Social Class Background and the School-to-Work Transition

Autor/inn/en	Staff, Jeremy; Mortimer, Jeylan T.
Titel	Social Class Background and the School-to-Work Transition
Quelle	In: New Directions for Child and Adolescent Development, (2008) 119, S.55-69 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.209
Schlagwörter	High School Students; Social Class; Part Time Employment; Young Adults; Work Experience; Education Work Relationship; Social Influences; Longitudinal Studies; Postsecondary Education; Socioeconomic Status; Student Employment; Educational Attainment; Wages; Adolescents; Disadvantaged Youth + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social classes; Soziale Klasse; Part-time employment; Teilzeitbeschäftigung; Young adult; Junger Erwachsener; Employment experience; Job experience; Occupational experience; Berufserfahrung; Sozialer Einfluss; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Socio-economic status; Sozioökonomischer Status; Studentenarbeit; Bildungsabschluss; Bildungsgut; Wage; Löhne; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Benachteiligter Jugendlicher
Abstract	Whereas in years past, young people typically made a discrete transition from school to work, two ideal typical routes now characterize the sharing of school and work roles during adolescence and the transition to adulthood. Longitudinal data from the Youth Development Study show that one route involves less intensive employment during high school, followed by continued part-time employment and postsecondary educational investment. This pathway, more common for youth of higher-class origins, is especially beneficial for young people from lower socioeconomic backgrounds. A second route is early intensive work experience during high school that is less conducive to longer-term educational and wage attainments. (Contains 1 figure and 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10