Utdanningsmotivasjon hos norskfødte kvinner med pakistanske foreldre - En kvalitativ studie
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The aim of this thesis was to study the motivation for education among Norwegian-Pakistani women. To study this motivation, I attempted to answer three questions. The main question: How do Norwegian-Pakistani women understand and experience their motivation for education? To answer this I asked two analytical sub-questions. Firstly, how does the experience of recognition and status influence the motivation for education amongst Norwegian-Pakistani women? Secondly, how does ethnic capital and social capital influence the motivation for education amongst Norwegian-Pakistani women? To extend research on the topic, I conducted qualitative in-depth-interviews with Norwegian- Pakistani female students. By doing so, I wanted to show how different factors can explain motivation for education in this group. In previous studies the focus is often on only one or a few subjects. I wanted to show how these concepts must be seen together. My theoretical view was based on the concepts of recognition, status, ethnic capital and social capital. My findings indicate that a combination of different factors can explain the high motivation for education among Norwegian-Pakistani women. Social norms, the ethnic network, the parent’s view on education, thoughts on what status is, a wish to participate in society, a desire for economic independence and stricter rules for women than men are all important explanations. There is a discourse among Norwegian-Pakistanis that higher education should be chosen. It is often expected that women, in particular, have to choose a long and prestigious education. All the above mentioned may explain why higher education is important for Norwegian-Pakistani women.