Girls' education and their change of attitudes: a case from Sudan

This study examines the association of girls' education and changes in attitudes and other socioeconomic changes in Sudan. Data were obtained from in-depth interviews, structured questionnaires, and secondary data among 810 educated Sudanese women who lived in the Central and Eastern Regions. Women responded to 10 opinions about the status of women. Findings show a significant association between level of education, even at the lowest levels, and the attitudes held by women. Women held relatively positive attitudes toward social change and economic development. Level of education was highly significantly associated with holding a view of educated women working. 54.1% of secondary school leavers agreed and 92% of well educated women disagreed with a family's objection to women having a job. 57% of secondary school leavers agreed that it is essential to give up work in order to care for family; however, 96% of postgraduates disagreed. 74% of respondents were indecisive, of which 44% were secondary school leavers and 2% had postgraduate degrees. Decisiveness increased with level of education. Only 32.6% of secondary school leavers agreed that most of a woman's time should be spent on family responsibilities. 100% of the highest educated women and 40% of secondary school leavers disagreed that women should take part-time work. 96% of postgraduate women disagreed and 73.6% of secondary school leavers agreed that women should not feel obligated to work after training. Employment was highly influenced by level of education. 83% of single women and 76% of married women agreed with using contraception. Rural women tended not to support women working and using contraceptives. Younger women were less traditional in their attitudes. Postgraduates came from families with high levels of income.     

Going to work without educational qualifications: school-to-work transitions of early school leavers in Belgium

ABSTRACT

Risks of exclusion can occur in multiple forms and start early in life. Early school leavers are especially at risk of social exclusion as this is strongly related to turbulent school-to-work-transitions. These young people often find themselves in low-qualified work or unemployment. In this article, we explore the labour market experiences of early school leavers in Flanders, Belgium. In total, 15 in-depth interviews were conducted with nine early school leavers and analysed following a grounded theory approach. Our results demonstrate the difficulties early school leavers encounter in their transitions from school to work and their precarious situation in the labour market. Of particular relevance are the insights gained in revealing the perspectives of young people on the importance of educational qualifications, work experience and participation in the labour market, as well as the strategies they develop to enter the labour market without educational qualifications.     

Supporting Care Leavers to Fulfil their Educational Aspirations: Resilience,Relationships and Resistance to Help

Most children in state care do not do as well in school as their peers, but the period of leaving care and transition to adulthood may offer a ‘turning point’ for positive change. Based on a small study of care leavers in England, this article employs the concept of resilience to explore the significance of supportive relationships in enabling this group of young people to make decisions about their future and encouraging them to overcome setbacks in educational attainment.     

Understanding Care Leavers in Russia: Young People's Experiences of Institutionalisation

Abstract

Care leavers in Russia represent one of the most disadvantaged groups in society. However, they have rarely been the focus of welfare policy debate and they receive little or no support in their independent living. This paper presents the findings of a survey of Russian care leavers. The emphasis is on care leavers' experiences of the Russian institutional care system, and the issues that impacted on their postcare transition to adulthood. A number of factors were found to influence the wellbeing of care leavers, including placement instability, institutional isolation, poor education, stigmatisation of care leavers, relationships with “houseparents”, and supportive and often challenging friendships. Findings are discussed in relation to debates about the degree and nature of institutional care of children in Russia and elsewhere.     

How do economic downturns affect welfare leavers? A comparison of two cohorts

Early welfare reform research showed high rates of employment for TANF leavers. However, work-focused welfare may not be effective during an economic downturn. We investigate the employment of Wisconsin TANF leavers, contrasting outcomes among early leavers (1998) with those who left during the 2001 recession. We use data from administrative records on about 6000 welfare leavers, tracking quarterly employment for 3 years after they left benefits. Separate panel data analyses of those exiting in two different time periods show that individual leavers are less likely to be employed when their local unemployment rate is high in the later cohort; no relationship is found for the early cohort. In a panel analysis in which the cohorts are combined, we find that leavers in the later cohort, who experienced the recession early in their post-welfare career, are less likely to be employed, a result that holds controlling for observed and unobserved characteristics. These findings raise questions about how well single-parent families and their children will fare during difficult economic times now that welfare reform has such a strong emphasis on work.     

Leaving Care with “Cultural Baggage”: The Development of an Identity within a Transnational Space

Abstract

The transition from care is a critical phase for care leavers in general, and even more complex for those who have arrived in Sweden as unaccompanied minors and belong to an ethnic minority group. The aim of this article is to examine unaccompanied minors' experiences of leaving care, and to explore the experience in relation to perceptions about ethnicity and culture within a transnational space. Interviews were completed with 11 care leavers who had been received in Sweden as unaccompanied minors. The results show that these young people have to deal with multiple adjustments. Conquering obstacles as care leavers involves not only resolving general issues such as reintegration into society, but also adjustment to perceived and created views of how to become Swedish. From the young people's point of view, this seems to be necessary to make a successful transition from care into adulthood.     

