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11 Index admission points, 2, 22 3, 29 31, 33 5, 39, 53, 57, 78, 80, 83 assimilation, 62, 66 9, 73, 86 behavior, 3 4, 7 8, 10, 19, 26, 45, 47, 50 1, 54, 58 9, 61 2, 64 72, 78, 81 2, 85 6 binary discourse, 10, 72, 76 9, 81, 82 case study, on school choice analysis of the, 25 6 contextualization of the, mixed methods of, 20 2 survey and interviews of the, 22 5 City Academy, 2 4, 9 10, 24 5, 31 4, 35, 37, 40 5 academic demands at, 60 2 cultural identities of students at, 63 4, 66 9 difference between majority and minority groups at, 63 7 environment at, 45 6, 56 features of, 55 9 history of, 51 3 and immigrants struggle with the symbolic boundaries, Natural Science program at, 53 9 school culture at, 55 9, 60 4 social manners of students at, 62 6 students handling of academic demands at, 60 2 we-ness of, 55 9, 60 8, 72 compulsory schools, 2, 4 5, 12, 14, 16, 21, 22, 25, 29, 30, 34, 39, 52 5, 57 61, 64, 66 7, 69, 71, 80, 82, 86 cultural identities, 2 4, 6, 7, 10n2, 51, 59, 63 4, 66 9 double consciousness theory, 67 8 An educational dilemma: School achievement and multicultural incorporation, 19 educational praxis, 7, 10, 59, 62, 76, education policy reforms, choice of programs by students, 14, 26n1 democracy in, during the 1960s, 52 during the 1990s, 12, 52, 84 and school competition, and social segregation, sociological criticism of, elite education, 50 1 see also City Academy; Scientia High School 98 DOI: /

12 Index 99 emotions, 41 4, 82 5 ethnic divisions, 3 4, 7, 10, 20, 76 7, 81 free choice reforms, 13, 14, 34, 87 grades, 2 3, 5, 14, 16 17, 19, 22, 25, 29, 33 5, 37 9, 43 5, 51 6, 58, 60, 62 3, 69 72, 78 80, 82 3 hyphenation, 74, 86 immigrant background, see immigrants immigrants, 2 5, 9 10, 10n1, 13 14, 16 19, 25 6, 36 9, 74n1 and access to information, behavior of, 3, 64 7, 70 1 and choice of low-threshold schools, 41 7, 82 4 and choice of Natural Science program at City Academy, 54 9 difference between Swedes and, 63 7 and emotions that influence school choice, 41 4, 82 5 first-generation, 10n1, 16, 30 3, 42, 79 and pragmatic reasons for school choice, 44 6, 82 5 second-generation, 2, 3, 10n1, 16, 17, 30 1, 33, 42, 50, 56 8, 63 self-maneuvering at elite schools, 51, 53, 56 7, 61 2, 64 9 and social belonging, 36 8, 41 4, 46 7 and social boundaries, 10, 51, 73, 76, 85 6 inclusion and exclusion, 21 2, 26, 65, 72 incorporation, 19, 26, 74, 76 7, 81 Individual Program, Langlet High School, 2, 4, 23, 31 4, 38, 40 4, 56, 70, 79, 82 Malmö, 2, 4, 5, 7, 9, 19 20, 22 4, 41, 51, 55, 74n1, 77, 82 meaning, 6 7, 16, 21, 26, 51, 59, 62, 68, 72 3, 76, 78 80, 82, 86 7 minority rights revolution, 52 3 multiculturalism, 2 5 see also immigrants; students, Swedish National Agency of Education, 19, 43 National Board of Education, 14 Natural Science program, 2, 5, 7, 9 at City Academy, 53 9 dispersion in admission points between schools, 34 5 features of, 17 historical perspective of, 18 and the importance of social belonging, 36 8, 41 4, 47 motives for choice of, 35 6, 40 overrepresentation of immigrants in, 16 popularity of, and school reputation, 19 social landscape of, 31 4 students enrolled in the, see also case study, on school choice The Nature of Prejudice, 77 neo-liberal policy, 13, 52, 83 4 principle of subsidiarity, 52 quasi-markets, of education, 12, 20, 21 school achievement, 5, 9, 14 15, 17, 24 5, 29, 46, 55, 77 8, 84 see also grades school choices academic grades as a determinant of, 5, 19, 34 5, 38 9 and access to information, based on previous school experiences, 56 9 case study on, see case study, on school choice differences in students opportunities in Sweden, 20 education policy and, effect of structural boundaries on, 25 6 DOI: /

13 100 Index school choices continued emotions and, 41 4, 82 5 parents education and socioeconomic status as a factor in, 30 3 and reforms, see education policy reforms social belonging as a factor for, 3 4, 36 8, 41 4, 47 and social mobility, 13 14, 16, 52, 73, 84 student body compositions influence on, 3 6, 33 symbolic meanings as a force for, 6 7, 51 use of pragmatic rationality in, 44 6, 82 5 see also Natural Science program; upper secondary schools school culture, 50 1, 53, 55 9, 60 4 school markets, 2, 5, 7 8, 13, 15, 19 20, 25, 26, 43 5, 53 4, 76, 78 9, 85 schools choice, compulsory, see compulsory schools dispersion of admission points between, 34 5 high-threshold, 9, 22, 29 30, 35 9, 41, 46 7, 50 1, 53, 58 9, 63, 68, 72, 77 8, 80 5 independent, 12 13, 19 low-threshold, 9, 22, 29 30, 35 47, 50, 54, 56 8, 62, 78, 80, 82 5 municipal, 12, 21 public, 14 15, 19, 23, 45 upper secondary, see upper secondary schools school segregation, 7, 8, 10, 20, 23, 26, 30 1, 34, 36, 39, 41 4, 46, 83 5, 87 Scientia High School, 23, 24, 31 6, 38, 40, 43 4, 47, 58 9, 78 9, 84 5 self-segregation, 9, 47 social belonging, 3 4, 7, 36 8, 41 4, 47, 54, 64, 77 8, 81, 85 6 social boundaries, 10, 51, 73, 76, 85 6 social fostering, 64 6 social meaning, 76 social mobility, 9, 13, 16, 52, 73, 84 Social Science programs, 12, 56, 60 social segregation, 14, 15, 19, 29, 30, 35, 36, 38 structural boundaries, 25 6, 30 1, 34 5, 38 9, 55 9 students and choice of programs, 14, compositions and impact on school choices, 3 6, 33 cultural identities of, 2 4 ethnic diversity in schools, 2 3 high-performing, 9, 30, 33, 36 8, 40, 47, 53, 54, 59, 61 immigrant, see immigrants middle-class, 14, 16, 18, 33, 47, 53, 65, 68, 73, 79 parents educational background as a predictor on performance of, 30 2 and rumors, 6, 45, 46, 59, 76 7, 79 and social belonging, 3 4, 36 8, 41 4, 47 socially disadvantaged, and social segregation, 14 16, 19, 29, 30, 35, 36, 38 Swedish, 3 4, 9, 16, 17, 30, 36 40, 44, 47, 54, 65 70, 79 working-class, 14, 16, 39 symbolic boundaries, 6 7, 20 2, 26, 36 8, 40, 45 6, 50 1, 54, 59 62, 65 73, 76, 79 81, 85 6 upper secondary schools autonomy of, 12 dimensioning of admissions to, 14 multicultural student body in, 2 3 offering the Natural Science program, 13 programs in, see also Natural Science program; school choices we-ness, 7, 10, 47, 51, 59, 65 6, 68 9, 72 4, DOI: /