det noen som lytter?
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Hegna, Kristinn
(2019).
Young citizenship: Civic engagement and participation in four Nordic countries.
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Reisel, Liza & Hegna, Kristinn
(2019).
Kjønnsdelte utdanningsvalg i likestillingslandet.
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Reisel, Liza & Hegna, Kristinn
(2018).
Gendered educational choices: Circumscription and compromise in an advanced gender equality
context.
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Vasbø, Kristin Beate & Hegna, Kristinn
(2018).
The changing role of intimacy and belonging in the making of youth-parent relationships across three generations in Norway.
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Hegna, Kristinn
(2018).
Fra skoleelev til arbeidskar. Fortellinger om elever som lærer best UTENFOR klasserommet
.
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Hegna, Kristinn & Silseth, Kenneth
(2018).
Det grenseløse klasserommet: Ungdom i og utenfor - og på tvers
.
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Vasbø, Kristin Beate & Hegna, Kristinn
(2018).
Solidarity, separation and closeness. Three generations of youth’s narratives of parental relations
.
Show summary
This paper explores generational change in young people`s
relations to their parents, drawing on life-history interviews with 18/19 year-old Norwegians, their parents and grand-parents. There has been very little research on how young people experience and construct meaning in youth-parent
relations, although intergenerational relationships have
become increasingly central in transition from youth to adulthood in recent decades. This paper aims to contrast
the way youth experience and take part in the construction
of youth-parent relations - within the specific socio-cultural context in which their lives are embedded – to that of their parents and grandparents. Based on the practice-oriented concepts of intimacy (Jamieson, 2011) and relational belonging (Cuervo & Wyn, 2017) this paper aims to capture continuity and change in the subjective relationship quality
in the youth-parent relation and the perception of social ties between youth and their parents across three generations.
The findings show that intimacy and emotional talk – irrelevant for the “grandparents” and a desire for the “parents” – have for the todays present youth become an important issue in the relationships with their parents. The grandparent generation and the parent generation had a passive role in their transitions from dependency to independency from their parents. Contemporary youth, however, experience interdependent relationships with their parents, and are co-producers of the “making” of the youth-parent relation-ship in order to strengthen and maintain intimate relations to their parents. This cross-generational study provides a contextually nuanced illustration of changing youth-parent relations in the context of global modernity.
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Hegna, Kristinn & Huang, Lihong
(2018).
Citizens’ rights in change? Importance of gender and family background for attitudes towards gender equality, migrant and ethnic minority rights.
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Ødegård, Guro; Hegna, Kristinn & Huang, Lihong
(2017).
Unge medborgere. Demokratiforståelse, kunnskap og engasjement blant 9. klassinger i Norge
.
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Huang, Lihong; Ødegård, Guro & Hegna, Kristinn
(2017).
Association between Online Political Discussion and Academic Achievement of Norwegian Adolescents.
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Hegna, Kristinn
(2017).
Changing learner identities in the transition from education to training in VET.
Show summary
Research topic/aim
Educational research has focused on the importance of practical learning for the development of motivation for and engagement in learning for de-motivated students and low-achievers in secondary school. The Norwegian vocational education system (VET) consists of two years in school and two years in apprenticeship, and the transition from school based education to workplace learning is crucial for supporting learning and completion of education for many students. Several explanations for this has been mentioned; Learning from tacit practice to theoretical knowledge supports learning in students who react negatively to books, reading and theoretical knowledge. The involvement and authentic, interactive nature of the work place learning fosters comprehensive and integrated knowledge (Pratt 1998). Inclusion and identification with communities of practice provides learning and worker identity, illustrating the intertwinement of the two as two sides of the same coin (Lave & Wenger 1991).
A focus on learning identity (Wortham 2005) can reveal the importance of self-understanding and positioning for learning and completion of education. What are the content of the learner identities in school and in training described by VET students themselves? In what way are school and work environments of importance for the identification process into different types of learner identities? Are there sides to these identities that seem to contribute to or hinder motivation, engagement and learning?
Theoretical framework
The theoretical framework of the study is inspired by socio-cultural learning theory and Stanton Wortham’s perspective on learner identities, as well as Lave & Wenger’s concept of communities of practice.
Methodology/research design
The analyses are based on qualitative school life-history interviews with 21 male VET students (age 18-21) in apprenticeship in the Norwegian VET system, applying an analytical focus on narratives, discourse and identification as a meaning making process (Stuart Hall 1996).
