Constructing a Graduate Career Future: Working with Bourdieu to Understand Transitions from University to Employment for Students from Working-Class Backgrounds in England

Autor/in	Bathmaker, Ann-Marie
Titel	Constructing a Graduate Career Future: Working with Bourdieu to Understand Transitions from University to Employment for Students from Working-Class Backgrounds in England
Quelle	In: European Journal of Education, 56 (2021) 1, S.78-92 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bathmaker, Ann-Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12436
Schlagwörter	Adjustment (to Environment); Working Class; Foreign Countries; College Graduates; Employment Potential; College Students; Career Readiness; United Kingdom (England) + Suchen Sie Ihr Suchwort? Arbeiterklasse; Ausland; Hochschulabsolvent; Hochschulabsolventin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Collegestudent
Abstract	In high participation systems of higher education, the link between undergraduate study and progression to graduate employment is increasingly tenuous. One response is a growing emphasis on the development of employability skills and preparing students to take advantage of future opportunities as part of university study. This paper uses a Bourdieusian-based conceptualisation of graduate capitals, combined with a concern for the psycho-social dimensions of classed experience, to consider transitions through university and into employment for students from working-class backgrounds in England, drawing on data from a study of students who attended the two universities in Bristol UK. It is argued that the assemblage of capitals that make up graduate capital could be seen as constituting a form of symbolic capital with magical powers, that hides the power relations involved in successful progression to graduate futures. While the move from university into work is more prolonged and precarious for students from all backgrounds, access to the resources that enable the development and mobilisation of graduate capitals, along with psycho-social dimensions of class, create additional challenges for the development of viable graduate career identities for working-class students such as those discussed in this paper. The paper concludes by noting implications for policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01