Skollärare. Rekrytering till utbildning och yrke 1977–2009

This study is about the school teachers’ positions in contemporary Swedish society. In order to grasp the social characteristics of their profession and its transformations it has been important to conduct thorough analyses of the recruitment of teacher students and the recruitment to the teaching professions. The explanations to the findings are mainly based on analyses of how different kinds of assets – such as for example cultural capital and educational capital – are distributed among the students and within the school teacher corps.

The data material consists of individual based statistic of all teachers 1978–2008 and all students enrolled in higher education 1977–2009, and of interviews with teachers and students. Regarding theory and methods, the study belongs to the sociological tradition founded by Pierre Bourdieu, which means that capital, strategies and social space are key concepts. The statistical techniques employed comprise mainly of different variants of correspondence analysis as well as logistic regression.

As shown in the first part of the thesis an increasing share of the teacher students possess small amounts of acquired school capital, as well as weak resources inherited from their parental home. This change has been especially noticeable within the programmes educating upper secondary school teachers. In the second part, the focus is on the social positions of those upper secondary teachers. The correspondence analyses indicate a cleavage within the profession based on the teachers’ qualification and merits. Teachers richer in educational capital tend to occupy more stable professional positions and are also overrepresented at schools where the pupils feature significant educational and social assets, which in turn further contributes to the density of educational capital.

One of the main results is that school teachers have been exposed to two partly opposing processes during the past decades. On the one hand, there has been increasing homogeneity, namely convergences between the employment conditions of different categories of school teachers and between different teacher education programmes. On the other hand, the social divergences within the profession tend to widen. Those gaps have increased over time because of the more differentiated school system and changes in recruitment patterns.