Pub Date : 2023-01-18DOI: 10.1080/13639080.2023.2167954
Raphaela Kogler, S. Vogl, Franz Astleithner
ABSTRACT At the end of compulsory schooling, young people face an important transition: they have to decide whether to pursue either further schooling or vocational training. Choices are crucial phenomena in transitions: they are based on what a person considers to be options and follow preferences shaped by their social position and context. Using a qualitative longitudinal interview approach, we explore the development of educational and occupational orientations from the last year of compulsory schooling through the two years after in Vienna, Austria. We subsequently develop a typology of young people’s orientation processes over time: ‘Determined’, ‘resigning’, ‘step-by-step aspiring’ and ‘drifting’. Taking the perspectives of young people seriously, we gain an understanding of thoughts, ideas and worries during this transitional phase. We also learn about institutional and social constraints and the resources that shape the orientation process and related patterns in time.
{"title":"Transitions, choices and patterns in time: young people’s educational and occupational orientation","authors":"Raphaela Kogler, S. Vogl, Franz Astleithner","doi":"10.1080/13639080.2023.2167954","DOIUrl":"https://doi.org/10.1080/13639080.2023.2167954","url":null,"abstract":"ABSTRACT At the end of compulsory schooling, young people face an important transition: they have to decide whether to pursue either further schooling or vocational training. Choices are crucial phenomena in transitions: they are based on what a person considers to be options and follow preferences shaped by their social position and context. Using a qualitative longitudinal interview approach, we explore the development of educational and occupational orientations from the last year of compulsory schooling through the two years after in Vienna, Austria. We subsequently develop a typology of young people’s orientation processes over time: ‘Determined’, ‘resigning’, ‘step-by-step aspiring’ and ‘drifting’. Taking the perspectives of young people seriously, we gain an understanding of thoughts, ideas and worries during this transitional phase. We also learn about institutional and social constraints and the resources that shape the orientation process and related patterns in time.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49549503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-14DOI: 10.1080/13639080.2023.2167957
María-Paola Sevilla, V. Rangel, Elsa Gonzalez
ABSTRACT Women face many barriers to entry into and persistence in science, technology, engineering, and mathematics (STEM) fields. Drawing on expectancy-value theory (EVT) and using a qualitative approach, this study sought to deeply understand women’s entry and persistence in STEM-related postsecondary Vocational Technical Education (VTE) programs that lead to male-dominated skilled trades in construction, metalworking, and mining sectors in Chile. The findings revealed that, depending on the economic sector women were preparing to work in, different motivational patterns of EVT beliefs emerged that allowed women to overcome the high costs imposed by the gender stereotypes they encountered in their studies. Therefore, to improve women participation in VTE programs related to STEM fields, institutional and government policies must consider these different motivational profiles, as well as different strategies to improve women identity with these male-typed skilled trades.
{"title":"Understanding motivational beliefs of women in postsecondary STEM- vocational-technical education. Evidence from Chile","authors":"María-Paola Sevilla, V. Rangel, Elsa Gonzalez","doi":"10.1080/13639080.2023.2167957","DOIUrl":"https://doi.org/10.1080/13639080.2023.2167957","url":null,"abstract":"ABSTRACT Women face many barriers to entry into and persistence in science, technology, engineering, and mathematics (STEM) fields. Drawing on expectancy-value theory (EVT) and using a qualitative approach, this study sought to deeply understand women’s entry and persistence in STEM-related postsecondary Vocational Technical Education (VTE) programs that lead to male-dominated skilled trades in construction, metalworking, and mining sectors in Chile. The findings revealed that, depending on the economic sector women were preparing to work in, different motivational patterns of EVT beliefs emerged that allowed women to overcome the high costs imposed by the gender stereotypes they encountered in their studies. Therefore, to improve women participation in VTE programs related to STEM fields, institutional and government policies must consider these different motivational profiles, as well as different strategies to improve women identity with these male-typed skilled trades.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48928637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13639080.2022.2162018
C. Xu, Yin Ma
ABSTRACT This article investigates how regional inequalities shape the employment seeking experiences and behaviour of graduates by drawing on the case of Chinese Master’s graduates under COVID19. Based on interviews with graduates who chose to work as the ‘targeted selected graduates’ (TSG) of University A, located in the underdeveloped regions of North-western China, we show how their employment seeking was jointly impacted by three different but inter-related fields, the national economic, higher education, and graduate employment fields. These students were situated in a unique juncture across these fields; while their elite credentials from University A qualified them for these elite TSG programmes, they were disadvantaged by being excluded from TSG recruitments at economically developed regions. Importantly, we highlight that institutionalised cultural capital in the form of academic credentials from elite HEIs does not work in a ‘straightforward’ manner, but it has to be considered in conjunction with the geo-economic locations of their HEIs. We, therefore, propose the notion of ‘geography-mediated institutionalised cultural capital’ to capture this significant but under-theorised aspect of the graduate employment scene. This conceptual innovation enlightens the analysis of regional differences in different countries by considering how official or unofficial regional authorities’ interventions shape graduate employment.