Expected conclusions/findings
Preliminary analysis shows how the life stories of the students are characterised by negative stories of learning, detachment, lack of engagement and of failure. Their understanding of themselves are often that they have particular difficulties like reading difficulties, ADHD or other ‘diagnoses’, and that their schooling is a constrant struggle to keep up or to make up for this. Many also tell stories of giving up and being on the verge of dropping out and lack of homework for instance. Relationships to peers outside school represent joy and humour in their stories.
These stories stand in stark contrast to their stories as apprentices, where there are engagement, humour, development, community, mature reflection and pride in their work and in their work place. Their identity changes from a ‘poor student’ learner identity, to a ‘good, adult worker’ identity, masking the learning that takes place in informal, practical work. At the same time, their positional identity changes from subdued in the student-teacher relationship, to a peer relationship to work mates, tasks and responsibilities.
Relevance
In most of the Nordic countries, apprenticeship has had a strong legitimacy in VET education. However, with increasing weight on qualifications and demands for higher education, lack of unskilled work and apprenticeships, stronger argumentation for control over learning, the master/apprenticeship model for learning is under pressure. In addition, poor completion rates in VET in Norway underline the importance of understanding positive processes of learning and completion in VET. There is a lack of research on VET in general, and on learning in VET in particular.
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Hegna, Kristinn
(2017).
Trajectories of identification in VET – from school to apprenticeship.
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Hegna, Kristinn
(2017).
Qualification and social inclusion in upper secondary VET.
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Hegna, Kristinn
(2016).
Hva kjennetegner ungdoms utdanningsvalg i overgangen fra ungdomsskole til videregående? Utdanningsvalg, valg av yrkesfag og fullføring.
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Imdorf, Christian; Hegna, Kristinn & Eberhard, Verena
(2016).
Geschlechtersegregation im Bildungssystem – Welche Rolle spielt die Berufsbildung?
Berufsbildung in Wissenschaft und Praxis.
ISSN 0341-4515.
2016(2),
p. 23–27.
Show summary
Der Beitrag geht der Frage nach, inwieweit die im (Berufs-)Bildungssystem vorhandene geschlechtsspezifische Verteilung von Männern und Frauen auf Bildungsgänge von institutionellen Rahmenbedingungen des Bildungssystems
beeinflusst wird. Dies wird im Beitrag für den Zugang zu vollqualifizierenden Bildungsgängen (Allgemein- und Berufsbildung) im Anschluss an die Sekundarstufe I anhand eines Vergleichs der Länder Deutschland, Norwegen und Kanada untersucht. Als Datenbasis für Deutschland kann dabei auf die
BIBB-Übergangsstudie zurückgegriffen werden.
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Hegna, Kristinn
(2016).
(The lack of) localised cultures of Vocational Education? The case of Oslo.
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Hegna, Kristinn
(2016).
Hva kjennetegner ungdoms utdanningsvalg i Oslo? Valg av yrkesfag i en kunnskapsintensiv by
.
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Hegna, Kristinn
(2016).
(The lack of) Localised Cultures of Vocational Education? The case of Oslo.
Show summary
Although upper secondary education institutions are geographically distributed to offer equal opportunities in Norway, local patterns of inequality of participation and achievement are evident. Overall, vocational education programmes attract a considerably lower share of compulsory school leavers in Oslo compared to the rest of the country, students in vocational education show a different distribution across programmes, and they are a more socially selected group according to attainment and social background. Based on these figures, one may easily conclude that the geographical context makes a difference for educational inequalities among young people in Oslo and Norway.
However, aiming to move beyond arguments about ‘the difference that space makes’ for educational inequality (Hanson Thiem 2009), this paper seeks to understand how the intersection of localized cultures of education and local labour markets shape and create differences in young people’s Vocational Education and Training (VET) trajectories in Oslo as a local educational context in Norway. On the one hand, the urban context is characterised by globalized labour migration and de-industrialisation. On the other hand, Oslo holds the most knowledge intensive of the national labour markets, and education levels and application to higher education institutions is high.
