| Summary: | In 2024, Swedish teachers highlighted a potential knowledge gap regarding minorities among Swedish social studies teachers. In 2015, a racial term was used by a lawyer representing the Swedish state in a legal dispute with a Swedish Sami community. There are indications of a societal knowledge gap regarding the Sami minority. The aim of the study is to examine the alignment between Sami themes in Lgy 11 and Lgr 22 and the knowledge of social studies teacher students. Furthermore, the study additionally aims to investigate if there are background factors explaining potential knowledge differences. The study also explores the perception that social studies teacher students have regarding the inclusion of Sami themes in their education. The study is a quantitative survey conducted at the social studies teacher program at Umeå University. Four hypotheses are formulated based on previous research and the theories of alignment and inclusion/exclusion of minorities in academic studies. The results showed that there is a low alignment between the Sami themes in Lgy 11 and Lgr 22 and the social studies teacher students knowledge. To investigate underlying factors affecting knowledge, the study used an Ordered Probit regression. It was discerned that studying physical education increases the likelihood of obtaining a lower test score, while interest increases the likelihood of obtaining a better score. The study indicates that social studies teacher students at Umeå University perceive a low inclusion of Sami themes in their education.
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