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dc.contributor.authorOrupabo, Julia
dc.contributor.authorDrange, Ida
dc.contributor.authorAbrahamsen, Bente
dc.date.accessioned2019-11-25T08:45:17Z
dc.date.accessioned2019-11-26T13:47:50Z
dc.date.available2019-11-25T08:45:17Z
dc.date.available2019-11-26T13:47:50Z
dc.date.issued2019
dc.identifier.citationOrupabo J, Drange I, Abrahamsen BA. Multiple Frames of Success: How Second- Generation Immigrants Experience Educational Support and Belonging in Higher Education. Higher Education. 2019en
dc.identifier.issn0018-1560
dc.identifier.urihttps://hdl.handle.net/10642/7855
dc.description.abstractThis article explores the impact of cultural resources on success and aspirations among second-generation immigrants in higher education in Norway. We investigate whether and how cultural resources are converted into advantages in higher education. The data consist of cross-sectional survey data and in-depth interviews with Norwegian students of immigrant origin. The quantitative analysis challenges the assumption that minority students receive extra support and encouragement from their social environment to guide them through higher education. However, regarding identity, cultural resources may provide a buffer from the exclusion and risks scholars have described as common among non-immigrant working-class students in higher education. We specify how culture works through two different frames of interpreting educational achievement: (1) a dual frame of reference, i.e. comparing their achievements with the poorer conditions in their parents’ home countries fosters optimism and (2) a single frame of reference, i.e. comparing their achievements with their peers with ethnic majority background in Norway fosters pessimism. Yet, both frames generate high educational commitment. Whilst the first enables the students to view their place in higher education as almost given, the second enables the students to work harder in order to prove themselves and combat under-expectations.en
dc.description.sponsorshipThis article is the result of the project ‘Pathways to Integration: The Second Generation in Education and Work in Norway’ (project nr. 10112) funded by the Research Council of Norway (RCN).en
dc.language.isoenen
dc.publisherSpringeren
dc.relation.ispartofseriesHigher Education;First Online 25 October 2019
dc.relation.urifile:///L:/Publikasjoner/Higher%20education%202019.pdf
dc.rightsThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectCultural resourcesen
dc.subjectSecond generationsen
dc.subjectEducational successesen
dc.subjectHigher educationen
dc.titleMultiple Frames of Success: How Second- Generation Immigrants Experience Educational Support and Belonging in Higher Educationen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2019-11-25T08:45:17Z
dc.description.versionpublishedVersionen
dc.identifier.doihttps://dx.doi.org/10.1007/s10734-019-00447-8
dc.identifier.cristinID1741249
dc.relation.projectIDNorges forskningsråd: 10112
dc.source.issn0018-1560
dc.source.issn1573-174X
dc.relation.journalHigher Education


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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Except where otherwise noted, this item's license is described as This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.