{"title":"Geography-mediated institutionalised cultural capital: regional inequalities in graduate employment","authors":"C. Xu, Yin Ma","doi":"10.1080/13639080.2022.2162018","DOIUrl":"https://doi.org/10.1080/13639080.2022.2162018","url":null,"abstract":"ABSTRACT This article investigates how regional inequalities shape the employment seeking experiences and behaviour of graduates by drawing on the case of Chinese Master’s graduates under COVID19. Based on interviews with graduates who chose to work as the ‘targeted selected graduates’ (TSG) of University A, located in the underdeveloped regions of North-western China, we show how their employment seeking was jointly impacted by three different but inter-related fields, the national economic, higher education, and graduate employment fields. These students were situated in a unique juncture across these fields; while their elite credentials from University A qualified them for these elite TSG programmes, they were disadvantaged by being excluded from TSG recruitments at economically developed regions. Importantly, we highlight that institutionalised cultural capital in the form of academic credentials from elite HEIs does not work in a ‘straightforward’ manner, but it has to be considered in conjunction with the geo-economic locations of their HEIs. We, therefore, propose the notion of ‘geography-mediated institutionalised cultural capital’ to capture this significant but under-theorised aspect of the graduate employment scene. This conceptual innovation enlightens the analysis of regional differences in different countries by considering how official or unofficial regional authorities’ interventions shape graduate employment.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42316595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/13639080.2023.2169995
Ulpukka Isopahkala-Bouret, Gerbrand Tholen, A. van Zanten
This Special Issue entitled Positionality and social inequality in graduate careers concerns the changing status of Higher Education (HE) graduates as privileged occupants of highly desirable jobs. As a result of the global expansion of higher education, there is now a large and diversified body of graduates in a crowded graduate labour market and, given the less dramatic expansion of high-skilled well-paid jobs, only a fraction of them will attain the leading positions and the ranks of top earners (e.g. Figueiredo et al. 2017; Tholen 2017; Brown, Lauder, and Ashton 2011). The recent labour market shocks have made graduates’ labour market entry and career trajectories even more complex. Within the last two decades, we have seen the global economic crisis in 2008, the COVID-19 pandemic in 2020–2022, and, more recently, the influence of geopolitical armed conflict hurting (sections of the) graduate labour markets. The distribution of graduates’ labour market opportunities and the traditional role of credentials in facilitating access to desired forms of employment is in flux (e.g. Brown and Souto-Otero 2020; Tholen 2020; Tomlinson 2017; Isopahkala-Bouret and Ojala 2022). Within changing and uncertain labour market conditions, it is timely to ask how graduate careers actually develop. Furthermore, social inequality within the graduate labour market is among the most pressing issues to investigate in a critical and comprehensive manner. In labour markets where the supply outstrips the demand, positional competition is thought to be heightened (Brown, Hesketh, and Williams 2004) meaning that labour market opportunities increasingly will depend on how well graduates can signal their worth relative to other graduate competitors. Yet too often the positional competition for graduate jobs has become rather a mechanical queuing process through which supply and demand of educational credentials are coordinated. We need to have a more sophisticated understanding about the social, cultural
