Skip to main content
Login | Suomeksi | På svenska | In English

Browsing by Subject "maahanmuuttajat"

Sort by: Order: Results:

  • Kolehmainen, Salli (2016)
    The purpose of the study was to examine the communication of Finnish anti-immigration politicians, especially their representations of immigrants. Previous studies have shown that the self-named "immigration critics" have played an important part in making stigmatizing and derogatory talk about immigrants seem more acceptable. The theoretical framework of this study was built on Smith's (2007a) model of stigma communication. Stigmatizing messages consist of marks to recognize and categorize people, labels to distinguish people as a separate social entity, cues of responsibility to imply blame, and implications of peril linking people to physical or social dangers. The aim of the study was to find out if these contents can be found in anti-immigration discourse. The data were drawn from six blogs written by True Finn candidates who got elected in 2011 Parliamentary election. The data also contains the Sour Election Manifesto (Nuiva vaalimanifesti) signed by them. The main method in analyzing the data was theory-driven qualitative content analysis. Methods of rhetorical discourse analysis were used as a complementary analysis in reviewing the strategies of this communication. The results show that the strongest mark was affixed to the groups that have the lowest positions in the prevailing ethnic hierarchy. Muslims and people of African origin were marked most strongly, but marking was for most part indirect. The marked were labeled as culturally backward and strongly separated from "us". Responsibility was linked with the immigration itself: it was implied that the labeled people had only left their country in search of an easy life. Prejudice was claimed to be caused by the immigrants' own actions. Presenting the immigrants as both physical and moral threat to the Finnish community was the most dominant stigma message and it was used to justify stigmatization. Immigrants were presented as a homogeneous mass (part of label), but there were also claims that they should be seen and judged only as individuals. This color-blindness makes it possible for the stigmatizers to never actually face their victims, because they are not seen as members of a stigmatized group on an interpersonal level. It is also very hard for the stigmatized to change the stigma in these circumstances. The model of stigma communication proved out to be an effective tool for qualitative interpretation in this context. Further study should investigate the receiving end of these stigma messages, in this case it could mean studying the comments or the readers of political anti-immigration blogs.
  • Laaksonen, Linda Maria (2018)
    This master’s thesis focuses on the experiences of girls with immigrant background in general upper secondary school and preparatory programme for general upper secondary school focusing on foreign languages, support practices and study counselling. Previous research suggest that students with im-migrant background apply for upper secondary schools with lower grades and have a higher probability of dropping out of education than the majority (eg. Kilpi-Jakonen 2011, Valtiontalouden tarkastusvi-rasto 2015). Also in spite of academic orientation young people with immigrant backgrounds have been guided to vocational schools instead of general schools - especially girls with immigrant back-grounds (e.g. Kurki 2008a & 2008b, Souto 2016, Kurki & Brunila 2014). Finnish education system and the current educational policy discourses creates the frame of reference for this study. This study aims at producing fresh data and findings from the field about support practices and education of girls with immigrant backgrounds in the upper secondary school. This study is educational ethnography contextualized to the current educational policies (Troman, Jeffrey & Beach 2006). The analytical interest is in the structural factors defining general upper secondary schools as well as in the everyday life and how people make sense of it. The data for this study has been produced in one general upper secondary school and in one group of preparatory programme for general upper secondary education in the spring term of 2017. Data consists of field notes, interviews (n=23) and educational policy documents. The study is part of EMED-research project. The structure of Finnish school system, support practices and study counselling were important factors that affected student’s educational choice making. Experiences of given counselling, need of support and language proficiency varied. The current educational policy discourse highlights freedom of choice and possibilities. This was also emphasized in the girl’s narratives. In reality educational educational transitions constructs in relation to given counselling, Finnish language proficiency and in relation to structures of the school system and what seems realistic.
  • Smids, Saskia (2018)
    The purpose. The purpose of the reseach was to study the experiences of immigrant parents about cooperation with kindergartens in Helsinki. Very little research has been done on this topic in Finland, so my research questions are focused on a fairly wide research field. The background literature focuses on the prevalence of immigrant families in Finnish kindergartens, how the Early Childhood Education Act and the national Early Childhood Education Plan guide and enforce co-operation with parents, and why kindergartens should seek open and confidential co-operation with immigrants. In addition, I have presented the social psychology theories, such as the cognitive categorical schemas, prejudiced attitudes, stereotypes, intergroup relations, social identity and ethnic identity. Methods. The data corpus of this qualitative research consists of five thematic interviews. I interviewed five parents, two fathers and three mothers. Four of them had lived in Finland for less than five years. I found them from three different kindergartens. They had an experience in total of nine different kindergartens in Helsinki. The data corpus has been analyzed using the thematic-analysis method. I analyzed data corpus first time with a data-based orientation, to answer the first research question; second time I analyzed my data corpus with a theory-based orientation, to answer the second research question. Theory-based analysis was premised by the social psychology theories, which were presented in the third chapter. Results and conclusions. According to the parents' experiences, kindergartens had not taken into account their different needs in collaboration with them. However, an interpreter was ordered for annual discussion sessions and start-up discussions. The time while parents were not able to speak in Finnish, they practically did not have the opportunity to communicate with the kindergartens' educators on daily bases. It seems that being able to communicate in Finnish language has become a condition that allows and encourages the inequalities and isolation of immigrant parents. Finnish speaking skills should be a technical problem in itself, but it is used as a pretext for exclusion. Meeting the needs of this early age education customer group is a very timely problem. I think that the necessity for new arrangements and new cooperation structures are the responsibilities of the party who provides the services.
