Who Cares? Exploring Economic Inactivity among Young Women in the NEET Group across England

Autor/in	Maguire, Sue
Titel	Who Cares? Exploring Economic Inactivity among Young Women in the NEET Group across England
Quelle	In: Journal of Education and Work, 31 (2018) 7-8, S.660-675 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maguire, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1572107
Schlagwörter	Females; Foreign Countries; Late Adolescents; Unemployment; Economically Disadvantaged; Youth; Labeling (of Persons); United Kingdom (England) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Ausland; Halbstarker; Arbeitslosigkeit; Jugend; Jugendlicher; Jugendalter; Labeling-Ansatz
Abstract	This paper explores what it means to be defined as NEET and economically inactive (EI). It draws on research conducted in England in 2016 and 2017 to examine the lives of young women who carry this label. While the term 'NEET' has been extended in recent years to cover a much wider age cohort of young people across the UK (and internationally), this has failed to be accompanied by an expansion in understanding about the wider group of young people it now embraces. The division within the NEET group between young people who are defined as economically active (EA), i.e. unemployed, and economically inactive (EI) triggers significant differences in the type of welfare entitlement and associated levels of support received. The paper explores why there are many young women who become NEET and EI and remain so for long periods of time. It presents evidence which highlights that young women often find themselves isolated and disconnected, despite their abilities and aspirations. The existing evidence would suggest the wider categorisation of NEET status and, crucially, associated policy interventions are failing to meet the needs of many young people, both those classified as NEET EA and those classified as NEET EI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01