Umeå University's logo

umu.sePublications
Change search
Link to record
Permanent link

Direct link
Publications (10 of 18) Show all publications
Dollmann, J., Jonsson, J. O., Mood, C. & Rudolphi, F. (2023). Is 'immigrant optimism' in educational choice a problem? Ethnic gaps in Swedish upper secondary school completion. European Sociological Review, 39(3), 384-399
Open this publication in new window or tab >>Is 'immigrant optimism' in educational choice a problem? Ethnic gaps in Swedish upper secondary school completion
2023 (English)In: European Sociological Review, ISSN 0266-7215, E-ISSN 1468-2672, Vol. 39, no 3, p. 384-399Article in journal (Refereed) Published
Abstract [en]

In many Western countries, researchers have documented ambitious educational choices among students of immigrant origin, for example, the tendency to choose academically more demanding routes than others at given levels of school achievement (e.g. grades, GPA). While this may indicate integration, some warn against an ‘immigrant optimism trap’, because choosing more demanding tracks at lower levels of GPA may increase risks of non-completion. Using longitudinal Swedish population data (n ≈ 90,000), we estimate an upper secondary ‘ethnic completion gap’ of 12 per cent to the detriment of students of immigrant background. We then address the ‘trap hypothesis’ via two analyses. The first shows that if students of immigration background would make similar educational choices as other students at the same GPA, the completion gap would shrink by 3.4 percentage points. The second analysis, based on simulations, suggests that restricting admission to academic programmes based on prior GPA, would lead to a massive relocation of low- and mid-GPA students to—usually less demanding—vocational programmes, but would only reduce the completion gap by 2.2 percentage points. These changes must be considered marginal in view of the substantial restrictions of choice that either of these measures would entail. We conclude that completion gaps are not primarily a result of unfounded immigrant optimism, and that optimistic choices are likely to be a net positive for integration by improving the chances of immigrant youth to reach tertiary-level qualifications and professional occupations.

Place, publisher, year, edition, pages
Oxford University Press, 2023
National Category
Sociology
Identifiers
urn:nbn:se:umu:diva-206743 (URN)10.1093/esr/jcad023 (DOI)000972114700001 ()2-s2.0-85161698932 (Scopus ID)
Funder
Swedish Research Council, 2019-02168German Research Foundation (DFG), KA 1602/8-1-3NordForsk, 95263Swedish Research Council, 2019-02168German Research Foundation (DFG), KA 1602/8-1-3NordForsk, 95263
Available from: 2023-04-17 Created: 2023-04-17 Last updated: 2023-07-13Bibliographically approved
Rudolphi, F. & Salikutluk, Z. (2021). Aiming high no matter what?: Educational Aspirations of Ethnic Minority and Ethnic Majority Youth in England, Germany, the Netherlands and Sweden. Comparative Sociology, 20(1), 70-100
Open this publication in new window or tab >>Aiming high no matter what?: Educational Aspirations of Ethnic Minority and Ethnic Majority Youth in England, Germany, the Netherlands and Sweden
2021 (English)In: Comparative Sociology, ISSN 1569-1322, E-ISSN 1569-1330, Vol. 20, no 1, p. 37p. 70-100Article in journal (Refereed) Published
Abstract [en]

The authors examine cross-national variation in the ethnic gradient in aspirations among 14-year-olds in England, Germany, the Netherlands and Sweden by using data from the Children of Immigrants Longitudinal Survey in Four European Countries, collected in 2009/2010. Results show that most ethnic minority groups are more likely to have university aspirations than ethnic majority youth. The most consistent minority advantage is found in England and Sweden, consistent with the interpretation that the ample scope for choice in progression through these school systems allows high ambitions of minorities to play out well. However, minority advantage of some groups is also present in the Netherlands and Germany, where transitions are more heavily conditional on previous performance. The pattern for immigrant generational status varies across countries and ethnic origins. There is no consistent empirical evidence indicating that aspiration differences between ethnic minority and majority youth will diminish due to assimilation processes across the generations.

