ABSTRACT
This chapter is concerned with voices of inequalities from three students from different ethnic backgrounds in the Swedish higher education (HE) system. HE is often criticized for reproducing inequalities among students, and the critique relates to the under-representation of students (HSV 2011, 2012) as well as the difficult experiences as students in the system (Leathwood 2006; Stuart et al. 2011; Archer et al. 2003), which results in some students dropping-out of HE (Quinn 2004). Regarding representation, the national statistics in 2011/2012 show that 39 per cent of 25-year-olds with an immigrant background had enrolled in HE compared with 44 per cent for native Swedes. There are significant differences in the participation rates of various ethnic groups: for example, 55 per cent of Iranians and 21 per cent of Somalis (HSV 2012). Prior educational attainment in the family appears to be an important factor as well: 83 per cent of 25-year-olds whose parents have a PhD had enrolled in HE, compared to only 21 per cent of those whose parents have a low level of educational attainment.
