Browsing by Subject "Utbildningsmässig marginalisering. Social bakgrund. Social mobilitet. Skolframgång."

The aim of this study was to identify which factors in previous research is emphasized as reasons to educational marginalization and which role the social background has in this context. A special focus was laid on the transition from primary school to secondary school. The research questions of this study were: What factors lead to educational marginalization and what role does the social background have in this context? How can the social background inhibit and / or support the individual's transition from primary to secondary school? The research method of this study was a literature review of previous research. The results of this study are based on the content analysis of five studies, whose content was relevant for the aim and research questions of this study. The analysis of the material revealed four key themes. These were the interaction within the family, family structure, transferable resources within the family and personal motivation and perception of own abilities. The results of this study show that the causes of educational marginalization are both in social or structural factors, specifically the family, and in the individuals’ perception of themselves and their own abilities. Interaction within the family, the family structure and transferable resources within the family (socioeconomic background) are factors in the social background, which can inhibit or support the individual's education. The cause of educational exclusion also appears to be related to a sense of alienation from various central life areas as well as a negative perception of one’s own abilities. These results were also confirmed by other previous research, which highlights the role of the family for school attendance and school success. It’s expected in the society that parents support both emotionally and financially their children's education. The results of this study demonstrate, however, that not every young person has access to this kind of support. The results indicate that especially the family structure and parents' education level have an impact on the transition from primary to secondary school. Parents’ divorce increased the risk of educational exclusion, while young people whose parents were better educated were less likely to drop out of their studies in secondary school. The results suggest that specific junior high school is a difficult and challenging time for many young people, while uncertainty over oneself and one’s own abilities occurs for many at an early stage of life. The access to a safe home environment seems, however, according to the research findings, an important factor in avoiding this problem. These results also suggest preventive measures, at an early stage, to be extremely important.