"For Some Reason, I Get a Little Scared": Structure, Agency, and Risk in School-Work Transitions

Autor/in	Lehmann, Wolfgang
Titel	"For Some Reason, I Get a Little Scared": Structure, Agency, and Risk in School-Work Transitions
Quelle	In: Journal of Youth Studies, 7 (2004) 4, S.379-396 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-6261
Schlagwörter	Foreign Countries; Working Class; Social Structure; Socioeconomic Background; Gender Differences; Education Work Relationship; Transitional Programs; Apprenticeships; Comparative Analysis; Comparative Education; Academic Education; Individualized Programs; Social Experience; Socioeconomic Influences; Social Characteristics; Educational Attainment; Semi Structured Interviews; Focus Groups; High School Students; Social Mobility; Risk; Youth Opportunities; Youth Programs; Canada; Germany + Suchen Sie Ihr Suchwort? Ausland; Arbeiterklasse; Sozialstruktur; Sozioökonomische Lage; Geschlechterkonflikt; Apprenticeship; Lehre; Vergleichende Erziehungswissenschaft; Akademische Bildung; Individualisierte Ausbildung; Soziale Erfahrung; Sozioökonomischer Faktor; Gesellschaftsbild; Bildungsabschluss; Bildungsgut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Mobilität; Risiko; Jugendsofortprogramm; Kanada; Deutschland
Abstract	Despite late modernity and risk society discourses about the decreasing influence of structural factors on educational and occupational attainment, it has also been argued that socio-economic background and gender continue to influence individuals' school-work transitions. Comparing youth apprentices and academic high school students in Canada and Germany, I show how working-class students planning on attending university perceive these plans as far more risky and uncertain than do their peers with highly educated parents. Similarly, working-class youth in apprenticeships are confident about their success in these programs. While conditions of late modernity or risk society may have created tendencies toward individualization, young people continue to draw on social experiences rooted in their habitus. But rather than seeing school-work transitions as either structurally determined or largely individualized, I propose that individuals form dispositions based on a reflexive understanding of their position in the social structure. (Contains 3 tables and 3 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10