Bæck, Unn-Doris K. (2018): “The significance of context in educational choices among students in Norway”. Paper presented at the Nordic Conference for Rural Research, Billund, Denmark, May 2018.
Abstract:
Spatial differences, in terms of a rural-urban distinction, in educational performance, trajectories and accessibility at all levels of education, is documented worldwide. In Norway, regional differences in educational
attainment in upper secondary education have been well documented.
This paper explores how students in different locations experience school, their school motivations,
attitudes towards schooling and plans for the future. Our point of departure lies in research suggesting
that rural students’ cultural and social capital differ from that presupposed by school and educational
authorities, affecting their preferences and school trajectories. Such a starting point necessitates a focus
on background factors, such as SES, gender and ethnicity.
The analyses are based on 54 qualitative interviews collected among upper secondary school students
in six upper secondary schools in a county in North Norway. The analyses suggest that there are some
preference or aspiration differences between youngsters locating in different geographic areas. These
differences may have to do with the context in which choices are conducted. Students residing in different
geographical settings may have different forms of motivation for their choices, simply because the
reality on the other side of the school building looks different.