Twenty-two recently migrated year-nine students were interviewed about their experiences during the upper-secondary school choice process. Analysis drew on a number of theoretical perspectives such as horizon for action, capital and boundaries.

The results show that the students’ possession of resources determined how the students interacted with boundaries in the school choice process. The concept of horizon of action is developed through the description of segmentation and limitation which influenced how the students interacted with structural and symbolic boundaries.

Findings

The main finding was that a large proportion of the upper secondary schools in Stockholm were not available to the newly arrived students. They were limited by how the education system is structured to incorporate them and their own preferences that are shaped by the migrant experience.

Upper secondary school marketing, in the absence of other guidance, had a significant effect on what upper secondary schools the newly arrived students aspired to go to.

The students’ limited resources and in some cases limited guidance that they received was a reflection of their recent migration and a lack of recognition of their particular needs.

The consequences of these findings are that there is a significant stratification of educational opportunities for newly arrived students. However, an encouraging result was also identified that suggests that with sufficient resources and training educators can have a positive effect on how newly arrives students engage with upper secondary school choice.

Projet title: Bounded Horizons. A study of upper secondary school choice for newly arrived students.