Disentangling the Impact of Social Disadvantage on 'Becoming Employable': Evidence from STEM Student University-to-Work Transitions

Autor/inn/en	Okay-Somerville, Belgin; Allison, I.; Luchinskaya, D.; Scholarios, D.
Titel	Disentangling the Impact of Social Disadvantage on 'Becoming Employable': Evidence from STEM Student University-to-Work Transitions
Quelle	In: Studies in Higher Education, 47 (2022) 3, S.545-559 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Okay-Somerville, Belgin) ORCID (Luchinskaya, D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1767052
Schlagwörter	Disadvantaged; Education Work Relationship; STEM Education; Employment Potential; Student Characteristics; Socioeconomic Background; Institutional Characteristics; Colleges; Financial Problems; College Seniors; Foreign Countries; Anxiety; First Generation College Students; Job Search Methods; United Kingdom + Suchen Sie Ihr Suchwort? STEM; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Sozioökonomische Lage; College; Hochschule; Fachhochschule; Colleges; Senior; Ausland; Angst; Arbeitsplatzsuchtheorie; Großbritannien
Abstract	This article aims to examine alternative explanations of social disadvantage on the university-to-work transition experiences of science, technology, engineering and mathematics (STEM) students. 'Becoming employable' during the university-to-work transition is reflected in three ways: students' cognition/patterns of thinking (i.e. perceived employability); affect/emotion (i.e. anxiety); and career-related behaviour (i.e. job search and networking). To understand how social disadvantage affects 'becoming employable', we examine three potential explanations: students' social background, type of higher education institution attended and individual financial strain. A cross-sectional survey design targeted at final year students in two UK Higher Education Institutions provided 288 survey responses. Findings show support for an institutional explanation to 'becoming employable'. The study contributes to our understanding of social disadvantage during preparation for labour market entry and the 'employable graduate' identity construction process. Practical recommendations focus on alleviating some of the pressures on socially disadvantaged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01