Localized logics of strategies of education are exemplified by young people directed towards or away from VET, e.g., by experiencing peer and parental pressure towards higher education, labour migration adversely affecting the popularity of VET, lack of local cornerstone industries attracting young people, enabling continued attachment to the local community etc. The analysis sheds light on how geography influences different groups of young people’s choice of education, and the complex and space-sensitive ways that social inequality in education may be produced, maintained and reinforced.
The analyses are based on qualitative educational life story interviews with 25 students in VET in Oslo
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Hegna, Kristinn
(2016).
Foreldres rolle i utdanningsvalg - Press og autonome valg som kontekst.
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Hegna, Kristinn
(2015).
Unge voksnes utdanningsplaner i tilbakeblikk - etikk, longitudinelle studier og konstruksjon av narrativ.
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Hegna, Kristinn
(2015).
Ungdom i vår tid - sykt seriøs?
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Hegna, Kristinn & Smette, Ingrid
(2015).
Parents' role in Young people's Educational Decision-making in the Context of Autonomous Choice and Individualisation.
Show summary
Young people's first choice of non-compulsory education is highly structured according to their social background, yet
often construed as an individual, free choice in educational counselling pamphlets for youths. Counsellors in
Norwegian schools support this notion, while seeing parents' ambitions and aspirations for their child as a threat,
particularly for minority youths' choice of education. Based on a survey of 2029 youths in their last year of compulsory
school in Oslo, Norway, we describe the role of parents in their choice of education. The analyses shows that 4 of 10
students found the choice to be difficult, and that more than half had received advice and information from their
parents. Among these, 20 percent of majority youths and 45 percent of minority youths said that their parents had
made a strong impact on their choice of education. While there was no difference between the two groups as far as
positive support and interest from parents was concerned, the minority youths reported a considerably higher level of
attempts at influencing, negative or strong opinions from their parents. However, a qualitative analysis of written
explanations of what made their choice of education so difficult, revealed that minority youths was underrepresented
among those describing disagreement and conflicts with their parents over this. The results are interpreted as a
consequence of parents' different communication and child rearing styles, where majority parents are more likely to
excert influence in hidden and undercommunicated ways, while minority parents' aspirations for their child are more in
the open.
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Hegna, Kristinn
(2015).
Dagens ungdom - morgendagens studenter.
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Hegna, Kristinn; Bakken, Anders & Andersen, Patrick Lie
(2014).
Forsøk på voksenopplæring.
Aftenposten (morgenutg. : trykt utg.).
ISSN 0804-3116.
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Hegna, Kristinn
(2014).
Motgang og ressurser i unges vei til fullføring. Foreløpige analyser av fortellinger fra ungdom i yrkesfag.
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Hegna, Kristinn
(2014).
Ungdom og psykisk helse.
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Hegna, Kristinn
(2014).
Sydenferiepress.
[Newspaper].
Bergens Tidende.
Show summary
Mange opplever et ekstra stort press på familieøkonomien når det nærmer seg ferieplanlegging. Men hva er egentlig en god ferie?
Barnevernvakten opplever en sterk nedgang i ungdomssaker. Ifølge konstituert leder i barnevernvakten, Åge Kulleseid, er det blitt mindre kriminalitet, færre saker som involverer bruk av rusmidler, og færre rømninger fra institusjon.
Dette er svært gledelig. Nedgangen i rus og kriminalitet har flere årsaker. Kristinn Hegna er forsker ved NOVA, Norsk institutt for oppvekst, velferd og aldring.
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Hegna, Kristinn
(2014).
#vgdigitaleliv: Derfor kan Facebook gi deg en selvtillit-boost!
[Internet].
VG Forbruker.
Show summary
Sosiale medier gir oss flere venner, men færre, nære vennskap, ifølge forskere.
«Vennekretsen» har økt i takt med antall venner som har funnet frem til sosiale medier. Vi «liker» hverandres oppdateringer. Vi tar selfies for å vise andre hva vi driver med, og hvordan vi ser ut. Plutselig vet vi navnet på barna til en gammel venninne fra gymnastiden. Mange føler at man har fått flere venner som følge av sosiale medier.
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Hegna, Kristinn
(2014).
Processes of success Among Students in gender Segregated VET - Qualification and Social Inclusion.
Show summary
Processes of Success Among Students in Gender Segregated VET -
Qualification and Social Inclusion
The aim of this project is to explore educationally successful processes in gender segregated VET based on qualitative life story interviews. Informants will be recruited from a school based longitudinal dataset (LUNO) of young people in Oslo, and wil focus on the importance of gender segregation for changes in aspirations during VET.