Place, publisher, year, edition, pages
Brill Academic Publishers, 2021. p. 37
Keywords
ethnic inequality, educational aspirations, education systems
National Category
Sociology
Research subject
Sociology
Identifiers
urn:nbn:se:umu:diva-175622 (URN)10.1163/15691330-BJA10025 (DOI)
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2021-05-11Bibliographically approved
Dollmann, J. & Rudolphi, F. (2020). Classroom composition and language skills: the role of school class and friend characteristics. British Journal of Sociology of Education
Open this publication in new window or tab >>Classroom composition and language skills: the role of school class and friend characteristics
2020 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346Article in journal (Refereed) Epub ahead of print
Abstract [en]

The present study addresses the question to what extent language skills among students are influenced by the composition of the overall classroom context and the composition of friendship networks within school classes. Furthermore, we ask whether the effects differ between stratified school systems, with a more homogenous student body in school classes, and comprehensive school systems, with a more heterogeneous student body. Focusing only on classroom characteristics, we find positive effects of the socioeconomic and cognitive overall composition of the school class in Germany’s selective school system, but not in Sweden’s comprehensive system. In contrast, the ethnic composition does not matter significantly in any of the systems, while direct peer interactions, captured with social networks measures targeting friends in a school class, matter slightly more in Sweden’s comprehensive school system.

Place, publisher, year, edition, pages
Routledge, 2020
Keywords
Contextual effects, peer effects, achievement, language skills, comparative
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-175604 (URN)10.1080/01425692.2020.1799754 (DOI)000566591300001 ()
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2012-1741Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07099Forte, Swedish Research Council for Health, Working Life and Welfare, 2017-00947Forte, Swedish Research Council for Health, Working Life and Welfare, 2017-02047Forte, Swedish Research Council for Health, Working Life and Welfare, 2019-01432Swedish Research Council, 2012-5598Swedish Research Council, 2019-02168NordForsk
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2020-10-12
Dollmann, J., Rudolphi, F. & Parameshwaran, M. (2018). Ethnic differences in language skills: how individual and family characteristics aid and prohibit the linguistic integration of children of immigrants. In: Frank Kalter, Jan O. Jonsson, Frank Van Tubergen and Anthony Heath (Ed.), Growing up in diverse societies: the integration of the children of immigrants in England, Germany, the Netherlands and Sweden (pp. 219-245). Oxford University Press
Open this publication in new window or tab >>Ethnic differences in language skills: how individual and family characteristics aid and prohibit the linguistic integration of children of immigrants
2018 (English)In: Growing up in diverse societies: the integration of the children of immigrants in England, Germany, the Netherlands and Sweden / [ed] Frank Kalter, Jan O. Jonsson, Frank Van Tubergen and Anthony Heath, Oxford University Press, 2018, p. 219-245Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oxford University Press, 2018
Series
Proceedings of the British Academy, ISSN 0068-1202 ; 215
National Category
International Migration and Ethnic Relations
Identifiers
urn:nbn:se:umu:diva-175605 (URN)9780197266373 (ISBN)
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2020-10-22Bibliographically approved
Plenty, S., Andersson, A. B., Hjalmarsson, S., Mood, C., Rudolphi, F. & Treuter, G. (2018). How are our young adults doing?: A report on labour market activities and living conditions. Stockholm: Institutet för framtidsstudier
Open this publication in new window or tab >>How are our young adults doing?: A report on labour market activities and living conditions
Show others...
2018 (English)Report (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Institutet för framtidsstudier, 2018. p. 114
Series
Report ; 2018:3
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-175617 (URN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07099Forte, Swedish Research Council for Health, Working Life and Welfare, 2017-02047
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2020-10-12Bibliographically approved
Plenty, S., Andersson, A. B., Hjalmarsson, S., Mood, C., Rudolphi, F. & Treuter, G. (2018). Hur går det för våra unga vuxna?: En rapport om sysselsättning och levnadsvillkor. Stockholm: Institutet för framtidsstudier
Open this publication in new window or tab >>Hur går det för våra unga vuxna?: En rapport om sysselsättning och levnadsvillkor
Show others...
2018 (Swedish)Report (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Institutet för framtidsstudier, 2018. p. 111
Series
Rapport ; 2018:1
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-175616 (URN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2016-07099Forte, Swedish Research Council for Health, Working Life and Welfare, 2017-02047
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2020-10-12Bibliographically approved
Rudolphi, F. & Erikson, R. (2016). Social selection in formal and informal tracking in Sweden. In: Hans-Peter Blossfeld, Sandra Buchholz, Jan Skopek and Moris Treiventi (Ed.), Models of secondary education and social inequality: an international comparison (pp. 165-180). Cheltenham/Northampton: Edward Elgar Publishing
Open this publication in new window or tab >>Social selection in formal and informal tracking in Sweden
2016 (English)In: Models of secondary education and social inequality: an international comparison / [ed] Hans-Peter Blossfeld, Sandra Buchholz, Jan Skopek and Moris Treiventi, Cheltenham/Northampton: Edward Elgar Publishing, 2016, p. 165-180Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cheltenham/Northampton: Edward Elgar Publishing, 2016
Series
eduLIFE lifelong learning
National Category
Sociology
Identifiers
urn:nbn:se:umu:diva-175609 (URN)9781785367250 (ISBN)9781785367267 (ISBN)
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2020-10-13Bibliographically approved
Rudolphi, F. (2014). Educational inequalities in Sweden: past, present and future i a comprehensive school system?. Scuola Democratica, 2
Open this publication in new window or tab >>Educational inequalities in Sweden: past, present and future i a comprehensive school system?
2014 (English)In: Scuola Democratica, ISSN 1129-731X, Vol. 2Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to review the most important empirical results on the development of social-background inequalities in educational attainment of adolescents in Sweden at the end of compulsory education and in upper secondary education. The focus is on quantitative studies of the development during the past 25-30 years. Research indicate that the role of family background for adolescents' grade point averages at the end of com-pulsory education has been remarkable stable during the 20-year period between 1988 and 2007, while social inequality in upper secondary education is to a larger extent character-ized by change. Importantly, the development of social inequality in upper secondary educa-tion depends on the aspect in focus. One general conclusion is that so called "primary ef-fects" account for a substantial part of the inequality process to academic upper secondary education, and seems to be more resistant to change over time than 'secondary effects' are.

