Stories of Family in Working-Class Graduates' Early Careers

Autor/inn/en	Christie, Fiona; Burke, Ciaran
Titel	Stories of Family in Working-Class Graduates' Early Careers
Quelle	In: British Educational Research Journal, 47 (2021) 1, S.85-104 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christie, Fiona) ORCID (Burke, Ciaran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3689
Schlagwörter	Family Role; Family Influence; Social Support Groups; Working Class; Socioeconomic Background; College Graduates; Young Adults; Career Development; Self Concept; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Arbeiterklasse; Sozioökonomische Lage; Hochschulabsolvent; Hochschulabsolventin; Young adult; Junger Erwachsener; Berufsentwicklung; Selbstkonzept; Ausland
Abstract	How do young graduates view the role of immediate families in influencing/supporting them as they start their working lives and how do those reflections affect how they think of themselves as graduates? Social, political and economic changes have led to many young people being dependent on family for longer, but how does this play out in their reflections? This article addresses these questions by reporting upon findings from qualitative research with 14 young people from working-class backgrounds, who were part of a larger study of recent graduates. Figured Worlds theory illuminates data, with a consideration of the role that family plays in the 'space of authoring' and understanding of 'positionality'. Findings capture vivid stories of the enabling but also limiting role of family. In our analysis of data, we borrow the words 'salience' from Holland and her co-authors and 'distinction' from Bourdieu, which help capture different depictions of family. Both articulations of 'salience' and a search for 'distinction' emerge in how graduates' stories respond to family. We argue for a greater appreciation of the differing family resources of working-class graduates, and reject an emphasis on what they may lack, compared to their peers, which has tended to be the case in some media and policy commentary. There are implications for educators to foster student reflexivity about family sensitively, and to be aware of how family backgrounds may influence graduate career paths and students' awareness of wider inequalities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01