This article discusses raciolinguistic ideologies in the Finnish educational context. Ethnographic interviews and observational data gathered during 2015–2020 from two young males who came to Finland from the Middle-East in autumn 2015 as unaccompanied minors were analysed applying the small stories approach. The research questions were: 1) What kinds of racializing discourses are circulated, negotiated, and resisted in the participants’ self- and other positionings? 2) How is valuation of their language and literacy skills and participation in education reflected in these positionings? Critical linguistic ethnography was used to identify the racializing discourses. The results indicate that structural raciolinguistic ideologies repeatedly impacted the participants’ educational paths: notwithstanding their good command of Finnish they may have been judged as deficient language users, weakening their chances of equal participation in classroom interaction and access to further studies or practical training. However, outside the educational context, they may successfully deploy their multilingual repertoires for networking and entrepreneurship. While intersecting factors such as race, gender, or religion influence participation, they are treated as language issues in a politically correct but vague way. This calls for a critical discussion of how students’ struggles with participation should be situated within broader structural biases.
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