Employment and training opportunities for young school leavers through the apprenticeship system in Nigeria: An Overview

This article is an overview of the employment and training problems among young school leavers in Nigeria and the role which the apprenticeship system can play in alleviating the problems. It is observed that educational expansion has no provision for employment and training opportunities for the many school leavers. Noting the importance of apprenticeship training, the paper examines the operation and employment potential of the two modes of apprenticeship training: formal and informal sector apprenticeship training. Finally, it is suggested that the government and parents should accord due recognition to apprenticeship training in the attempt to solve the employment and training problems of young school leavers.     

The Accounts of Special Education Leavers

There has been comparatively little analysis of the ways in which pupils within special education describe themselves. This paper looks at the linguistic repertoires that leavers from special education in Central Scotland drew upon in order to account for their presence in what was seen by those around them as a stigmatising environment. Eighteen special education leavers were interviewed: first of all either before or around the time that they left school; and then, for a second time, between twelve and eighteen months later. This study suggests that these special education leavers drew upon at least four different linguistic repertoires to explain their presence within a segregated environment. Two points emerge from these accounts: first that these repertoires accounted for the leavers' presence within special education without drawing upon notions of individual pathology; and secondly, that the accounts of these leavers changed according to the differing accounting tasks that the leavers were faced with. The implications of this research for those who work with teenagers and others who are forced to account for their presence in a stigmatising environment is discussed.     

Australia's leading social work authors: the devil in the detail

Abstract

Many care leavers with disabilities face difficulties as they transition from out-of-home care (OoHC), and suffer multiple, ongoing forms of disadvantage after they leave care. This paper is drawn from a study comprising six focus groups, involving 21 participants employed in disability and OoHC services in Victoria, Australia. The findings suggest that care leavers with disabilities do not receive the transitional and postcare support and housing they need. Many are transitioned into housing options that are unsuitable for their needs, or unsafe. The argument of this paper is that care leavers with disabilities may benefit from adult guardianship legislation. When appropriate an application for a guardianship order should be made prior to the young person exiting care, to enable a smooth transition between the child and adult systems. Adult protection services with an advocacy function should be given the opportunity to advocate for care leavers with disabilities.     

Instruments for research on transition: Applied methods and approaches for exploring the transition of young care leavers to adulthood

Young people who have been in care show relatively poor outcomes in comparison to young people who have not been in care, and run a high risk of social exclusion. Therefore, the transition to adulthood of young people leaving care is an important topic for research. However, there is still little knowledge about the different research approaches and research instruments that are being used in studying this topic. The aim of the present study is to review the approaches and instruments that are used in empirical studies that focus on young care leavers' transitions to adulthood. The results show that the studies apply a diversity of topics and instruments, but that there is also considerable overlap. To make better comparisons on the transition from out-of-home care to adulthood between different countries, a common research framework and one or more research instruments should be developed that can assess this transition and the situation of young care leavers in diverse social contexts.     

Pathways to Green(er) Pastures: Reward Bundles,Human Capital,and Turnover Decisions in a Semi-Profession

This study brings together turnover and job design research to investigate how reward bundling and job fit generate staying and leaving decisions among one particular group of “semi-professionals”: urban schoolteachers with different types of human capital. Using qualitative comparative analysis (QCA), I analyze survey and interview data from 40 middle and high school teachers in one urban school district: 20 stayers and 20 leavers. The analysis identifies combinations or “bundles” of intrinsic and extrinsic rewards that work together to motivate staying and leaving decisions. For all stayers, administrative support appears to serve as a compensating differential for the absence of other rewards. For all leavers, reward bundles simultaneously lacking student attachment and collegiality, or combining more stable teacher human capital resources in the school with the lack of administrative support, each promote leaving decisions. Further, results suggest that teachers with different types of human capital react to these bundles differently. This paper explores three of the fourteen bundles specific to teachers with selective college backgrounds, high SAT scores, or National Board Teaching Certification. The findings have implications for semi-professions in which workers carefully weigh their often contradictory set of working conditions and are prone to leave their workplace or occupation for any kind of “greener pasture.”     

Personal resilience and identity capital among young people leaving care: enhancing identity formation and life chances through involvement in volunteering and social action

This study explored identity capital and personal resilience among care leavers and young people in care engaging in social activities through volunteering. Care leavers and young people in care are disadvantaged developmentally by lack of identity resources and an accelerated transition to independence. This study analysed material from semi-structured interviews to explore the Identity Capital Model and theories of individualisation, agentic identity development and resilience in explaining the identity resources of young people transitioning out of care. The analysis identified links between the exploration opportunities of volunteering with the development of agentic individualisation and enhanced identity capital. The findings indicate that developmental processes may be enhanced through supported and personalised volunteering opportunities to aid vulnerable young people transitioning out of care. Young people leaving care can make substantial gains particularly in social capital, personal resilience and identity capital. This study indicates that volunteering opportunities for this group of vulnerable young people may assist in compensating for the lack of resources often experienced by care leavers when transitioning to adulthood.     

