Modificerer social kapital i gymnasieklasser socioøkonomisk ulighed i mental sundhed blandt gymnasieelever? En multilevel analyse

Does high school social capital modify socioeconomic inequality in mental health among students? A multi-level analysis

Pedersen, Camilla Gejl

4. semester

Sociologi (cand.scient.soc), Kandidat

2016

2016-09-05

119

Uddannelse fylder meget i Danmark, men fokus ligger ofte på viden og færdigheder frem for mental trivsel, selvom trivsel hænger tæt sammen med læring og at gennemføre en uddannelse. Unge fra socioøkonomisk udsatte hjem har ofte dårligere mental trivsel (negativ social arv), hvilket kan svække deres chancer i gymnasiet. Denne afhandling undersøger, om sammenhængen mellem socioøkonomisk position og daglige følelsesmæssige symptomer blandt gymnasieelever kan påvirkes af den sociale kapital i klassen, når der tages højde for individuelle socio-demografiske forhold (køn, alder, etnicitet) og den enkelte elevs sociale kapital. Tre spørgsmål belyses: 1) findes der socioøkonomisk ulighed i mental trivsel blandt gymnasieelever? 2) hvilken betydning har social kapital for elevernes trivsel? 3) kan social kapital i klassen ændre uligheden i mental trivsel? Hypotesen er, at høj social kapital i klassen reducerer socioøkonomisk ulighed i mental trivsel. Metode: Tværsnitsdata fra The Danish Youth Cohort 2014 med 57.347 gymnasieelever fordelt på 2.774 klasser på 119 skoler (svarprocent 72%). 62% var piger, og 99,2% var 15–19 år. Analysen anvendte en tre-niveaus logistisk regressionsmodel med faste og tilfældige effekter, hvor udfaldet var daglige følelsesmæssige symptomer (målt med et standardmål, HBSC-SC). Eleverne var indlejret i klasser og skoler. Resultater: Der var socioøkonomisk ulighed i mental trivsel: Elever fra hjem med lavest indkomst havde den højeste forekomst af daglige følelsesmæssige symptomer. Både den enkeltes og klassens kollektive sociale kapital hang sammen med bedre mental trivsel. Klassens sociale kapital havde fortsat betydning, selv når der blev kontrolleret for den enkeltes sociale kapital. Men selv om høj social kapital i klassen var gavnlig, reducerede den ikke den socioøkonomiske ulighed i mental trivsel. Konklusion: Hypotesen afkræftes. Høj social kapital i gymnasieklasser gavner alle elever uanset socioøkonomisk baggrund, men den udligner ikke forskellene i mental trivsel.

Education is a national priority in Denmark, yet policy often emphasizes knowledge and skills over mental well-being, even though well-being is closely linked to learning and completing school. Adolescents from socioeconomically disadvantaged homes tend to have poorer mental well-being, which can weaken their chances in high school. This thesis examines whether the link between socioeconomic position and daily emotional symptoms among high school students can be influenced by social capital in their classes, after accounting for individual socio-demographic characteristics (gender, age, ethnicity) and each student’s own social capital. It addresses three questions: (1) Is there socioeconomic inequality in mental well-being among high school students? (2) How is social capital associated with students’ well-being? (3) Can class-level social capital modify socioeconomic inequality in well-being? The hypothesis is that high social capital in a class reduces socioeconomic inequality in mental well-being. Methods: Cross-sectional data from The Danish Youth Cohort 2014, including 57,347 high school students nested within 2,774 classes at 119 schools (72% response rate). Sixty-two percent were female, and 99.2% were aged 15–19. A three-level logistic regression model with fixed and random effects was used, with daily emotional symptoms as the outcome (measured by a standard scale, HBSC-SC). Students were analyzed within classes and schools. Results: Socioeconomic inequality in mental well-being was observed: students from the lowest-income homes had the highest prevalence of daily emotional symptoms. Both individual and class-level (collective) social capital were associated with better mental well-being. Class social capital remained beneficial even after adjusting for individual social capital. However, despite its benefits, class social capital did not reduce socioeconomic inequality in mental well-being. Conclusion: The hypothesis is rejected. High social capital in high school classes benefits all students regardless of socioeconomic background, but it does not close the socioeconomic gap in mental well-being.

[Dette resumé er genereret ved hjælp af AI]

Mental sundhed ; social kapital ; socioøkonomisk ulighed ; gymnasieelever

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