Solveig Iren Roth

Solveig Iren Roth is an Associate Professor at the Norwegian Centre for Learning Environment and Behavioral Research in Education, Faculty of Arts and Education, University of Stavanger. She has held academic positions at Inland Norway University of Applied Sciences and the University of Oslo, and her work centers on inclusive education, identity formation, and learning environments.

Education:

• PhD in Education, University of Oslo (2017)
• MA in Pedagogics, University of Oslo (2006)
• BA in Nordic Languages, University College at Southeast Norway (2000)
• Teacher Education, Inland Norway University of Applied Sciences (1990)

Her research focuses on inclusive practices, educational transitions, and identity development among multiethnic youth and families of children with special needs. She employs qualitative methodologies, particularly longitudinal ethnography and case studies, to explore how social, cultural, and familial factors shape learning trajectories. Themes such as funds of knowledge, home-school cooperation, and digital competence recur in her work.

Her recent publications show a consistent focus on identity positioning during educational transitions, especially among girls from ethnic minorities. She investigates how gender, culture, and parental involvement influence learning and inclusion. Her interdisciplinary approach bridges sociology, education, and cultural studies, contributing to both theoretical and practical understandings of inclusive education.

Scientific Awards:

While no formal awards are listed, Roth has led and participated in externally funded research projects, such as the pilot study on parental engagement in special needs education (financed by Inland Norway University of Applied Sciences/University of Stavanger) and research on digital competence in teacher education (financed by UH Nett Vest). She has advised on professional development initiatives and contributed to policy-related discussions through workshops and conferences.

She has been actively involved in research dissemination through national and international conferences such as ECER, NERA, and ERNAPE. Her work is often collaborative, particularly with Ann-Cathrin Faldet and Ola Erstad, reflecting a team-based approach to educational research. She also contributes to practitioner-oriented knowledge transfer through presentations in teacher training and school improvement projects.