The Timing of a Time Out: The Gap Year in Life Course Context

Autor/in	Vogt, Kristoffer Chelsom
Titel	The Timing of a Time Out: The Gap Year in Life Course Context
Quelle	In: Journal of Education and Work, 31 (2018) 1, S.47-58 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vogt, Kristoffer Chelsom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2017.1407493
Schlagwörter	Foreign Countries; Interviews; Social Bias; Postsecondary Education; High School Graduates; Vocational Education; Decision Making; Stopouts; Academic Persistence; Attendance; Generational Differences; Family Influence; Norway + Suchen Sie Ihr Suchwort? Ausland; Interviewing; Interviewtechnik; Post-secondary education; Tertiäre Bildung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Ausbildung; Berufsbildung; Decision-making; Entscheidungsfindung; Ausstieg; Anwesenheit; Norwegen
Abstract	Based on biographical interviews from a three-generation study in Norway, this article examines the place of the contemporary "gap year" within life course transition trajectories and intergenerational relations embedded in wider patterns of social inequality. Under the heading of taking a gap year, young people on "academic transition trajectories" are often granted a time out after upper secondary, during which they can recuperate from competitive school experiences and resolve uncertainties about which type of higher education to pursue. For those following "vocational transition trajectories," in contrast, a gap year appears irrelevant and out of the question. The timing of their educational decisions in the life course does not coincide with arrangements for a legitimate break. Whereas a gap year before university may be seen as understandable and even beneficial, a person taking a break before or during vocational education is more likely to be described as a "dropout" or an "early school leaver." Based on empirical analysis, the article discusses similarities and differences between contemporary gap years in Norway and what Erik Erikson described as the institutional moratorium. Young people's access to the moratorium of a gap year appears to be a privilege unequally distributed in the population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01