Applying Social and Cultural Capital Frameworks: Understanding Employment Perspectives of Transition Age Youth with Serious Mental Health Conditions

Abstract

Vulnerable transition age youth, such as those in foster care and with serious mental health conditions, are at increased risk for lower rates of employment. Social capital is empirically linked to employment in the general population, yet little is known about the role of social capital in employment for at-risk transition age youth. Focus groups were conducted with young people with serious mental health conditions and their vocational specialists. Discussions reveal that both social and cultural capital influence employment processes. Those with employment experience value the motivation to work provided through others compared to those with no employment experience. Consistently employed describe strong working relationships with vocational specialists and possession of self-awareness, professionalism, and work-place knowledge as critical for employment success, while inconsistently employed describe worries about controlling emotions or behaviors on the job. Building social and cultural capital are explored as potential service provider goals.

‘I always have fun at work’: How ‘remarkable workers’ employ agency and control in order to enjoy themselves

“…These workers had the opportunity to develop successful personal skills from an early age, such as self-awareness, professionalism and relevant knowledge. Social and cultural capital has been empirically linked to employment success across a range of populations (Arenas, Di Marco, Munduate, & Euwema, 2017; Vorhies, Davis, Frounfelker, & Kaiser, 2012). It might appear then, that optimal structural and organisational conditions already existed for the workers in our study to experience fun at work.…”

A Survey on Social Capital in the Students of Sabzevar University of Medical Sciences in 2016

“…Alternatively, the family plays an important role in enhancing the social capital in adolescents and young people by inducing emotional support. In particular, their family makes them ready to participate in social activities successfully during their adulthood (27,28).…”

Cultural Capital: A Concept Analysis

“…Arts attendance and participation declines markedly from around 64 years of age, leading to very low engagement among the oldest individuals (Goulding, 2013). Conversely, transition-age youths in foster care with serious mental health conditions are at high risk of negative outcomes such as criminal activity, residential instability, and dropping out of school (Vorhies, Davis, Frounfelker, & Kaiser, 2012). Additionally, students from minority backgrounds (e.g., Native Americans, African-Americans, Asian/Pacific Islanders, and Hispanics/ Latinos) face psychological-social barriers and limited institutional support (Ovink & Veazey, 2011).…”

“…health/social inequality. Increasing cultural capital promotes academic achievement (Andersen & Jaeger, 2015;Byun et al, 2012;Gaddis, 2013;Ovink & Veazey, 2011;van de Werfhorst & Hofstede, 2007) and expands employment opportunities (Andersen & Jaeger, 2015;Hernandez & Grineski, 2012;Ovink & Veazey, 2011;Vorhies et al, 2012). It reduces social inequality because it provides higher social standing to disadvantaged individuals.…”