这期题为“毕业生职业中的地位和社会不平等”的特刊关注的是高等教育(HE)毕业生作为非常理想工作的特权居住者的地位变化。由于高等教育的全球扩张，现在在拥挤的毕业生劳动力市场上有一个庞大而多样化的毕业生群体，鉴于高技能高薪工作的扩张幅度较小，只有一小部分毕业生将获得领导职位和最高收入者的行列(例如Figueiredo et al. 2017;Tholen 2017;Brown, Lauder, and Ashton 2011)。最近的劳动力市场冲击使得毕业生进入劳动力市场和职业发展轨迹更加复杂。在过去二十年中，我们经历了2008年的全球经济危机，2020-2022年的COVID-19大流行，以及最近地缘政治武装冲突对毕业生劳动力市场(部分)的影响。毕业生劳动力市场机会的分布以及证书在促进获得所需就业形式方面的传统作用正在不断变化(例如Brown和Souto-Otero 2020;Tholen 2020;汤姆林森2017;Isopahkala-Bouret和Ojala 2022)。在不断变化和不确定的劳动力市场条件下，现在是时候问一下毕业生的职业生涯实际上是如何发展的了。此外，毕业生劳动力市场内的社会不平等是最紧迫的问题之一，需要以关键和全面的方式进行调查。在供大于求的劳动力市场中，职位竞争被认为会加剧(Brown, Hesketh, and Williams 2004)，这意味着劳动力市场的机会越来越多地取决于毕业生相对于其他毕业生竞争者的价值表现。然而，毕业生就业的职位竞争往往变成了一种机械的排队过程，通过这种过程，教育证书的供求得到协调。我们需要对社会，文化有更深刻的理解
{"title":"Introduction to the special issue: positionality and social inequality in graduate careers","authors":"Ulpukka Isopahkala-Bouret, Gerbrand Tholen, A. van Zanten","doi":"10.1080/13639080.2023.2169995","DOIUrl":"https://doi.org/10.1080/13639080.2023.2169995","url":null,"abstract":"This Special Issue entitled Positionality and social inequality in graduate careers concerns the changing status of Higher Education (HE) graduates as privileged occupants of highly desirable jobs. As a result of the global expansion of higher education, there is now a large and diversified body of graduates in a crowded graduate labour market and, given the less dramatic expansion of high-skilled well-paid jobs, only a fraction of them will attain the leading positions and the ranks of top earners (e.g. Figueiredo et al. 2017; Tholen 2017; Brown, Lauder, and Ashton 2011). The recent labour market shocks have made graduates’ labour market entry and career trajectories even more complex. Within the last two decades, we have seen the global economic crisis in 2008, the COVID-19 pandemic in 2020–2022, and, more recently, the influence of geopolitical armed conflict hurting (sections of the) graduate labour markets. The distribution of graduates’ labour market opportunities and the traditional role of credentials in facilitating access to desired forms of employment is in flux (e.g. Brown and Souto-Otero 2020; Tholen 2020; Tomlinson 2017; Isopahkala-Bouret and Ojala 2022). Within changing and uncertain labour market conditions, it is timely to ask how graduate careers actually develop. Furthermore, social inequality within the graduate labour market is among the most pressing issues to investigate in a critical and comprehensive manner. In labour markets where the supply outstrips the demand, positional competition is thought to be heightened (Brown, Hesketh, and Williams 2004) meaning that labour market opportunities increasingly will depend on how well graduates can signal their worth relative to other graduate competitors. Yet too often the positional competition for graduate jobs has become rather a mechanical queuing process through which supply and demand of educational credentials are coordinated. We need to have a more sophisticated understanding about the social, cultural","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48722309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.1080/13639080.2022.2162019
Gerbrand Tholen
ABSTRACT Three influential theories are used to understand why employers value and seek out educational credentials in hiring. Qualifications can function as proof of productive skills (Human Capital Theory), as a signal of desirable characteristics (Signalling and Screening theories) or as a means for social closure (Closure Theory). Although these explanations are not necessarily mutually exclusive, they tend to be presented as alternatives in the literature This article aims to better understand why employers value Higher Education degrees within the labour market by assessing these theoretical explanations in particular in cases where employers do not value HE credentials highly. It draws on semi-structured interview data with external recruitment consultants in England (N = 45). The article finds support for each of the three theoretical perspectives. Yet, the findings demonstrate that employers’ reasoning can include more than one of the three theoretical perspectives, creating hybrid forms. The article evaluates the implications for the positional competition for graduate jobs.
