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  • 1.
    Dollmann, Jörg
    et al.
    Mannheim Centre for European Social Research (MZES), University of Mannheim, 68131 Mannheim, Germany; German Centre for Integration and Migration Research, DeZIM, Berlin, Germany.
    Jonsson, Jan O.
    Swedish Institute for Social Research (SOFI), Stockholm University, Stockholm, Sweden; Nuffield College, University of Oxford, Oxford, UK; Institute for Future Studies, Stockholm, Sweden.
    Mood, Carina
    Swedish Institute for Social Research (SOFI), Stockholm University, Stockholm, Sweden; Institute for Future Studies, Stockholm, Sweden.
    Rudolphi, Frida
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för socialt arbete. Swedish Institute for Social Research (SOFI), Stockholm University, Stockholm, Sweden.
    Is 'immigrant optimism' in educational choice a problem? Ethnic gaps in Swedish upper secondary school completion2023Ingår i: European Sociological Review, ISSN 0266-7215, E-ISSN 1468-2672, Vol. 39, nr 3, s. 384-399Artikel i tidskrift (Refereegranskat)
    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.

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  • 2. Dollmann, Jörg
    et al.
    Rudolphi, Frida
    Swedish Institute for Social Research (SOFI), Stockholm University, Stockholm, Sweden.
    Classroom composition and language skills: the role of school class and friend characteristics2020Ingår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346Artikel i tidskrift (Refereegranskat)
    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.

  • 3. Dollmann, Jörg
    et al.
    Rudolphi, Frida
    SOFI, Stockholm University.
    Parameshwaran, Meena
    Ethnic differences in language skills: how individual and family characteristics aid and prohibit the linguistic integration of children of immigrants2018Ingår i: 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, s. 219-245Kapitel i bok, del av antologi (Refereegranskat)
  • 4.
    Erikson, Robert
    et al.
    Stockholms universitet, Institutet för social forskning (SOFI).
    Rudolphi, Frida
    Stockholms universitet, Institutet för social forskning (SOFI).
    Change in social selection to upper secondary school - primary and secondary effects in Sweden2010Ingår i: European Sociological Review, ISSN 0266-7215, E-ISSN 1468-2672, Vol. 26, nr 3, s. 291-305Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Inequality of educational opportunity (IEO) depends on two separate mechanisms: children from advantaged social backgrounds perform better at school—primary effects—and tend more than others to choose to continue in education—secondary effects. IEO in the transition from compulsory to academic upper secondary education has earlier been shown to have decreased in Sweden since the middle of the 20th century. We investigate whether this change can be accounted for by changing primary or secondary effects, or perhaps by both. The analysis is based on longitudinal data for six cohorts of children, born from 1948 to 1982. Primary and secondary effects are separated both by grade point averages and cognitive test results. The estimation of the effects is based on the comparison of actual and counterfactual transitions among children from different social classes. Results show that the decrease in IEO overall seems to be related to corresponding changes in the primary and secondary effects. Secondary effects are greater when the separation is based on cognitive ability tests rather than grades and we end by discussing the consequences of this observation for the separation of primary and secondary effects.

  • 5.
    Erikson, Robert
    et al.
    Stockholms universitet, Institutet för social forskning (SOFI).
    Rudolphi, Frida
    Stockholms universitet, Institutet för social forskning (SOFI).
    Den sociala selektionen i utbildningssystemet2008Ingår i: Resultatdialog 2008, Stockholm: Vetenskapsrådet , 2008, , s. 30-36s. 30-36Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 6. Jackson, Michelle
    et al.
    Jonsson, Jan O.
    Rudolphi, Frida
    Swedish Institute for Social Research (SOFI), Stockholm University.
    Ethnic Inequality and Choice-Driven Educational Systems: A Longitudinal Study of Performance and Choice in England and Sweden2012Ingår i: Sociology of education, ISSN 0038-0407, E-ISSN 1939-8573, Vol. 85, nr 2, s. 158-178Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The authors ask whether choice-driven education systems, with comprehensive schools and mass education at the secondary and tertiary level, represented in this article by England and Sweden, provide educational opportunities for ethnic minorities. In studying educational attainment, the authors make a theoretical distinction between mechanisms connected with school performance on the one hand (primary effects) and educational choice, given performance, on the other (secondary effects). Using large national data sets and recently developed methods, they show that performance effects tend to depress the educational attainment of most, although not all, ethnic minorities, whereas choice effects increase the transition rates of these students. This pattern is repeated at the transition to university education. These results are true for many immigrant categories in both England and Sweden, although immigrant students are a heterogeneous group. Black Caribbean students in England and children of Turkish and South American descent in Sweden fare worst, while several Asian groups do extremely well. The authors conclude that it may be a generic feature of choice-driven school systems in Western societies to benefit non-European immigrants, and they discuss some possible explanations for this.