High rates of drop out in vocational upper secondary education is a problem in every European country. On the one hand, about one third of students drop out of or fail to complete upper secondary school in Norway – and the drop-out rate is highest among students in VET programs. On the other hand, the Norwegian VET system, which in general provides two years in school and two years in apprenticeship, ‘leaks’ a substantial number of high achieving VET students after the second year to general education supplementary studies which qualify them for higher education upon completion. Thus, what may be perceived as educational ‘success’ according to the individual and national higher education attainment goals, may be seen as ‘failure’ according to policy aims regarding high quality vocational skill formation at the upper secondary level.
Theoretically, gender has been shown to be of importance for the Development of identity as a learner, for failure and success in school, particularly for boys but also for girls. The key objective of this project will be to understand processes related to educational processes and changes in aspirations among students in gender-segregated VET study programmes and give a deeper understanding of the characteristics of gendered school contexts which supports or hinders the completion of VET and transition to apprenticeships. The study will be based on educational life story interviews with selected LUNO-respondents, and Strategic short-term fieldwork in gender-segregated study programmes.
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Imdorf, Christian; Eberhard, Verena; Hegna, Kristinn & Doray, Pierre
(2014).
Vocational and Academic Effects on Gender Segregation in VET - a Three Country Comparison, Germany, Norway and Canada.
Show summary
Vocational and Academic Effects on Gender Segregation in VET - a Three Country Comparison, Germany, Norway and Canada
Gender segregated vocational education and training (VET) is usually attributed to gender stereotyped career choices of students at the end of junior high school. However, institutional logics may also promote gender segregation in VET. Empirical findings in German-speaking countries show that mixed-gender educational programs require higher school achievement compared to both male- and female-typed programs.
The paper investigates how institutional logics of the education system impact on the allocation of school leavers to gender-typed upper secondary (general and vocational) programs in Germany (DE), Norway (NO) and Canada (CA). We test the assumptions that (a) the more vocationalised an educational program, the more gender-typed the program (vocational effect), and that (b) mixed-gender education
programs require higher academic school achievement than gendered-typed programs (academic effect).
The three countries were selected because of their different educational policies (vocational and academic principles in DE; academic and universalistic principles in CA; NO sharing the vocational principle with DE, and the universalistic
principle with CA). We use youth panel data in all three countries (DE: BIBB Transition Survey 2006; NO: Young in Norway YIN; CA: Youth in Transition Survey YITS) to analyse both the vocational and the academic effect on educational gender segregation. We apply multinomial logistic regressions for men and women separately, with gender-type of the educational program (male-typed, mixed-gender, female-typed) being the dependent variable to test our hypotheses.
Preliminary results show clear evidence for the vocational effect on educational gender segregation in all three countries, including Canada. In contrast, the academic effect on educational gender segregation is strong in Germany but relatively weak in Canada and Norway. We interpret our findings with the unique constellation of different educational principles (vocational, academic, universalistic) in each country.
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Hegna, Kristinn & Shammas, Victor Lund
(2014).
Erfaringer med kjønnssegregert yrkesutdanning - konsekvenser for skolemiljø og gjennomføring? En foreløpig analyse av jenter i jenteklasser.
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Hyggen, Christer; Sletten, Mira Åboen; Hegna, Kristinn & Frøyland, Lars Roar
(2013).
"Sykt" bra ungdom!
Aftenposten (morgenutg. : trykt utg.).
ISSN 0804-3116.
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Gilje, Øystein & Hegna, Kristinn
(2013).
Learning trajectories in the high-rise suburbs of Oslo; Diversity, Identity and educational aspirations in transition.
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Hegna, Kristinn
(2013).
Ungdom; skole, utdanning og psykisk helse.
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Hegna, Kristinn
(2013).
Videregående skole: Tøff overgang for minoritetselever.
[Newspaper].
Tidsskriftet Velferd, nr. 5/2013.
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Hegna, Kristinn & Meek, Tore
(2013).
Intervju med Kristinn Hegna om sosialisering av ungdom.
[TV].
NTB, Scanpix, NDLA Nasjonal digital læringsarena.
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Hegna, Kristinn
(2013).
Kjønnsforskjeller i utdanningsvalg og kjønnsstereotypiske yrkesaspirasjoner blant ungdom.