{"title":"The meaning of higher education credentials in graduate occupations: the view of recruitment consultants","authors":"Gerbrand Tholen","doi":"10.1080/13639080.2022.2162019","DOIUrl":"https://doi.org/10.1080/13639080.2022.2162019","url":null,"abstract":"ABSTRACT Three influential theories are used to understand why employers value and seek out educational credentials in hiring. Qualifications can function as proof of productive skills (Human Capital Theory), as a signal of desirable characteristics (Signalling and Screening theories) or as a means for social closure (Closure Theory). Although these explanations are not necessarily mutually exclusive, they tend to be presented as alternatives in the literature This article aims to better understand why employers value Higher Education degrees within the labour market by assessing these theoretical explanations in particular in cases where employers do not value HE credentials highly. It draws on semi-structured interview data with external recruitment consultants in England (N = 45). The article finds support for each of the three theoretical perspectives. Yet, the findings demonstrate that employers’ reasoning can include more than one of the three theoretical perspectives, creating hybrid forms. The article evaluates the implications for the positional competition for graduate jobs.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44351344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.1080/13639080.2022.2162020
V. Goglio, S. Bertolini, P. Parigi
ABSTRACT The advantages of higher education have received significant attention over time. However, recent research seems to challenge this assumption. It highlights that returns to education may be subject to inflation, may vary in relation to skills, and may not be equally distributed, thus posing new questions about the role of formal education. Against this background, the growing popularity of new forms of online education and training such as MOOCs (Massive Open Online Courses) have emerged. Investigating the way different learners use MOOCs may contribute to a deeper understanding of the evolution of the labour market outcomes of both traditional and technologically-mediated educational qualifications. Based on 43 semi-structured interviews conducted with MOOC users in the USA and in Europe, this article explores the potential of MOOCs on the labour market. The positional competition approach can help frame the results, inasmuch as MOOCs emerge as ‘soft credentials’. These accessible and flexible educational tools seem to provide applicants in the job queue with additional resources, although their labour market value remains modest and ancillary to formal educational qualifications. From a long-term perspective, however, increasing reliance on this type of training may contribute to further shifting of responsibilities from collective actors to individual workers.
随着时间的推移，高等教育的优势受到了人们的广泛关注。然而，最近的研究似乎挑战了这一假设。报告强调指出，教育回报可能受到通货膨胀的影响，可能因技能而异，可能分配不均，因此对正规教育的作用提出了新的问题。在此背景下，mooc (Massive Open online Courses，大规模在线开放课程)等新型在线教育和培训形式日益流行。调查不同学习者使用mooc的方式，可能有助于更深入地了解传统和技术中介教育资格对劳动力市场结果的演变。基于对美国和欧洲的MOOC用户进行的43次半结构化访谈，本文探讨了MOOC对劳动力市场的潜力。位置竞争的方法可以帮助构建结果，因为mooc是一种“软证书”。这些方便和灵活的教育工具似乎为求职队伍中的申请人提供了额外的资源，尽管它们的劳动力市场价值仍然不大，并且是正规教育资格的附属品。但是，从长期的角度来看，增加对这类培训的依赖可能有助于进一步将责任从集体行为者转移到个别工人。
{"title":"The perceived labour market value of Massive Open Online Courses (MOOCs) in Europe and the USA","authors":"V. Goglio, S. Bertolini, P. Parigi","doi":"10.1080/13639080.2022.2162020","DOIUrl":"https://doi.org/10.1080/13639080.2022.2162020","url":null,"abstract":"ABSTRACT The advantages of higher education have received significant attention over time. However, recent research seems to challenge this assumption. It highlights that returns to education may be subject to inflation, may vary in relation to skills, and may not be equally distributed, thus posing new questions about the role of formal education. Against this background, the growing popularity of new forms of online education and training such as MOOCs (Massive Open Online Courses) have emerged. Investigating the way different learners use MOOCs may contribute to a deeper understanding of the evolution of the labour market outcomes of both traditional and technologically-mediated educational qualifications. Based on 43 semi-structured interviews conducted with MOOC users in the USA and in Europe, this article explores the potential of MOOCs on the labour market. The positional competition approach can help frame the results, inasmuch as MOOCs emerge as ‘soft credentials’. These accessible and flexible educational tools seem to provide applicants in the job queue with additional resources, although their labour market value remains modest and ancillary to formal educational qualifications. From a long-term perspective, however, increasing reliance on this type of training may contribute to further shifting of responsibilities from collective actors to individual workers.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47733061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-26DOI: 10.1080/13639080.2022.2162016
A. van Zanten
ABSTRACT This article analyses the obstacles faced by graduates who benefited from a positive discrimination scheme at an elite French higher education institution. It adopts a Bourdieusian perspective enriched by research on the barriers encountered by socially mobile individuals from disadvantaged and stigmatised categories and studies the experiences of graduates who lack the economic, cultural, and social capital necessary to compete with traditional holders of elite positions and who, due to their ascribed characteristics and/or the positive discrimination label itself, are prone to self-eliminate from elite positions or be subjected to discriminatory practices. Using data collected through interviews with 42 beneficiaries of this scheme still in the early stages of their professional careers, the article shows that the graduates’ disadvantages and ways of coping with them, as well their chances of being stigmatised and reactions to this process, vary considerably. This variation can be explained by different family backgrounds and ethnoracial characteristics but also by axiological positions towards employability and social mobility, with ‘purists’ more likely to invest in increasing their technical cultural capital to make up for ‘handicaps’ and ‘players’ more likely to put forward ‘soft skills’ including, in some cases, those associated with their ‘diversity’.
