Institutional discrimination: Stereotypes and social reproduction of “class” in the Swedish upper-secondary school

This article discusses the effects of separating 15–16 years-old school students in isolated academic and practical study programs in upper-secondary education. It is based on an investigation of the social identities developed by and about youth learners in these circumstances. In particular we exa...

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Bibliographic Details
Published in:Social psychology of education 2015-12, Vol.18 (4), p.703-717
Main Authors: Jonsson, Anna-Carin, Beach, Dennis
Format: Article
Language:English
Subjects:
Adolescents
Education
Educational Environment
Foreign Countries
Group Dynamics
High schools
Higher Education
Identification (Psychology)
Individualized Instruction
Lärarutbildning och pedagogisk yrkesverksamhet
Pedagogik
Pedagogy
Peer Influence
Personality and Social Psychology
Secondary Education
Secondary School Students
Self Concept
Social aspects
Social Bias
Social classes
Social identity
Social Justice
Social Psychology
Socialpsykologi
Sociology of Education
Stereotype (Psychology)
Stereotypes
Stereotypes Institutional discrimination Social class Upper-secondary school Education
Student Placement
Sweden
Teacher Education and Education Work
Vocational Education
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Summary:This article discusses the effects of separating 15–16 years-old school students in isolated academic and practical study programs in upper-secondary education. It is based on an investigation of the social identities developed by and about youth learners in these circumstances. In particular we examine the creation of identity positions by youth on academic programs regarding themselves and people like them (in-group characteristics) on the one hand and for other kinds of students on the other, on vocational programs. These constructions are analyzed as a product of self-categorization theory. The investigation involved 224 students from upper-secondary school academic programs. Our results showed that the academic program students expressed strong stereotypes with extremely negative potentials in relation to future social solidarity and equity. On the basis of the findings we strongly recommend introducing mixed classes in upper-secondary school, where students from academic and vocational programs take the same courses in general subjects as a way of reducing stereotypes and prejudice.
ISSN:1381-2890
1573-1928
1573-1928
DOI:10.1007/s11218-014-9279-1