Effects of Work Incentive Policies and Determinants of the Socioeconomic Status of Welfare Leavers in an Economically Disadvantaged Area

Abstract

This study explores how work incentive policies influence the socioeconomic status of welfare leavers. Logistic and ordinal regression methods were used to analyze 1999 statewide survey data on West Virginia WORKS leavers. This study found that people who had more months of eligibility remaining for TANF were more likely to have jobs than those with fewer months of eligibility. People who had been sanctioned for noncompliance with work requirementswere less likely to have jobs than those who had not been sanctioned. However, childcare assistance had a significant influence on the employment of welfare leavers. EITC was significantly associated with the expectation of high economic status. Policy implications are discussed.     

Navigating the Transition to Multi‐Ethnic Urban High Schools: Changing Ethnic Congruence and Adolescents' School‐Related Affect

This short‐term longitudinal study investigated 918 students' school‐related affect across the transition to high school. The study focused specifically on the moderating effect of change in student ethnic congruence from middle to high school. Results indicate that students experiencing more ethnic incongruence from middle to high school, in particular African American and male students, reported declining feelings of school belonging over time. Moreover, students experiencing ethnic incongruence also had increasing worries about their academic success. These results suggest that the changing school demographics from middle school to high school may negatively impact students' school‐related affect, especially if they move to high schools which include fewer students who are ethnically similar to themselves.     

Young People Transitioning from Out-of-Home Care: A Critical Analysis of Australian and International Policy and Practice

Abstract

Young people transitioning from out-of-home care comprise arguably one of the most vulnerable and disadvantaged groups in society. They experience multiple disadvantages resulting from their abuse or neglect prior to entering care, their often negative experiences in care, and the lack of support provided to them as they transition from care. Compared to most young people, they face particular difficulties in accessing educational, employment, housing, and other developmental and transitional opportunities. This paper critically analyses the pathways taken by care leavers, and the Australian and international policy and practice responses. We conclude by suggesting some policy and program reforms that are likely to lead to improved outcomes for care leavers.     

The Role of High School Connections to Colleges in Adolescents' Transitions to Higher Education

With most adolescents now aspiring to graduate from college, assisting students in making the transition has become a key institutional function of high schools. Information about the application process is especially important for college entrance as admissions criteria are localized. Gaining access to information is one of the most important benefits of social capital. This study asks whether high schools with more connections to colleges are more successful in helping their students gain admission to college and, in particular, to selective four-year colleges. This study investigates the effects of having connections to colleges at a high school on students' college entry. This study also shows that actions taken by individual families bring about a contextual effect of a high school on the college selectivity that students attended in the same high school. These effects also mediate the relationship between school socioeconomic composition and enrollment in selective colleges.     

Culturally meaningful networks: on the transition from military to civilian life in the United Kingdom

This article introduces the Culturally Meaningful Networks (CMN) approach. Following a pragmatist perspective of social mechanisms more broadly, it develops and demonstrates an approach to understanding networks that incorporates both structure and meaning and that leverages time to understand how these aspects influence each other. I apply this approach to investigate a longstanding puzzle about why some of those who leave military service for civilian life fare well, and others badly. In a mixed-methods analysis, I follow a sample of individuals moving through the transition from military to civilian life in the contemporary United Kingdom. I find that the higher the proportion of alters (i.e., “contacts”) with a military background in the networks of leavers before discharge, the worse they fare after discharge. The CMN approach helps me locate a specific structural embedding that explains the presence or absence of durable cultural frames that set the context for the actual experience of the transition and cause problems during it. Attention to the temporal unfolding of network structure and social meaning is essential to bringing out this finding. By re-embedding networks within people’s experiences over time, the CMN approach helps grasp the distinctions by which leavers understand their interactions. I conclude by arguing that the CMN approach has implications for network sociology and cultural sociology that go beyond this substantive case.     

School performance in primary school and psychosocial problems in young adulthood among care leavers from long term foster care

We used data from Swedish national registers for ten entire birth year cohorts (1972-1981) to examine psychosocial outcomes in young adulthood for youth that left long term foster care after age 17, comparing them with majority population peers, national adoptees and peers who had received in-home interventions before age 13. The population was followed in the registers from age 16 to 2005. Data were analyzed in Cox regression models.Youth who left long term foster care had six-to eleven fold sex and birth year adjusted excess risks for suicide attempts, substance abuse and serious criminality from age 20, and for public welfare dependency at age 25. Overrisks were considerably lower for the in-home intervention group and the national adoptees. Adjusting results for poor school performance in the final year in primary school (ages 15-16) reduced overrisks by 38-52% for care leavers from long term foster care.Irrespective of issues of causality, poor school performance seems to be a major risk factor for future psychosocial problems among youth who age out of long term foster care. The results suggest that promoting foster children's school performance should be given high priority by agencies.     

The Transition to High School

Abstract

This study investigates teacher reports of their communication and relationships with parents over the transition to high school in a large, urban, and predominantly minority school district. Hierarchical linear modeling techniques were used to estimate elementary (n = 10,237) and high school (n = 3,140) teachers' outreach to and trust of parents, controlling for their background and school compositional characteristics. Teachers with more negative attitudes about student learning capacities and non-White teachers reported less communication and less positive relationships with parents. Teachers in high schools with predominantly Latino student bodies reported less communication and less positive relationships with parents, while this was not true for teachers in elementary schools. Implications for school practice and policy are discussed.