{"title":"Is ‘diversity’ a liability or an asset in elite labour markets? The case of graduates who have benefited from a French positive discrimination scheme","authors":"A. van Zanten","doi":"10.1080/13639080.2022.2162016","DOIUrl":"https://doi.org/10.1080/13639080.2022.2162016","url":null,"abstract":"ABSTRACT This article analyses the obstacles faced by graduates who benefited from a positive discrimination scheme at an elite French higher education institution. It adopts a Bourdieusian perspective enriched by research on the barriers encountered by socially mobile individuals from disadvantaged and stigmatised categories and studies the experiences of graduates who lack the economic, cultural, and social capital necessary to compete with traditional holders of elite positions and who, due to their ascribed characteristics and/or the positive discrimination label itself, are prone to self-eliminate from elite positions or be subjected to discriminatory practices. Using data collected through interviews with 42 beneficiaries of this scheme still in the early stages of their professional careers, the article shows that the graduates’ disadvantages and ways of coping with them, as well their chances of being stigmatised and reactions to this process, vary considerably. This variation can be explained by different family backgrounds and ethnoracial characteristics but also by axiological positions towards employability and social mobility, with ‘purists’ more likely to invest in increasing their technical cultural capital to make up for ‘handicaps’ and ‘players’ more likely to put forward ‘soft skills’ including, in some cases, those associated with their ‘diversity’.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48985673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT A growing number of scholars have investigated how extracurricular activities (ECA) are intimately tied to graduates’ positional competition and enhancement of employability. Prior studies have shown that the strategic tendency towards ECA especially applies to privileged, high-achieving students from a high-status university. Yet studies considering ECA as a site of gendered practices have been scarce. We explore how graduates have accumulated cultural capital through their lived experiences in ECA and how ECA practices construct classed and gendered dispositions and distinctions among graduates. We draw on Bourdieu’s conception of cultural capital, as well as contemporary feminist debates over gender and capital. Analysing 32 graduate interviews from four business schools in Finland, we found that through participation in student associations’ ECA, our interviewees learned distinctive values, preferences and behaviours. In addition to ‘instrumental’ cultural capital, such as leadership skills that enhance CV, ECA provided opportunities to accumulate embedded cultural capital and confirm membership/learning to become a member in the professional middle class. Moreover, especially the female interviewees learned to adjust to masculine business culture and develop aspirations towards prestigious job positions.
{"title":"‘Some people may feel socially excluded and distressed’: finnish business students’ participation in extracurricular activities and the accumulation of cultural capital","authors":"Ulpukka Isopahkala-Bouret, Päivi Siivonen, Nina Haltia","doi":"10.1080/13639080.2022.2162017","DOIUrl":"https://doi.org/10.1080/13639080.2022.2162017","url":null,"abstract":"ABSTRACT A growing number of scholars have investigated how extracurricular activities (ECA) are intimately tied to graduates’ positional competition and enhancement of employability. Prior studies have shown that the strategic tendency towards ECA especially applies to privileged, high-achieving students from a high-status university. Yet studies considering ECA as a site of gendered practices have been scarce. We explore how graduates have accumulated cultural capital through their lived experiences in ECA and how ECA practices construct classed and gendered dispositions and distinctions among graduates. We draw on Bourdieu’s conception of cultural capital, as well as contemporary feminist debates over gender and capital. Analysing 32 graduate interviews from four business schools in Finland, we found that through participation in student associations’ ECA, our interviewees learned distinctive values, preferences and behaviours. In addition to ‘instrumental’ cultural capital, such as leadership skills that enhance CV, ECA provided opportunities to accumulate embedded cultural capital and confirm membership/learning to become a member in the professional middle class. Moreover, especially the female interviewees learned to adjust to masculine business culture and develop aspirations towards prestigious job positions.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43568750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.1080/13639080.2022.2149715
K. Spours, P. Grainger, Carol Vigurs
ABSTRACT The quotation in the title from a college leader is a stark reflection of the experience of the Further Education (FE) Sector during the COVID pandemic (2020–21). Traditionally regarded as a poor relation of the English education system, evidence from Sector sources suggest that the five COVID harms identified through a scoping review of the latest research closely mirror the main social and educational features of English general FE colleges. The pandemic has led to longer-term harms on vocational learning, with major disruptions to college-based courses and to apprenticeships, a stagnation situation captured in the metaphor ‘educational long-COVID’. The analysis conceptualises the impact of the pandemic on FE provision and learners as leading to a ‘COVID learning and skills equilibrium’; whereas effective mitigations are conceptualised through the idea of ‘COVID recovery ecosystems’. Rapid review evidence suggests that the most effective way of addressing system-wide disruption is the development of integrated, strategic actions at local and regional levels to address vocational learning losses, facilitate greater entry-to-employment and to create more job opportunities for young people. Without these longer-term measures it is likely that the negative effects of the pandemic on the FE Sector could become further entrenched.
