Opportunity Structures and Educational Marginality: The Post-16 Transitions of Young People outside Education and Employment

Autor/in	Thompson, Ron
Titel	Opportunity Structures and Educational Marginality: The Post-16 Transitions of Young People outside Education and Employment
Quelle	In: Oxford Review of Education, 43 (2017) 6, S.749-766 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Ron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1352502
Schlagwörter	Foreign Countries; Out of School Youth; Ethnography; Unemployment; At Risk Persons; Family Characteristics; Educational Experience; Educational Attainment; Labor Market; Disadvantaged Youth; Young Adults; Longitudinal Studies; Participant Observation; Interviews; Social Class; Opportunities; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Ethnografie; Arbeitslosigkeit; Risikogruppe; Bildungserfahrung; Bildungsabschluss; Bildungsgut; Labour market; Arbeitsmarkt; Benachteiligter Jugendlicher; Young adult; Junger Erwachsener; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Social classes; Soziale Klasse; Möglichkeit
Abstract	This paper reports on findings from a three-year ethnographic study of 24 young people in northern England who were classified as not in education, employment or training (NEET), or at risk of becoming so. Drawing on conceptions of opportunity structure and educational marginality, the paper discusses the processes leading to young people becoming NEET after leaving school. It presents findings concerning the family backgrounds, school experiences, and educational attainment of participants, and traces their initial post-16 destinations and their pathways to NEET status. Although most participants did not become NEET immediately after leaving school, restricted labour market opportunities and a lack of high-quality education and training for middle- and low-attaining young people exacerbated social and educational disadvantage. Over time, participants became increasingly restricted to marginal forms of learning. The paper argues that a focus on opportunity structures provides a powerful way of understanding these processes, and that alongside sustained NEET status, educational marginality should be of equal concern to policy makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01