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Browsing by Subject "maahanmuuttajataustainen nuori"

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  • Nuorten maahanmuuttajataustaisten kokemuksia toiseudesta yläkoulussa ja kotitaloustunneilla 
    Hakkarainen, Susanna (2022)
    Finnish grade school is becoming more and more multicultural due to increasing immigration. However, according to previous studies, the structures of our education system are not equal or do not support diversity. Purpose of this thesis is to study experiences of otherness of young people with immigration background. The object of the analysis is to clarify what kind of experiences of otherness and othering young people have encountered in secondary school and in home economic classes. By opening the experiences of otherness, the dismantling of distorted value structures can be promoted. Qualitative research data were collected in December-January 2021–2022. Eight young adults with an immigrant background participated to the interviews. The young adults were from the Helsinki metropolitan area. The themes of the interviews covered the use of the concept of immigrant, identity and citizenship, racism, discrimination, as well as time in secondary school and home economic classes. The interview material was analyzed with content and thematic method. According to the study, home economic classes were perceived as pleasant, and they promoted equality. However, element where the students' backgrounds would become more visible part of education were missed. By group division in home economic classes teacher can promote mutual respect between students. The functional structure of the learning content is suitable for practicing interaction skills. Racism and discrimination in schools were found to be difficult to deal with because they are not actively talked about within school culture. According to the study, students are powerless to express the racist, discriminatory, and unfair treatment they have faced in school. The study found that the use of a concept immigrant increases young people’s sense of otherness. The young people also felt that it was difficult for the representatives of the mainstream culture to accept their identification as Finns.
  • Opinto-ohjaajien käsityksiä maahanmuuttajataustaisten nuorten siirtymistä ja ohjauksesta lukioon valmistavassa LUVA-koulutuksessa 
    Averin, Inka (2017)
    Study shows that educational transitions can be challenging for immigrant-origin youths`. They are for example in a higher risk to end up without upper secondary education when compared to their native counterparts in Finland. Overall the transitions of immigrant-origin youth have been seen more complex than native youth. Guidance is viewed to have an important part for the transitions from educational level to another. The aim of this study was to examine what kind of a role “LUVA-education” plays for immigrant-origin youth in their transition to upper secondary education and how counseling can support that transition. The goal was to study the questions presented before from LUVA-educations counselors’ point of view. The theoretical frame consist of the concepts of transition and counseling. The data of the thesis consist of three semi-structured interviews. Two of the interviews were executed as individual-interviews and one as a pair-interview. The interviews were analyzed using phenomenography. The aim was to bring out the interviewees` different perceptions of the subject in hand. The importance of LUVA-education for the transition to upper secondary education was seen in two ways: firstly LUVA was viewed as “a pit stop” for student to review whether to proceed in high school or in vocational studies and secondly it was seen as a place where students can develop their skills. The interviewees saw that the most effective guidance aspects were improving the students’ skills and knowledge, certain counselling procedures and co-operation with the students` families. Students` unrealistic dreams for their future education were seen as a challenge in study guidance.The interviewees wished more re-sources for guidance and co-operation with schools other experts, such as school curator, nurses and special education teachers. The study revealed that LUVA-education has its place in immigrant-youth transitions to secondary education. In the future it would be important to study the perceptions of students in LUVA-education.

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