{"title":"‘We are all in the same storm but not in the same boat’: the COVID pandemic and the Further Education Sector","authors":"K. Spours, P. Grainger, Carol Vigurs","doi":"10.1080/13639080.2022.2149715","DOIUrl":"https://doi.org/10.1080/13639080.2022.2149715","url":null,"abstract":"ABSTRACT The quotation in the title from a college leader is a stark reflection of the experience of the Further Education (FE) Sector during the COVID pandemic (2020–21). Traditionally regarded as a poor relation of the English education system, evidence from Sector sources suggest that the five COVID harms identified through a scoping review of the latest research closely mirror the main social and educational features of English general FE colleges. The pandemic has led to longer-term harms on vocational learning, with major disruptions to college-based courses and to apprenticeships, a stagnation situation captured in the metaphor ‘educational long-COVID’. The analysis conceptualises the impact of the pandemic on FE provision and learners as leading to a ‘COVID learning and skills equilibrium’; whereas effective mitigations are conceptualised through the idea of ‘COVID recovery ecosystems’. Rapid review evidence suggests that the most effective way of addressing system-wide disruption is the development of integrated, strategic actions at local and regional levels to address vocational learning losses, facilitate greater entry-to-employment and to create more job opportunities for young people. Without these longer-term measures it is likely that the negative effects of the pandemic on the FE Sector could become further entrenched.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46306262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.1080/13639080.2022.2149713
P. Creed, Michelle Hood, Eva Selenko, Shih-Jui Hu, Louella Bagley
ABSTRACT Much research has examined the association between precarious employment and wellbeing in adults, but little is known about this relationship in working students. Using a sample of 224 (MAge 21 years; 68% female), we assessed self-perceptions of job precariousness across four domains (i.e., job insecurity, remuneration, conditions, flexibility) and tested the relationships between the four domains and student burnout, and whether these relationships could be explained sequentially by higher levels of job and financial strain and sleep disruption. Job insecurity alone related both directly and indirectly to burnout (via job and financial strain and poor sleep quality). Precariousness related to financial strain (insecurity, remuneration), job strain (insecurity, flexibility), and sleep quality (insecurity); financial and job strain related to sleep quality; and sleep quality related to burnout. By decomposing the job precariousness construct, the findings provide an improved understanding of how working in low quality, precarious jobs is related to student wellbeing.
{"title":"The relationship between job precariousness and student burnout: a serial indirect effects model","authors":"P. Creed, Michelle Hood, Eva Selenko, Shih-Jui Hu, Louella Bagley","doi":"10.1080/13639080.2022.2149713","DOIUrl":"https://doi.org/10.1080/13639080.2022.2149713","url":null,"abstract":"ABSTRACT Much research has examined the association between precarious employment and wellbeing in adults, but little is known about this relationship in working students. Using a sample of 224 (MAge 21 years; 68% female), we assessed self-perceptions of job precariousness across four domains (i.e., job insecurity, remuneration, conditions, flexibility) and tested the relationships between the four domains and student burnout, and whether these relationships could be explained sequentially by higher levels of job and financial strain and sleep disruption. Job insecurity alone related both directly and indirectly to burnout (via job and financial strain and poor sleep quality). Precariousness related to financial strain (insecurity, remuneration), job strain (insecurity, flexibility), and sleep quality (insecurity); financial and job strain related to sleep quality; and sleep quality related to burnout. By decomposing the job precariousness construct, the findings provide an improved understanding of how working in low quality, precarious jobs is related to student wellbeing.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44810953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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