I denna artikel presenteras resultat från ett ULF-projekt där lärare på en gymnasieskola, i samverkan med forskare från LiU, samlat in och analyserat elevers skrivna berättelser om sina erfarenheter av emotioner i relation till prestationer under de år som de gått på gymnasiet.

This study adopts the methodological lens of narrative ethnography and the concept of key incidents as condensed narratives to examine how narratives of education and cultural normativity emerge in diverse classrooms with migrant adolescents.

While immigrants and their children display bold educational aspirations, less is known about the relationship between their aspirations and educational outcomes. Using longitudinal survey data on students in upper secondary education in Barcelona, Spain, and Bergen, Norway, coupled with register data from Norway, we ask how the aspirations of students with immigrant backgrounds are connected…