Reference : Agency and the school-to-work transition of care leavers: A retrospective study of Lu...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Social & behavioral sciences, psychology : Social work & social policy
Educational Sciences
http://hdl.handle.net/10993/46113
Agency and the school-to-work transition of care leavers: A retrospective study of Luxembourgish young people
English
Göbel, Sabrina []
Hadjar, Andreas mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Karl, Ute []
Jäger, Julia []
Feb-2021
Children and Youth Services Review
Elsevier
early online
Yes (verified by ORBilu)
International
0190-7409
United Kingdom
[en] leaving care ; residential and foster care ; school-to-work transition ; agency ; educational pathways
[en] This article presents empirical results from a study (2015–2018) on young people leaving care in Luxembourg. A special focus deals with the processes of transitioning from care to work. Education appears to be crucial for a successful transition, as it determines life chances, such as labour market chances, but so far inequality studies have neither researched transitions from care nor have the theoretical concepts developed in inequality research been used to understand the situation of care leavers. They might help to explain the different mechanisms behind the disadvantages of students in foster and residential care and their educational attainment. This paper thus attempts to theorise leaving care from an inequality perspective and the interdependencies with concepts of relational agency, taking into account the heterogeneity among care leavers, their trajectories and achievements (see also Göbel, Hadjar, Karl, Peters, & Jäger, 2020). The main objective of our analysis is to investigate how agency is achieved in the transition from school to work among care leavers, taking into consideration institutional pathways (continuities and discontinuities) in the care and the educational system.
Fonds National de la Recherche - FnR
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/46113
10.1016/j.childyouth.2020.105636
https://doi.org/10.1016/j.childyouth.2020.105636
FnR ; FNR7837180 > Ulla Peters > TransCare > Young People's Transitions out of Residential and Foster Care > 01/09/2015 > 31/08/2018 > 2014

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