Suchergebnisse

Conceptualising school-to-work transitions in context / Ingrid Schoon and Rainer K. Silbereisen -- Thinking about the transition to adulthood: from grand narratives to useful theories / Michael Shanahan and Kyle Longest -- Is stable employment becoming more elusive for young men? / Mary Corcoran and Jordan Matsudaira -- Youth outcomes in the labour markets of advanced economies: decline, deterioration, and causes / Rebekka Christopoulou and Paul Ryan -- Uncertain and unable to commit: a fourteen-country comparison of the impact of globalization on the early life course / Melinda Mills and Hans-Peter Blossfeld -- 'It was not my choice, you know?': young people's subjective views and decision-making processes in biographical transitions / Andreas Walther -- From paradigm to paradox: parental support and transitions to independence / Gill Jones -- Job attitudes and job aspirations in a changing labour market: Germany, 1991-2006 / Christian Ebner and Jutta Allmendinger -- Escaping the gender trap: young women's transition into nontraditional occupations / Marlis Buchmann and Irene Kriesi -- Sequences, patterns, and variations in the assumption of work and family-related roles: evidence from two British birth cohorts / Ingrid Schoon, Andy Ross, and Peter Martin -- Transition to adulthood: linking late-adolescent lifestyles to family and work status in the mid-twenties / Jessica Garrett and Jacquelynne S. Eccles -- Challenges of transitioning into adulthood / Barbara Schneider -- School-related burnout during educational tracks: antecedents and consequences / Katariina Salmela-Aro -- Building skills for positive developmental pathways and successful vocational careers in adulthood: intervention programs within the school context / Karina Weichold -- Integrated transition policies for European young adults: contradictions and solutions / Manuela du Bois-Reymond -- The future at work: labour-market realities and the transition to adulthood / Lynn Karoly

This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

Cet article explore le rôle des pratiques parentales dans la promotion du bien-être des enfants vivant dans des conditions de pauvreté et d'instabilité familiales. À partir des données de la cohorte UK Millennium, la pauvreté familiale et le bien-être de l'enfant sont pensés selon une approche multidimensionnelle. L'effet de la pauvreté monétaire sur l'adaptation cognitive, sociale et émotionnelle est étudié à la lumière de plusieurs facteurs socioéconomiques et sociodémographiques afin d'évaluer les effets des risques indépendants et combinés. Les résultats suggèrent que la pauvreté persistante et intermittente est associée de manière significative à de faibles niveaux de scolarité et d'adaptation socio-émotionnelle chez les jeunes enfants. Si la structure familiale et l'instabilité montrent des effets de risques indépendants, leurs effets combinés se révèlent être plus forts que leur effet individuel. Enfin, la qualité de la relation parent-enfant démontre des effets indépendants et bénéfiques sur le développement des enfants. Cette approche multidimensionnelle facilite la compréhension des effets indépendants et cumulés des risques et permet de mieux cerner les effets différentiels des pratiques parentales.

This paper explores the role of parenting practices in promoting the well-being of children growing up in conditions of socio-economic deprivation and family instability. Using data collected for the UK Millennium Cohort Study, a multi-dimensional approach is adopted in conceptualising family adversity and children's well-being. The effect of income poverty on children's cognitive, social and emotional adjustment is assessed, considering several related adverse factors, such as family demographics, family instability, housing, and area deprivation, to evaluate their independent and combined risk effect. The findings suggest that persistent and intermittent poverty are significantly associated with poorer academic attainment and socio-emotional behaviour adjustment of young children. Family structure and instability show an independent risk effect, especially regarding social behaviour adjustment. Generally, the combined effect of socio-economic and family-related risk factors on children's adjustment is stronger than individual effects. Parenting practices do not completely mediate the impact of family adversity on children's adjustment across domains but show independent and beneficial effects -in particular regarding the quality of the parent-child relationship. Adopting a multi-dimensional approach facilitates a better understanding of independent and cumulative risk effects and enables the unpacking of differential effects of parenting practices.

