Abstract
In Sweden, immigrant students with a non-European background perform worse in school than9 students from the majority group. Research has so far focused on language problems, and political10 investments have been concentrated around developing immigrant students’ language because it is11 hard to manage school without a functional language. However, social science in school also rests on12 cultural understanding, which is difficult if you are not a part of the culture. This is certainly true for13 the subject of history, which has a strong tradition of fostering a historical nationalistic canon. By14 analyzing the items in the national test in history relative to how the immigrant students perform, this15 study investigates whether there are certain types of items that, on the one hand, discriminate against16 them and, on the other hand, work to their advantage. This is important knowledge if we want to be17 able to make fair and just assessments.
Highlights
Specialty section: This article was submitted to Teacher Education, a section of the journal
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way
Publisher’s Note: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers
Summary
Corrigendum: Immigrant Students and the Swedish National Test in History Approved by: Frontiers Editorial Office, Frontiers Media SA, Switzerland
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