Inequality and 21-year-olds' negotiation of uncertain transitions to employment: a Bourdieusian approach

Borlagdan, Joseph

doi:10.1080/13676261.2014.992327

Cited by 25 publications

(12 citation statements)

References 31 publications

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“…Most of the talk about becoming a successful student and having a good career was presented as non-problematic. Nevertheless, there were also comments reflecting uncertainty, anxiety and doubts about transitions in their future lives (see Borlagdan, 2014). This included anxiety about making the 'right' choices and if their marks would be good enough to qualify them for their desired programme in higher education, but also a general uncertainty about what to do in the future.…”

Section: The Selfmentioning

confidence: 99%

Young Citizenship: Academically High-Achieving Middle-Class Students in Transitions Talk about Participation

Rönnlund¹

2020

Youth on the Move: Tendencies and Tensions in Youth Policies and Practices

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One of the overall goals of Swedish youth policy is that young people shall participate in political and social life in their local and wider community, being part of the democratic dialogue and being able to influence in educational, social, and political contexts (Ungdomsstyrelsen, 2010). However, young people's participation in local and wider communities is being challenged by extended, fragmented and uncertain school-to-work transitions that characterize modern societies with high unemployment and unstable employment conditions (Woodman & Wyn, 2015). Uncertainty also characterizes the paths to higher education. Choosing the 'right' education is not an easy task, nor is qualifying for higher education-only a small and élite group is selected for the most popular programmes. Still, general expectations are high for effective transitions to and participation in further education and/or the labour market. Educational research has paid significant attention to certain groups of students who find it difficult to meet these ideals. This applies, for example, to How to cite this book chapter:

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Section: The Selfmentioning

confidence: 99%

Young Citizenship: Academically High-Achieving Middle-Class Students in Transitions Talk about Participation

Rönnlund¹

2020

Youth on the Move: Tendencies and Tensions in Youth Policies and Practices

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“…Bourdieu argues that economic capital (translated into money), social capital (the resources a person can effectively mobilize through his/her network) and institutionalized cultural capital (education, knowledge and skills that are achieved and/or ascribed) are three different forms of exchange that people can appeal to in safeguarding their life chances [13]. From previous research, we know that these forms of capital affect the transition of youth towards employment [14], and that the availability, or absence, of these forms of capital affects young adults' social identities, confidence, competence, character, values and aspirations [12].…”

Section: Personal Resources and Mental Healthmentioning

confidence: 99%

Youth Unemployment and Mental Health: The Mediating Role of Embodiment

2018

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Background: This study investigates the association between forms of capital and mental health among unemployed youth, with a specific focus on the mediating role of feelings of deprivation and self-esteem as "mechanisms of embodiment". Methods: The study is based on a primary data collection among unemployed Brussels youth in the transition from education to employment (2015; 18-to 29-year-olds; N = 1151). Multi-group Structural Equation Modeling (SEM) is used to explore the association between forms of capital, mechanisms of embodiment and mental health. Results: Our results show that different forms of capital are related to the mental health of unemployed youth. These associations are partly mediated by feelings of deprivation and self-esteem. Clear gender differences in these relations are found. Conclusions: The results of this study contribute to the body of knowledge regarding the mental health situation during the transition from education to employment, by showing how "subjective mechanisms" are explaining the relations between "objective resources" and mental health.

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“…Rather than fixed stages, we can think of evolutions or “becomings” (Worth, ), such as the gradual passage from education to employment via work experience or internship schemes, or combining study with a part‐time job, or combining a full‐time job with evening or weekend courses. But transitions are not only linear or in one, “progressive” direction: there are also “ruptures,” “discontinuities,” and “yo‐yo” transitions (see Borlagden, ; Du Bois‐Reymond & López Blasco, ; Hörschelmann, ). These alternative transitions arise due to a range of potential drivers varying in time‐scale and also social scale, including increasingly flexible labour markets in some countries, the “destandardisation” of both education and career trajectories, the impact of macro‐economic shocks such as the 2008+ crisis, and personal and family factors (Walther, Plug, Du Bois‐Reymond, & Chisolm, ).…”

Section: Definition Of Key Termsmentioning

confidence: 99%