  • 7. Jonsson, Jan O.
    et al.
    Brolin Låftman, Sara
    Rudolphi, Frida
    Institutet för social forskning (SOFI), Stockholms universitet.
    Engzell Waldén, Per
    Integration, mångfald och attityder bland högstadieelever: resultat från enkätstudien YES! Inom projektet CILS4EU2012Ingår i: Främlingsfienden inom oss: betänkande av Utredningen om ett effektivare arbete mot främlingsfientlighet, Stockholm: Fritzes, 2012, s. 263-391Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 8. Jonsson, Jan O.
    et al.
    Kilpi-Jakonen, Elina
    Rudolphi, Frida
    The Swedish Institute for Social Research (SOFI), Stockholm University.
    Ethnic differences in early school-leaving2014Ingår i: Unequal attainments: ethnic educational inequalities in ten Western countries / [ed] Anthony F. Heath and Yaël Brinbaum, Oxford: Oxford University Press, 2014, s. 95-118Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 9.
    Jonsson, Jan O.
    et al.
    Stockholms universitet, Institutet för social forskning (SOFI).
    Rudolphi, Frida
    Stockholms universitet, Institutet för social forskning (SOFI).
    Weak Performance - Strong Determination: School Achievement and Educational Choice among Children of Immigrants in Sweden2011Ingår i: European Sociological Review, ISSN 0266-7215, E-ISSN 1468-2672, Vol. 27, nr 4, s. 487-508Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We ask how the advantages and disadvantages in the educational careers of children of immigrants in Sweden are produced, making a theoretical distinction between mechanisms connected with school performance on one hand, and educational choice on the other. Using a new data set, covering six full cohorts of Swedish-born ninth-graders in 1998–2003 (N¼612,730), with matched school-Census information, we show that children of non-European immigrant origin are disadvantaged in their school performance but advantaged in their choice of academic upper secondary education. They have lower and more often incomplete grades, which force a sizeable proportion—10–20 per cent—into non-meritorious tracks or lead them to leave school. Given grades, children of non-European background make heterogeneous choices: many do not enrol in upper secondary education, but among those who do the propensity is high that they choose academic studies before vocational. In contrast, children of the ‘old’ (chiefly Nordic) labour immigrants are similar to the majority group in their equal preference for these two routes. A school system where choice plays a significant role appears to be advantageous for the often high-aspiring second-generation immigrant students, but greater efforts to reduce early achievement differences may still alleviate ethnic minority disadvantages.

  • 10. Plenty, Stephany
    et al.
    Andersson, Anton B.
    Hjalmarsson, Simon
    Mood, Carina
    Rudolphi, Frida
    Stockholm University.
    Treuter, Georg
    How are our young adults doing?: A report on labour market activities and living conditions2018Rapport (Övrig (populärvetenskap, debatt, mm))
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  • 11. Plenty, Stephany
    et al.
    Andersson, Anton B.
    Hjalmarsson, Simon
    Mood, Carina
    Rudolphi, Frida
    Stockholm University.
    Treuter, Georg
    Hur går det för våra unga vuxna?: En rapport om sysselsättning och levnadsvillkor2018Rapport (Övrig (populärvetenskap, debatt, mm))
    Ladda ner fulltext (pdf)
    fulltext
  • 12.
    Rudolphi, Frida
    Stockholms universitet, Institutet för social forskning (SOFI).
    Class differences in educational and occupational aspirations and subsequent educational success among Swedish youthManuskript (preprint) (Övrigt vetenskapligt)
  • 13.
    Rudolphi, Frida
    Stockholm University.
    Educational inequalities in Sweden: past, present and future i a comprehensive school system?2014Ingår i: Scuola Democratica, ISSN 1129-731X, Vol. 2Artikel i tidskrift (Refereegranskat)
    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.

  • 14.
    Rudolphi, Frida
    Swedish Institute for Social Research (SOFI), Stockholm University.
    Ever declining inequalities?: Primary and secondary effects in Sweden in the transition to upper secondary and higher education for students born in 1972-19902013Ingår i: Determined to succeed?: Performance, choice and education / [ed] Michelle Jackson, Stanford: Stanford University Press, 2013, s. 185-227Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 15.
    Rudolphi, Frida
    Stockholm University.
    Spelar föräldrarnas födelseland roll?: Svenskfödda ungdomars skolprestationer och gymnasieval2012Ingår i: Framtider, ISSN 0281-0492, Vol. 2, s. 13-19Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 16.
    Rudolphi, Frida
    Insitutet för social forskning (SOFI), Stockholms universitet.
    Tro hopp och utbildning: sociala skillnader i ungdomars utbildningsaspirationer2014Ingår i: Ojämlikhetens dimensioner: uppväxtvillkor, arbete och hälsa / [ed] Marie Evertsson & Charlotta Magnusson, Stockholm: Liber, 2014, s. 125-155Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 17.
    Rudolphi, Frida
    et al.
    The Swedish Institute for Social Research (SOFI), Stockholm University.
    Erikson, Robert
    Social selection in formal and informal tracking in Sweden2016Ingår i: 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, s. 165-180Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 18.
    Rudolphi, Frida
    et al.
    Stockholm University.
    Salikutluk, Zerrin
    Aiming high no matter what?: Educational Aspirations of Ethnic Minority and Ethnic Majority Youth in England, Germany, the Netherlands and Sweden2021Ingår i: Comparative Sociology, ISSN 1569-1322, E-ISSN 1569-1330, Vol. 20, nr 1, s. 37s. 70-100Artikel i tidskrift (Refereegranskat)
    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.

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