Den som inte helan tar den heller inte halvan får - om hur alkoholkultur reproduceras i studentkorridorer

Sammanfattning: The purpose of this study is to understand how alcohol culture in corridors is reproduced by applying Bourdieus and Durkheim's theoretical concepts. Furthermore, the study will analyze how people look at alcohol in relation to life situation, context, patterns of action and attitudes, which is important in understanding the statistics available and in order to counteract or encourage alcohol culture. For 13 years, alcohol consumption in student areas has not changed significantly and furthermore students who live in a collective or student corridor tend to drink more often, more heavily than other students. Based on this, the problem formulation is "How is the alcohol culture of student corridors reproduced?". The structure of the study is based on a presentation of the background, then the purpose and previous research. It turns out that there has been a lot of research on the subject within the field. Consequently, in order to understand the result, Bourdieus and Durkheim's theoretical framework will be presented to assist the later performance analysis and final discussion. The method is based on four semi-structured interviews and the interpretation of the material is abductive, through continuous analysis between empirical material and theory. The study shows that context and environment affect the reproduction of alcohol. The context in conjunction with documents and collective representations reproduces this further. The way students in corridors talk about alcohol and what attitudes and norms that are available also have an impact on reproduction. The conclusion is that students drink more when they live in corridors and that the corridor's environment, representations and views on alcohol in relation to each person's ability to fit in or reject the corridor image reproduce the importance of alcoholic culture. However, the reproduction of alcohol does not necessarily need to change, as the students themselves consider it as a positive element in student life as a whole.