With the emergence of ‘knowledge economies’ across the industrialised world, transitions from school to work have generally become more complex and uncertain. Nonetheless, such developments vary between countries, as young people form aspirations which align with their individual preferences, academic abilities and the economic, cultural and social capital to which they have access. Previous research emphasises the positive influence social capital received from parents and school networks has on young people's developing aspirations. Meanwhile, the social capital young people generate for themselves through ‘out-of-school’ activities is often construed as either irrelevant or problematic. In this paper, we examine the relationship between this latter dimension of social capital and the educational aspirations of young people in Australia (aged 14/15; n = 3586) and Germany (aged 14/15; n = 2517). Both countries have distinct institutional settings with varied school-to-work transition regimes. Our results show that youth-derived social capital, generated through participation in out-of school extra-curricular activities, mediates the association between parental background and educational aspirations in both countries. We suggest that, by exposing young people to broader sets of values, skills and resources not accessible within the family and the school context, such involvement may be important for promoting educational aspirations and attainment. 相似文献
If the years of late adolescence and early adulthood are depicted as rocky, disorderly, and experimental, then how should the life course stage that immediately follows be characterized? Using data from the National Longitudinal Study of the High School Class of 1972, we focus on work and school activities in the latter half of the young adult years (ages roughly 25–31) to empirically address whether the diversity of work and schooling patterns diminishes. Finding a lack of orderliness in work and schooling trajectories, and that holding two or more activities simultaneously is quite common, we question how this stage of the life course should be conceptualized. Moving away from the traditional sequential roles approach, we use multinomial logistic regression to differentiate among activity sequences commonly held by young men and women at these ages, and address how family of origin background factors and prior life experiences influence life course experiences in the later 20s and early 30s.
In this article we provide evidence that measures of school supply, such as quantity and quality at the local level, are important predictors of dropout behaviour among conditional cash transfer beneficiaries in Mexico. We use administrative records of the Oportunidades programme in both rural and urban areas to follow the schooling trajectory of a cohort of students from sixth grade to high school. Under half of rural beneficiaries attending sixth grade make it to the tenth grade. Our regression analysis indicates that the absence of a junior high school in a locality increases the probability of dropping out after sixth grade by 6.8 percentage points; the absence of a high school increases the probability of dropping out after ninth grade by 12.2 percentage points. This means that 16% of all rural sixth‐grade students would enter tenth grade if they had junior high and high schools in their localities. Attending a low‐quality junior high school increases the probability of dropping out after ninth grade by 13 percentage points in rural areas and 7.6 percentage points in urban areas. 相似文献
This article examines the impacts of the financial, food and fuel crises on poor and vulnerable households in two states of Nigeria: Lagos and Kano. It uses retrospective household‐level data to analyze the impacts of induced price variability on household welfare. The results indicate that aggregate shocks have significant adverse effects on household consumption, schooling and child labour decisions, with a degree of impact heterogeneity across regions and rural and urban areas of the country. We find that the coping strategies adopted by the poor to deal with the short‐term effects of the crises can lock households in a low‐income equilibrium or poverty trap. Provided that covariate shocks exacerbate these effects, they become central for policy design. 相似文献
This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser’s (1971Althusser, Louis. 1971. “Ideology and Ideological State Apparatuses.” In Lenin and Philosophy and Other Essays, edited by, Althusser Louis, New York: Monthly Review Press. Accessed September 10. http://www.marxists.org/reference/archive/althusser/1970/ideology.htm[Google Scholar]) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars - both aims ultimately in the service of neoliberal objectives which will feed social inequalities. 相似文献