Keywords
Education, Inequality, Policy Change, Sweden
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-175607 (URN)10.12828/77686 (DOI)
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2020-10-12Bibliographically approved
Jonsson, J. O., Kilpi-Jakonen, E. & Rudolphi, F. (2014). Ethnic differences in early school-leaving. In: Anthony F. Heath and Yaël Brinbaum (Ed.), Unequal attainments: ethnic educational inequalities in ten Western countries (pp. 95-118). Oxford: Oxford University Press
Open this publication in new window or tab >>Ethnic differences in early school-leaving
2014 (English)In: Unequal attainments: ethnic educational inequalities in ten Western countries / [ed] Anthony F. Heath and Yaël Brinbaum, Oxford: Oxford University Press, 2014, p. 95-118Chapter in book (Other academic)
Place, publisher, year, edition, pages
Oxford: Oxford University Press, 2014
Series
Proceedings of the British Academy, ISSN 0068-1202 ; 196
National Category
Sociology
Identifiers
urn:nbn:se:umu:diva-175614 (URN)9780197265741 (ISBN)
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2020-10-13Bibliographically approved
Rudolphi, F. (2014). Tro hopp och utbildning: sociala skillnader i ungdomars utbildningsaspirationer. In: Marie Evertsson & Charlotta Magnusson (Ed.), Ojämlikhetens dimensioner: uppväxtvillkor, arbete och hälsa (pp. 125-155). Stockholm: Liber
Open this publication in new window or tab >>Tro hopp och utbildning: sociala skillnader i ungdomars utbildningsaspirationer
2014 (Swedish)In: Ojämlikhetens dimensioner: uppväxtvillkor, arbete och hälsa / [ed] Marie Evertsson & Charlotta Magnusson, Stockholm: Liber, 2014, p. 125-155Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2014
National Category
Sociology
Identifiers
urn:nbn:se:umu:diva-175608 (URN)9789147111299 (ISBN)
Available from: 2020-10-05 Created: 2020-10-05 Last updated: 2020-10-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1255-4601

Search in DiVA

Show all publications