School-to-work transitions in times of crisis: the case of Spanish youth without qualifications

Mut, Francesca Salvà; Thomás-Vanrell, Caterina; Quintana-Murci, Elena

doi:10.1080/13676261.2015.1098768

Cited by 28 publications

(18 citation statements)

References 18 publications

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“…Indeed, young people with no qualifications or with only basic ones tend to experience difficulties in the labor market (Furlong et al 2012;Hannan et al 1995;MacDonald 1998). In particular, early school leaversdefined as youth who did not complete upper-secondary schooling due to nonenrollment or dropoutare often found in the NEET category (neither in employment nor in education and training) (Contini, Filandri, and Pacelli 2019;Furlong 2006;Salvà-Mut, Thomás-Vanrell, and Quintana-Murci 2016) or in low-quality, unprotected, or poorly remunerated jobs (De Vries and Wolbers 2005;Fenton and Dermott 2006;Gesthuizen, Solga, and Künster 2011;Solga 2002).…”

Section: Introductionmentioning

confidence: 99%

Who is really ‘left behind’? Half a century of gender differences in the school-to-work transitions of low-educated youth

Struffolino

Borgna

2020

Journal of Youth Studies

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At a time of growing expectations about educational attainment, young people who did not complete upper-secondary schooling can easily be 'left behind' to face risks of social exclusion. Being able to make a rapid and successful transition into a first significant job is crucial for long-term labor-market attachment. We approach the question of continuity or change in school-towork transitions by comparing the experiences of four birth cohorts of early school leavers in Italy, where they still constitute a sizeable group as of today. Italy makes for an interesting case study due to the length of school-to-work transitions and the extent of gender differences in this phase. In an era of educational expansion and increased female activation, studying changes in low-educated women's labor-market access brings into focus the question of who is really left behind. Using data from the 2009 'Multi-purpose Survey on Household and Social Subjects,' we use discrete time logistic regression models to estimate the probability of transitioning to the first significant job for early school leavers born between 1954 and 1993. We find that gender differences are strikingly persistent across birth cohorts, even after controlling for sociodemographic variables as well as for time-varying fertility and partnership histories.

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Section: Introductionmentioning

confidence: 99%

Who is really ‘left behind’? Half a century of gender differences in the school-to-work transitions of low-educated youth

Struffolino

Borgna

2020

Journal of Youth Studies

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“…Spain has one of the highest ESL rates in Europe, at 31.7% in 2008Europe, at 31.7% in , 28.2% in 2010Europe, at 31.7% in and 19% in 2016 Since the beginning of the economic crisis, the ESL has been decreasing, but this rate is still far from the EU average reached in 2008 at 14.7%, in 2010 at 13.9% and in 2016 at 10.7% (EUROSTAT, 2017). Although ESL is more prevalent among men than women the repercussions of ESL differ based on gender, affecting women more forcefully, reducing their presence in the labour market, advancing motherhood and increasing the prevalence of a high fertility rate (Salvà-Mut, Thomàs-Vanrell, & Quintana-Murci, 2015). Esping-Andersen (2008) highlights the contradiction in Spain between the revolution in the role of women and the persistence of a family welfare model that slows the progress of women and directly affects the fertility rate through the high cost of the indirect opportunity of being a mother.…”

Section: Introductionmentioning

confidence: 99%

Making Spanish young women’s transition to adulthood visible: a biographical analysis in times of crisis

Quintana-Murci

Mut

Tugores-Ques

2019

International Journal of Adolescence and Youth

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Spain has suffered greatly from the consequences of the economic crisis, and these have affected young people's transitions to adulthood. Using a biographical approach, we have analysed the educational, labour and personal pathways of a group of young women aged 26-28 over ten years (2000-2010). The qualitative methodology and the biographical approach allowed us to categorise five models of transition to adulthood, constructed from the interaction and intersection of four analytical variables: the centrality of work (paid or domestic and care work), attitudes (more or less dependence), the prevalence of traditional gender roles and the centrality of education/training. These models are framed in a macroeconomic context of strong economic and social crisis characterised by precariousness, a shortage of jobs and labour instability. The results of this study allowed us to make visible the situation of young women in Spain while offering possible solutions to their clear disadvantages and social vulnerability.

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“…Nevertheless, a close look at the sociodemographic characteristics of low qualified youth shows that these fragmented and individualized transitions are greatly shaped by structural conditions such as social class, gender, and ethnicity (Bell & Blanchflower, 2010). Salvà-Mut et al (2015) shows that unemployment is positively correlated with parents' low levels of education, particularly that of the mother, and a greater percentage of unemployed people were born in other countries, 26.2% vs. 15.3%, with a significant number who were born in Africa, 15.4% vs. 2.1%. They further note that 21.5% of young people without qualifications arrived between 2002 and 2009, primarily from countries outside the European Union, and could not get education or training, and unemployment is mainly a male phenomenon: 60% of males vs. 45.6% of females are unemployed (Salvà-Mut et al, 2015).…”

Section: Spainmentioning

confidence: 99%

Farklı Refah Devleti Modellerinde Eğitim Sisteminin Okuldan İş Piyasasına Geçişteki Performansı: Danimarka, Fransa, İspanya, Yunanistan ve Türkiye

Çelik

2020

Sosyoekonomi

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School systems and their links with the labor market play an important role in students' success or failure and, consequently, facilitate (or not) their later access to the labor market. This article presents a comparison of the effects of different welfare regimes on school to work transitions. By drawing on an intense desk study and secondary analysis, the article examines five countries with different welfare regime types and reveals how they shape schooling and school to work transitions, particularly for disadvantaged groups. These countries are Denmark (universalistic regime), France (employment-centered regime), Spain, Greece, and Turkey (sub-protective regime). The article also addresses potential policy transfers in the findings.

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School-to-work transitions in times of crisis: the case of Spanish youth without qualifications

Cited by 28 publications

References 18 publications

Who is really ‘left behind’? Half a century of gender differences in the school-to-work transitions of low-educated youth

Who is really ‘left behind’? Half a century of gender differences in the school-to-work transitions of low-educated youth

Making Spanish young women’s transition to adulthood visible: a biographical analysis in times of crisis

Farklı Refah Devleti Modellerinde Eğitim Sisteminin Okuldan İş Piyasasına Geçişteki Performansı: Danimarka, Fransa, İspanya, Yunanistan ve Türkiye

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