Regimes of youth transitions

Walther, Andreas

doi:10.1177/1103308806062737

Cited by 429 publications

(151 citation statements)

References 22 publications

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“…One step further in the level of abstraction, this detail-rich description of regulations and institutional/organizational frameworks may be used to distinguish different clusters of education systems in GOETE countries. Drawing from Allmendinger's (1989) typology of education systems and on Walther's (2006) typology of transition regimes the description presented above may be organized to distinguish among three different types of education systems that provide varying levels of access (and accessibility) and display differing degrees of selectivity:…”

Section: Organization Of Schooling: Regulations Of Entry Progressionmentioning

confidence: 99%

Institutional Frameworks and Structural Factors Relating to Educational Access Across Europe

2015

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In this article institutional and structural factors relating to access to education are assessed. First, the macro frameworks of institutional regulation that exert influence on the educational trajectories of young Europeans are demonstrated. Based on different aspects of these frameworks and drawing from extant research, the article presents a typology of education systems that provide varying levels of access to and accessibility of education in Finland,

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Section: Organization Of Schooling: Regulations Of Entry Progressionmentioning

confidence: 99%

Institutional Frameworks and Structural Factors Relating to Educational Access Across Europe

2015

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“…Secondly, in comparison to analyses relying on single spell data or on comparing two points in time, it allows to detect a broader range of career patterns. Because of growing labour market flexibility, young people's entry patterns become more protracted and complex (Furlong and Cartmel, 1997) or de-standardized and fragmented (Walther, 2006). For some young people, overeducation may thus be a temporary yet recurrent state.…”

Section: Introductionmentioning

confidence: 99%

Overeducation in the Early Career of Secondary Education Graduates

Verhaest

Schatteman

Trier

2015

YOUNG

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Based on monthly observations of their employment and overeducation status in the first seven years after leaving education, we use optimal matching sequence analysis to construct a typology of entry-patterns of Flemish secondary education graduates. We find that for a significant number of young people overeducation constitutes a persistent problem, affecting about half of the sample for nearly the full observation period.Investigating the risk factors shows factors such as having lower human capital endowments or facing job search constraints enhancing the risk of following disadvantageous trajectories. A lower reservation wage seems to make being persistently overeducated more likely. Yet, starting as 'overeducated' does not necessarily lead to being stuck in overeducation the rest of the career. About 7% of our sample succeeds in entering an adequate position even after being overeducated for a relatively long period. KeywordsUnderemployment, overqualification, optimal matching, youth labour market

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“…3.2 To demonstrate this striking heterogeneity in indicators of the home-leaving process, as well as the age norms and practices in transitional events, data from the cross-sectional 2006European Social Survey 2006 was used. Although it does not provide longitudinal data, one of the rotating modules is concerned with 'The Timing of Life: the organisation of the life course in Europe' and provides very good, up-to-date and comparable information on life course trajectories.…”

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confidence: 99%

Individualized Housing Careers in Early Adulthood: Conditions and Constraints in a Familistic Society

Nico

2010

Sociological Research Online

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This article discusses the unsteady and uncertain conditions in which a potentially individualized life course co-exists with and survives in a so-called institutionalized, standardized, familistic and subprotective society. For the purpose, non-family living in early adulthood in a southern European country (Portugal) is taken as the example. On one hand, data from the 2006 European Social Survey (23 countries, N=43000) is used to contextualize the Portuguese transition to adulthood and the preconceptions about the so-called familistic societies in general. On the other hand, data on events and values from a small sample of young adults living alone in Portugal (aged 24-30, N=120, approximately 1% of the universe considered), along with official statistics on a housing programme for these young adults (Rental Incentive for Young People), allows us to analytically deconstruct preconceptions about the relation between intergenerational support and welfare policies in familistic societies. This data demonstrates most of all how a mismatch between the still-prevailing institutionalization of life courses in some societies and the reflexivity characterizing contemporary biographies produces critical points in young people's lives. It also demonstrates the adaptability of family cultures to these 'choice biographies' in comparison to the lack of adaptability of some youth policies, in particular those involving housing. These processes of mismatching and misunderstanding reflect and promote the inadequacy and inefficiency of communication between youth research and policy-making.

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Regimes of youth transitions

Cited by 429 publications

References 22 publications

Institutional Frameworks and Structural Factors Relating to Educational Access Across Europe

Institutional Frameworks and Structural Factors Relating to Educational Access Across Europe

Overeducation in the Early Career of Secondary Education Graduates

Individualized Housing Careers in Early Adulthood: Conditions and Constraints in a Familistic Society

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