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Who would become a Teacher?: The Socio-economic Origin of Teachers in Northern Sweden 1870-1950
2018 (English)In: ESSHC - European Social Science History Conference 2018, Amsterdam, 2018, p. 89-Conference paper, Oral presentation only (Other academic)
Abstract [en]

After compulsory schooling was introduced in Sweden (1842) the number of schools, pupils and teachers increased rapidly during the latter part of the 19th century. This paper examines the growing number of teachers in this development. Who were the recruited teachers in terms of sex and socio-economic background and do the empirical patterns change over time? How did the socio-economic origin differ within the group of teachers depending on the expected length of their teacher training? To study demographic attributes of teachers digitized parish records between 1870 and 1950 are used. The dataset consists of 123 607 individuals out of whom 2 400 individuals at some point were recognized as teachers by the ministers. All parishes included are found in the coastal region of Västerbotten county, northeast Sweden. It was a mainly rural area that experienced industrialization and an increasing urbanization during the timeunder study.  By using logistic regression it is possible to see how the recruitment pattern in relation to social class and sex developed over time, these results are then interpreted through a Bourdieusian lens.

 

The initial results indicate that teachers with fathers belonging to the social groups ‘lower managers and professionals’ and especially ‘higher professionals’ had a significantly higher probability to become teachers. For children to ‘higher managers’ the probability become a teacher were much lower. With concepts from Pierre Bourdieu these results can be interpreted as a situation where fathers with a high cultural capital (lower and higher professionals) were more likely to be fathers of future teachers than those with a high economic capital (higher managers).  The results also suggest that the probability for a teacher to come from a certain social background remained almost constant over time, which is noteworthy since the sizes and formation of the different social groups changed considerably during the period under observation. Finally, in line with previous studies, the findings confirm a rapid and extensive feminization of the teacher occupation. This was especially true for the junior school teachers. Through this study we can learn more about the teachers that worked in the early compulsory school in rural parts of Sweden.  

Place, publisher, year, edition, pages
Amsterdam, 2018. p. 89-
National Category
History
Research subject
history of education; History
Identifiers
URN: urn:nbn:se:umu:diva-148918OAI: oai:DiVA.org:umu-148918DiVA, id: diva2:1217406
Conference
Programme 12th ESSHC, 4-7 April 2018, Belfast, Northern Ireland
Available from: 2018-06-13 Created: 2018-06-13 Last updated: 2018-08-15

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Marklund, Emil
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf