2018
DOI: 10.1080/1354571x.2017.1409501
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Introducing the need to study young people in contemporary Italy

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Cited by 21 publications
(36 citation statements)
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“…Within Western specificities (Hofmeister, 2010), in Italy orientations to the future may be considered especially interesting given the scarcity of structural opportunities and severe uncertainty (Bello and Cuzzocrea, 2018; Leccardi, 2005). The Sardinian case study needs to be seen within the specifics of its national context, but it has, in turn, strong cultural features (Arlacchi, 2007) that have become an object of a lively debate (Brigaglia, 2017), which goes beyond an exceptionally high rate of youth unemployment (54% vs 42.4% nationally), and of NEETs more specifically (28% vs 23% nationally).…”
Section: The Case Study: Methodologymentioning
confidence: 99%
“…Within Western specificities (Hofmeister, 2010), in Italy orientations to the future may be considered especially interesting given the scarcity of structural opportunities and severe uncertainty (Bello and Cuzzocrea, 2018; Leccardi, 2005). The Sardinian case study needs to be seen within the specifics of its national context, but it has, in turn, strong cultural features (Arlacchi, 2007) that have become an object of a lively debate (Brigaglia, 2017), which goes beyond an exceptionally high rate of youth unemployment (54% vs 42.4% nationally), and of NEETs more specifically (28% vs 23% nationally).…”
Section: The Case Study: Methodologymentioning
confidence: 99%
“…This structurally adverse situation is contrasted with a public perception that sometimes stresses the unwillingness of young people in Italy to grow up. Such stereotypes construct them as unresponsive to sacrifices and commitment (Bello and Cuzzocrea, 2018) and as 'not mature enough' (Pitti, 2017). These easily turn into prejudices that disregard the constraints to which they are confronted, and do not help their self-esteem or their engagement with public life.…”
Section: Doing Research On Young People In Italymentioning
confidence: 99%
“…NEETs diversity will not be entirely captured if developmental paths are not contextualized according to significant differences across countries in terms of the institutional support provided to young people in order to ease school-to-work transitions (Walther, 2006). School-to-work institutional support varies from universalistic transition regimes (typical of Scandinavian countries that ensure a strong public investment in secondary and tertiary education), as well as on on-the-ground, comprehensive employment services; to sub-protective transition regimes that characterize Southern European countries, plagued by unequal access to tertiary education and which are dominated by low quality, informal support for job seekers (Almeida & Simões, 2020;Bello & Cuzzocrea, 2018); or, finally, to very loose formal support structures in the Global South countries, especially in rural areas (Wilkinson et al, 2017).…”
Section: Introductionmentioning
confidence: 99%