Carina Carlhed Ydhag has a PhD in Education and was appointed as Associate professor in Sociology of Education at Uppsala University in 2012. Now she holds a position as Assistant professor in Sociology of Education at Stockholm University, Department of Education.
Her research spans critical studies of social structures of dominance within social and professional fields (Education and Medicine) and student social mobility, participation and study success in higher education and scientific knowledge production of student completion in the European policy context. She tries to keeping up an interest towards old research endeavours like Parent – professional collaboration in (re)habilitation services for young children with disabilities or special education settings.
She has an extensive experience in both qualitative and quantitative research methods covering surveys, case studies with mixed methods, interviews, historical analysis using archive material and discourse analysis. Her theoretical ”toolbox” contains primarily theory within Sociology of Education with a solid base in Pierre Bourdieu’s work and inspirations from other scholars in cultural and educational sociology, new institutionalism, discourse theory, sociology of knowledge and sociology of professions and also from the contemporary research field on Higher education.
She collaborates with Ali Osman and Niclas Månsson in a research project ”Following footprints of resilient youth: successful educational trajectories and transition into higher education”, funded by Swedish Research Council 2017-2021.
Carlhed, C. (2017). The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications. Scandinavian Journal of Educational Research. http://doi.org/10.1080/00313831.2016.1172496
Carlhed, C. (2017). Resistances to scientific knowledge production of comparative measurements of dropout and completion in European Higher Education. European Educational Research Journal. Vol. 16(4) 386–406 http://doi.org/10.1177/1474904116667363