Youth Work, Prosocial Behaviour, and Micro-Foundation of Working-Class Solidarity among Vocational School Students in China

Autor/inn/en	Pun, Ngai; Hui, Bryant P. H.; Koo, Anita
Titel	Youth Work, Prosocial Behaviour, and Micro-Foundation of Working-Class Solidarity among Vocational School Students in China
Quelle	In: Journal of Education and Work, 36 (2023) 5, S.393-407 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pun, Ngai) ORCID (Hui, Bryant P. H.) ORCID (Koo, Anita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2023.2228721
Schlagwörter	Foreign Countries; Vocational Education; Working Class; Prosocial Behavior; Social Class; Group Unity; Factor Structure; Students; China + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Arbeiterklasse; Social classes; Soziale Klasse; Gruppenidentität; Faktorenstruktur; Student; Schüler; Schülerin; Studentin
Abstract	Despite the large number of working-class students having to work while attending schools, their work experience and the potential of class solidarity have been largely unaddressed. By bringing in a social psychological perspective, this article revives the sociological debates of working-class solidarity and challenges the defeatist view of solidarity since the neoliberal turn of the global economy. This article comprises two studies. In Study 1, a "working-class solidarity measure" (WCSM) was developed through interviews, followed by factor-analysis of a vocational school sample in China (n = 509). In Study 2, we validated the factor structure of the WCSM and adopted structural equation modelling to show that prosocial behaviour positively predicted solidarity among vocational school students (n = 2534). Contrary to the understanding that the working-class is divisive and fragmentary, our work shows that working-class solidarity can be built and consolidated through layers of prosocial behaviours by students with work experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01