  • Jääskelä, Nina (2014)
    The purpose of this research is to study and understand racism between ethnic minority group children as a phenomenon in schools. The goal is to study, through the speech of teachers, what kinds of cultural categories exist in schools and what factors, according to teachers, influence racist encounters between children from ethnic minority groups. This study is part of the research project Racism Between Ethnic Minority Groups, carried out by the youth education organization Non Fighting Generation. The intention of the project is to study racism between ethnic minority groups. The theoretical background of this study is in the theory of social identity, which focuses on group behaviour and out-group relations. It is based on the notion that people form evaluations about their own group by comparing it to other groups. The data of the research was collected from seven elementary school teachers in the Helsinki metropolitan area by using semi-structured interview method and the interviews were analyzed through discursive methods. The data show that there is hierarchy-based reasoning between ethnic minority groups. Considering one's own ethnic group to be better than other minority groups seems to help the individual strengthen his/her social identity. Based on cultural categorization children with Asian background were seen as calm survivors, more likely to stay in the background. Children with Russian roots were described to have a strong sense of cultural identity. Arrogant behaviour was also seen as a cause for why Russian boys got into trouble. The Somali children were the ones who stood out the most and who also separated themselves the most from other ethnic minority groups. Physical appearance, style of clothing, cultural habits and religious way of life defined the Somali children as a cultural category. In this study four factors were shown to influence racist conflicts between ethnic minority groups in school; religion, lack of a majority language, cultural habits and behavioural patterns learned at home. The results of this study indicate that racism exists between ethnic minority group children and that teachers feel they lack the means to tackle the issue. This research shows the need for a deeper understanding of the phenomenon, so that it can be prevented in the future.
  • Holopainen, Johanna (2015)
    The educational transitions of immigrant youth are seen as challenging and young immigrants complete the upper secondary education less frequently than their native counterparts in Finland. The aim of this study was to examine how the school officials, such as student counselors, principals and education administration officials, consider the specific features of the upper secondary transitions of immigrant youth and their own possibilities in supporting these transitions. The theoretical setting consists of the concepts of transitions system and transitions regimes. The data included 10 semi-structured interviews with school officials from the Helsinki metropolitan area. The interviews were analyzed using phenomenography. According to the school officials the specific features of the transitions of immigrant youth are educational choices and the assessment of competences in the comprehensive school; abilities and educational background in the upper secondary school; and the importance of language skills and social groups in both school levels. The specific features become challenging because they operate in a specific context: the Finnish education and transition system. Transition to the upper secondary school is above all institutional and in order to receive a place of study one must comply with the rules of the system. Instead of a short phase the transition is a longer process that should be supported in the long term. The school officials considered their own possibilities in supporting immigrant youth relatively good but the possibilities were restricted by resources and structural practices. The guidance of the youth could be done with more and deeper cooperation between various parties. The different preparatory educations are characteristic for immigrants but the present quantity and forms of the educations do not meet the requirements of the diverse groups of youth. The potential discontinuities and prolongations of the transitions on an individual level are in a conflicting relation to the macro level objectives of fluent transitions. The role of education in equalizing the positions of different groups in the society is increasingly important as the population becomes more diverse. The multiple needs of the immigrant youth have to be taken into consideration more consistently. The thesis is a part of the research project "Transitions and educational trajectories of immigrant youth" (Transit) of the Research Unit focusing on the Sociology and Politics of Education in the University of Helsinki.
  • Radi, Heini (2020)
    In integration policy perspective employment in the Finnish labor market is considered as a measure of integration. Integration training aims to find a suitable career and work path for each immigrant. Instead of an individual's wishes and skills, the labor market strongly guides career choices. The marketisation of education has also brought a new kind of efficiency requirement to the field of integration education, which combines declining financial resources and intensified efficiency expectations. Preparatory education for upper secondary vocational education and training (VALMA) is one actor in the integration field, whose purpose is to orientate immigrants to Finnish working life, society and different professions. The purpose of this thesis is to bring out the views of teachers who work in VALMA and reveal the tensions in the field of integration training. Through the interviews of teachers, I explore how the subject positions of teachers are constructed and what kind of reflections they have regarding to power and ethics. The research material consisted of interviews of five teachers working in VALMA education. My approach to the analysis has elements of discursive reading. In response to the research questions, four key factors were outlined in the background of teacher’s subject position. At the heart of everything are reflections on power and ethics, which are intertwined with reflection on language skills requirements, issues related to career choice and working life. The subject position of VALMA-teacher was constructed through controversial goals and objectives toward the desire to do the right thing and act ethically.