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Hegna, Kristinn
(2013).
Changes in Educational Aspirations during Educational Choice and the Transition to Post-Compulsory Schooling. A Three-Wave Longitudinal Study of Oslo Youth.
Show summary
Young people’s changing educational aspirations should be seen as non-linear and related to the context of their lives and educational decisions. In this study, a cohort sample (N = 1660) in Oslo of young people’s educational aspirations are analysed over three time points—before, during and after choosing upper secondary education. The analyses show that many change their educational aspirations during the three-year period, and that decreasing aspirations before transition to upper secondary school is related to low or decreased achievement and school effort, as well as male gender, majority ethnic background and lower social class. Reduced educational aspirations after transition to upper secondary education is related to decreased effort as well as low and decreasing achievement, but not to structural characteristics. This may be interpreted as an indication that structural background characteristics play a stronger role in shaping aspirations during educational choice, than when evaluating the consequences of the choice.
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Hegna, Kristinn
(2012).
Ungdom, valg av utdanning og yrke. Innslag. Radiofront. NRK P2.
[Radio].
NRK P2.
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Hegna, Kristinn
(2011).
Minority youths’ ideas about their future in education. Educational aspirations in the transition to upper secondary education.
Show summary
Research repeatedly shows that although weaker than in many other OECD countries, social reproduction in education is evident in Norway in spite of lower income inequality than most European countries (OECD). Young people from working class backgrounds tend not to seek higher education to the same degree as their middle class counterparts (ref). Minority and immigrant youths are underrepresented in the middle classes in Norway, as in other European countries (ref). In this paper we describe quantitatively the educational aspirations for upper secondary and tertiary education of young people in Oslo, Norway. We are particularly interested in changes in educational aspirations from age 14-18 and the importance of early educational aspirations for educational choice in the transition between lower and upper secondary school. Analyses focus on minority youths. Data stem from a longitudinal survey including three data collection waves, of Oslo youth from 9th grade to upper secondary education (12th grade) (N=2470).
We find that although the distribution of aspirations of higher education is rather similar at all three time points, there is movement in and out of higher education aspirations among the students. Only 48% of the students show stable educational aspirations over time, whether that be no higher education, “short” tertiary education or “long” tertiary education. Minority youths born in Norway show the same pattern as majority youth in general, in spite of their lower class position. Foreign born minority youth have somewhat higher educational aspirations in 9th grade, but more often reduce their aspirations during the three time points.
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Hegna, Kristinn
(2011).
Minority youth in upper secondary VET – a choice of heart or of necessity?
Show summary
Empirical research on young people in Norway choosing traditional vocational education (social work, mechanical subjects, construction work etc) has in general followed two lines of arguments. On the one hand, two qualitative studies have shown how students in vocational education often make a reflexive choice of occupation based on their interests, on family traditions of fatherly influence and a pride in the skills and identity of the occupation they choose (Seljestad, unpublished; Vogt, 2007b). On the other hand, quantitative research show how students choosing VET often have lower grades and more often drop out of VET before they get their credentials (Markussen, Frøseth, Sandberg, Lødding, & Borgen, 2011). This precedes an argument of VET being a choice of necessity, where the student is “forced” to choose VET because his/her grades are too poor to be able to fulfill general education, and no other options are available.
Studies on minority youth (immigrants or descendants of immigrants) in education in Norway have often shown that these youths have higher educational aspirations and more often choose general studies in spite of lower social background and poorer grades than their majority peers (Bakken & Sletten, 2000; Krange & Bakken, 1998; Lauglo, 2000b). One explanation for this may be that family mobility following migration is transferred to the youths in the form of choosing general education and an expectation of success in the educational system. Based on this, one might hypothesize that for minority youth, choosing VET is seen as a double failure; in the educational system and related to the family’s expectations.
Is the choice of VET among minority youth best described as a choice of heart or as a choice of necessity?
The longitudinal tree wave study LUNO following the 1992 cohort in Oslo, Norway for four years is analyzed.
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Huang, Lihong; Ødegård, Guro; Hegna, Kristinn; Svagård, Vegard; Helland, Tarjei & Seland, Idunn
(2017).
Unge medborgere. Demokratiforståelse, kunnskap og engasjement blant 9.-klassinger i Norge.
NOVA.
ISSN 978-82-7894-638-1.
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