In the Swedish school system students with immigrant background are over-represented among those who finish compulsory school with non-passing grades (Skolverket, 2004). While the problem is significant, there are limited studies conducted in this area (Bunar, 2010). Different explanations are given for the failures such as individual weakness, parents' low education, unemployment, lack of social and economic capitals. There are also claims that structural problems could be the main cause. Studies undertaken in Sweden and USA show the repercussion of schools and residential areas on student results (Bunar, 2011; Nieuwenhuis, & Hooimelier,2016). There are also studies which show that parents´ education and access to different social capital can influence their children’s success in education (Bergren, 2013; Behotoui & Neegaard, 2015).

I interviewed students in one vocational high school in a big city in western Sweden. The interviewed students have immigrant background and have attended Swedish compulsory schools. These students have failed in one or more subjects at the end of their compulsory school (ninth grade).

The objectives of the study were to find out how these students are reasoning about their failure and on how they viewed their school, family and residential situation. The findings from the study could contribute to general knowledge on how these students perceive their results, schooling, family situation and residential areas. Those who are working to improve pupils' achievements and schools´ inclusion of immigrant students could gain from the study.

Research Question

What school, family and community related issues are given by pupils as contributing factors for their failing grades in school?

Even if the focus is on their grades and school situation, to understand the reality of the students, there is a need to find out about the holistic situation of each interviewed student. To achieve this goal the Post-Ecological perspective will be considered (Anderson, et.al, 2004; Hamilton & Moore, 2004; Rutter, 2006; Nilson & Bunar, 2015) as theoretical framework. Post-Ecological perspective will give the opportunity to look closer into the child/pupil’s relation to its classmates, teachers, family members and neighbourhood. 

In addition to Post-Ecological perspective, Pierre Bourdieu’s concepts of capital and reproduction will be used. As some of these pupils have been in Sweden and in Swedish schools for a short time, they lack the linguistic capital (Bourdieu, 1991) for success. It is also possible that those who were born in Sweden as well as those who arrived later could lack the valuable and necessary cultural and social capital, which could lead to reproduction of existing inequality in the societal structure (Bourdieu & Passeron, 1990).

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