"Dieser Artikel untersucht Veränderungen in den Bildungszielen bei drei britischen Alterskohorten die 1958, 1970 bzw. 1989/90 geboren worden sind. In einem Pfadmodell werden die Zusammenhänge zwischen elterlicher Bildung, den eigenen Schulleistungen, der Schulmotivation und den Bildungszielen von jungen Leuten und ihren Eltern in einem sich wandelnden sozialen Kontext untersucht. Die Befunde zeigen, dass die Bildungsziele zwischen 1974 und 2006 deutliche angestiegen sind. In der jüngsten Kohorte hängen die Bildungsziele im Alter von 16 Jahren weniger stark mit der Bildung der Eltern oder mit den eigenen Schulleistungen zusammen, was darauf hindeutet, dass weiterführende Bildung immer mehr zur Norm wird. Es gibt allerdings eine weiterhin bestehende soziale Ungleichheit in den Schulleistungen und weiter steigende Geschlechtsunterschiede in den Bildungszielen, wobei Mädchen gegenüber Jungen höhere Ambitionen bei den Bildungszielen haben. Diese Befunde werden auf dem Hintergrund von sich wandelnden Normen und Erwartungen von jungen Leuten in einem sich wandelndem sozio-historischen Kontext diskutiert." (Autorenreferat)

This paper examines the influences of parental social status, childhood cognitive ability, school motivation and education on social status attainment in early adulthood. Using Structural Equation Modelling (SEM), a pathway model of transgenerational status attainment is conceptualised, taking into account the context as well as the timing of individual status transitions. The subjects were 3104 men and 3229 women who participated in the 1958 National Child Development Study and 3049 men and 2692 women from the 1970 British Cohort Study, following their lives from childhood to their mid-thirties. The findings suggest that in both cohorts the number of years spent in full-time education is by far the most important determinant of status attainment among men and women and that there are persistent social inequalities in status attainment. The findings furthermore confirm the hypothesis that social background and cognitive ability are partially mediated through school motivation and education, opening up leverage for possible interventions.

Drawing on nationally representative data collected for two age cohorts in the UK, this paper a) assesses the effect of multiple independent socioeconomic risk factors in shaping the transition from school to work; and b) identifies potential protective factors enabling young people to beat the odds. By comparing experiences and findings across two cohorts we assess the generalisability of findings across contexts, i.e. the 2008 and 1980s recessions. The results show that some young people exposed to even severe socioeconomic risks avoid being NEET (not in education, employment or training). Factors that appear to reduce the cumulative risk effect in both cohorts include prior attainment, educational aspirations and school engagement, as well as the social mix of the school environment.

The present study examines pathways to independence from social welfare among 738 teenage mothers, participants of the 1970 British Cohort Study, who were followed up at age 30 years. Using a longitudinal design, a pathway model is tested, examining linkages between family social background, cognitive ability, school motivation, and individual investments in education, as well as work- and family-related roles. The most important factors associated with financial independence by age 30 are continued attachment to the labor market as well as a stable relationship with a partner (not necessarily the father of the child). Pathways to financial independence, in turn, are predicted through own cognitive resources, school motivation, and family cohesion. Implications of findings for policy making are discussed.

Leaving school early is generally associated with relative poor adult outcomes, as indicated by relative low social status, reduced earnings, and poor mental health. Yet, not all young people leaving school early are failing to make it. Some are able to find continuous employment and achieve financial independence. Comparing the experiences of two British Birth cohorts born in 1958 and 1970, respectively, this study examines the trajectories of young people leaving school early, and identifies factors associated with a successful transition, that is achieving financial independence. The study comprises 11,219 individuals born in 1958 and 9,541 born in 1970 following their lives from childhood into adulthood. While the majority of young people born in 1958 left school at age 16 to enter the labor market, increasing numbers of young people born in 1970 are participating in further and higher education. In both cohorts those young people who left school early and who succeeded in reaching financial independence by age 34 showed higher school motivation than those who failed to make it. The findings highlight the importance of building up positive attitudes for learning among children and their parents, as these factors have long-term beneficial effects, even for those who are leaving school early. Moreover, the role of macro-economic circumstances has to be acknowledged for a better understanding of variation in transition experiences in times of social change.

The present study examines sociocultural adjustment of Polish marriage immigrants in the Netherlands. By comparing 108 female marriage immigrants to a similar group of 68 women, who immigrated for reasons other than marriage, we study the role of marriage to the Dutch spouse in the process of sociocultural adaptation. Overall, marriage immigrants showed better sociocultural adaptation than their non-marital counterparts as reflected in higher fluency in the Dutch language, greater endorsement of Dutch identity, and better psychological adjustment. Yet, when marital status and current occupational status were used as predictors of sociocultural adaptation in a regression analysis, occupational status was a better predictor of the adaptation than marital status. Present results suggest that although marriage was involved in the process of post- emigrational adjustment, the occupational status played an even more important role in the adaptation process. In addition, 10 interviews were conducted to investigate how Polish brides experienced cultural differences within the marriage and the influence of perceived cultural differences on marital satisfaction. Excerpts from the respondents' stories revealed that oftentimes compromises are reached in that women are expected to give up their claims. Nonetheless, most respondents emphasized the positive aspect of marriage in their adaptation and did not disclose marital dissatisfaction.