ABSTRACT
The purpose of this short article is to examine the intersection of gender, race, disability, and class within education in Sweden. The analysis indicates the importance of holistic analysis concerning the lived educational experiences of learners with multiple identities. The theme addressed here revolves around overrepresentation of minority and socially disadvantaged students in special educational placements, educational and social barriers, inequity, questions of identity, and frustration at the intersections of race, disability, gender, and class. Inequalities in academic achievement along those dimensions have been reported in the Nordic countries, but how these four axes of inequality intersect to affect academic and non-academic outcomes among school-aged children has yet to be well understood. The intersection of these variables has important real-world consequences. The lack of a centralized database, the variable quality of statistical information, and the significant variations in categorizations as well as eligibility criteria complicate the problem. The problem can be mitigated through varied social and educational measures combined with an effective monitoring system and a stronger partnership and transparent working relationship between the central and local government systems. The benefits of universal design and inclusive design cannot be overestimated. Research and follow up are pivotal in this process.
