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Finnish educational research has repeatedly noted how strongly heteronormativity is present in education, placing people in unequal positions according to their gender and sexual orientation. On the grounds of previous research, it seems that heteronormativity in education affects espe-cially the agency of LGBTQ+ people. The educational environment being predominated by a binary conception of gender and an assumption of heterosexuality, LGBTQ+ people often don’t tell about their gender and/or sexual diversity to others, but instead comply with the het-erosexual order so as to not get discriminated or bullied. This thesis examines heteronormativity in the context of Finnish education and its effects on the educational agency of LGBTQ+ people. The data consists of focused life history interviews conducted with five LGBTQ+ persons. The interviews were analysed through a narrative ap-proach and from a feminist point of view, utilizing the interviewees’ small stories about educa-tion as well as fictional storytelling in the analysis. The analysis builds a conception in which heteronormativity and the order of gender become produced and reproduced in education through everyday, routine-like repetitions, affecting the construction of agency and restricting LGBTQ+ agency. In my data, the requirement of com-plying with heteronormativity seems strong especially in basic education. In upper secondary education the hegemonic position of heteronormativity appears to weaken, and the stories situ-ated in higher education outline a positive and aware atmosphere regarding the diversity of gender and sexuality, even though some differences between fields are understood to exist. In terms of agency it appears that the primary factor is the individual’s impression of what kind of attitudes their social environment and particularly their peers, i.e. other pupils and students, seem to have towards gender and sexual diversity. When the educational environment is viewed to react negatively to LGBTQ+ people, they hide their sexual orientation and/or non-binary gender, which often appears as unnecessary in an educational environment with seem-ingly positive attitudes.

Aims: This thesis examines how working-class mothers speak about their children's education, educational choices and their future. The aim of the study is to research discourses and subject positions that enable parents' agency. This thesis can be contextualized in the fields of sociology of education, cultural studies and the so-called new class studies. The theoretical background of the thesis draws from Pierre Bourdieu's studies on class and agency and from the feministic reformulations of his studies. Methods: The research data consisted of 9 theme interviews, which were collected in 2010 and 2011 as a part of Parents and School Choice- research project. The method used in the study was semiotic sociology analysis of transcribed interviews. The agency content was analysed with the help of Jyrki Jyrkämä's (2008) theory concerning modalities and Mustafa Emirbayer's & Ann Mische's concept of agency as a temporally embedded process of social engagement. Results: In Education as the basis for work life -discourse, working class mother hoped that basic education would help her child to acquire basic skills of citizenship and (work)life. School choices were based on practical matters. The purpose of education and examination was seen as a key to the work life. This discourse enabled the subject to position herself as an employee-citizen trusting Finnish elementary school. In Child's secure growth -discourse, the mother expected the basic education to support the child's socioemotional growth, and the school choices were made in order to preserve the familiar environment for the child. The child was hoped to continue their studies after the basic education and to be able to transition safely into the adulthood. This discourse offered for the user a protective mother –subject position. In Child's individual and autonomous choices -discourse, the mother expected the basic education to be individualized and correspond to the interests of the child. Child-centred school choice was based on the wish of the child. Education was seen as a way to create an individual career and a happy life. This discourse enabled the subject to position herself as a supporting parent and mother, who respects her child's self-determination. In Better for a child -discourse, the mother hoped that her child would receive challenging basic education and would be placed in a class with a motivated and positive learning environment. School choices were ambitious. Education was expected to provide a better life for the child than what their mother had had. This discourse enabled the subject to position herself as an ambitious mother and as a customer of education options. Conclusions: This study supports past observations according to which parents' school choices and young people's career choices are class-based phenomena. Nevertheless, the study also indicated how workingclass mothers' agency was multifaceted: they demonstrated both class-based habits and the ability to act differently from earlier models and to embrace influences from outside their own class. Working class mothers exploited three different and simultaneous agentic orientations: Ensuring the continuity of life oriented toward the past, An open view to enable oriented toward the present and Pursuing better oriented toward the future.