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  • 1.
    Bergström, Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Krigh, Josefine
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Cirkelledare om cirkelledarskapet2014In: Cirkelledarna: Folkbildningens fotfolk och drivkraft / [ed] Ylva Bergstrom, Mats Bernerstedt, Eva Edström och Josefine Krigh, Stockholm: Folkbildningsrådet , 2014, 1, p. 82-94Chapter in book (Other academic)
  • 2.
    Bergström, Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Krigh, Josefine
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Studiecirklarna och dess ledare2014In: Cirkelledare: Folkbildningens fotfolk och drivkraft / [ed] Ylva Bergström, Mats Bernerstedt, Eva Edström och Josefine Krigh, Stockholm: Folkbildningsrådet , 2014, 1, p. 43-58Chapter in book (Other academic)
  • 3.
    Börjesson, Mikael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Broady, Donald
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Krigh, Josefine
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Utbildningsvetenskapens förankring i discipliner: Kompletterande inventering av forskning finansierad av Vetenskapsrådet genom utbildningsvetenskapliga kommittén 2005–20112013Report (Other academic)
  • 4.
    Krigh, Josefine
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Språkstudier som utbildningsstrategi hos grundskoleelever och deras familjer2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This investigation has sought to understand and explain the investments made by compulsory school pupils and their families’ stances towards the study of modern foreign languages (English not included). Which pupils (with regard to gender, social and national background and grade point average) chose to invest in the study of modern foreign languages? What strategies pertaining to the study of modern foreign languages did families from different backgrounds develop and how can these differences be understood?

    The conceptual tools, capital and strategy, developed by Pierre Bourdieu were used. The analysis utilizes national register data as well as questionnaires and family interviews conducted in Uppsala and Southern Dalarna.

    Analysis of register data identifies language study as a socially differentiated practice, especially with regard to which pupils attained a final grade. Most pupils began studying a modern foreign language.  Predominantly children from upper middle class families, particularly daughters, persisted and achieved the highest grades. Lower middle class and working class children had higher deselection rates and lower grades – especially sons. The gap between daughters and sons was most prevalent within the working class, and less so for the well-educated upper middle class. Resource-rich families resembled one another across the two regions, barring grade point average, which was higher among Uppsala pupils.

    The geometric data analysis generated a space of resource-rich families’ stances on modern foreign languages and language teaching. In Uppsala, well-educated families and families with plenty of transnational capital held positive views towards modern foreign languages and language teaching’s cultural and formalistic aspects, yet they held negative views towards grades and grading. The opposite was true for families with lesser amounts of educational capital.

    In Southern Dalarna, well-educated families valued modern foreign languages as useful whilst families with lesser educational capital emphasised English as the most important language. The more the families had invested in education, the more positive they were towards cultural and formalistic aspects of language teaching. Grades did not hold the same value for Southern Dalarna families.

    Language study is both a national and a transnational investment that reinforces other types of capital: cultural, educational and transnational.

  • 5.
    Krigh, Josefine
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidegran, Ida
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Avancerade språkstudier som konkurrensfördel: Fallet engelska i gymnasieskolan2010In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 41-56Article in journal (Other academic)
    Abstract [en]

    The new, complex system for admittance to higher education in Sweden has created a situation where pupils in upper secondary school can choose to read certain courses that give extra credits, thus giving them an edge when trying to enter highly selected programs at the university level. Extra credits are given for courses in advanced mathematics and modern languages, for example. From a sociological viewpoint it is interesting to examine which groups of pupils take advantage of this innovation, with respect to social class, gender, inherited and acquired capital. We focus on the case of the advanced course in English which has increased its proportion of pupils, most of them enrolled in pro-grams that prepare them for higher education. We can show that it is mainly pupils with a high amount of acquired educational capital from higher social backgrounds who avail themselves of this opportunity. At the same time, the prevalence of female students in the course has decreased. We also conclude that the pupils misrecognize the value of the extra credits awarded as a valid explanation for their choice of advanced studies of English.

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