The realities of being young, unemployed and poor in post-industrial Britain

Russell, Lisa

doi:10.1177/1757743816651896

Cited by 18 publications

(16 citation statements)

References 14 publications

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“…In other words, alongside an ‘unreflexive commitment’, there was an unreflexive response that did not dispute the authority or correctness of the school or its teachers. Russell (2016), in a discussion on unemployed young people, discussed a similar scenario. She found that the subjects in her study, like the poorer students in this research, did not reject societal norms, but had to ‘negotiate domineering structures that position them as unemployed, lazy and welfare-dependant’ (Russell, 2016:165).…”

Section: Findings and Discussionmentioning

confidence: 93%

“…Russell (2016), in a discussion on unemployed young people, discussed a similar scenario. She found that the subjects in her study, like the poorer students in this research, did not reject societal norms, but had to ‘negotiate domineering structures that position them as unemployed, lazy and welfare-dependant’ (Russell, 2016:165). However, while the young adults felt that these labels did not apply to them, they frequently applied them to others in a similar position.…”

Section: Findings and Discussionmentioning

confidence: 93%

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Using exploratory factor analysis and Bourdieu’s concept of the illusio to examine inequality in an English school

Griffiths

2018

Power and Education

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This article examines how exploratory factor analysis and Bourdieu's concept of the illusio were applied to a study of an English secondary school in a disadvantaged area of the West Midlands. It examined the attitudes of the school's entire cohort of 156 students during their first year at the school. By comparing the students' self-reported attitudes to school and school practitioners' perceptions of students' attitudes to school, the study found that students from poorer backgrounds and those with a lower level of cultural capital were viewed more negatively than others by teachers and pastoral managers. Exploratory factor analysis was used to create robust economic and cultural capital profiles that reflected the capital within the field of the school. Exploratory factor analysis also created thematic factor scores from the data collected from both the students and the practitioners. The study found that the school, through ability grouping, created an elite group of high-capital students who practitioners perceived more positively than other students. However, this was not reflected in the students' self-reported views of the school. The findings suggested that although the outward appearance of the schooling had changed considerably since the tripartite system was introduced, the nature of the illusio, and the students advantaged and disadvantaged by it, remained fundamentally the same.

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Section: Findings and Discussionmentioning

confidence: 93%

Section: Findings and Discussionmentioning

confidence: 93%

Using exploratory factor analysis and Bourdieu’s concept of the illusio to examine inequality in an English school

Griffiths

2018

Power and Education

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“…Burgess et al, 2003; Selenko and Pils, 2016). An unsuccessful transition may be compounded by a lack of pathways into employment for the long-term unemployed (Beck, 2017; Russell, 2016). Recent trends also suggest a narrowing in the opportunity for young people to move into their first employment (Murphy and Oesch, 2017).…”

Section: Scarringmentioning

confidence: 99%

Economic Inactivity, Not in Employment, Education or Training (NEET) and Scarring: The Importance of NEET as a Marker of Long-Term Disadvantage

Ralston

Everington

Feng

et al. 2021

Work, Employment and Society

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The category of not in employment, education or training (NEET) refers to young people who are recorded as neither in paid employment nor formal education either at one time point, or for a continuous period. This article assesses levels of employment scarring for those aged 36–39, at Census 2011 (prime employment years) who were recorded as NEET when aged 16–19 at Census 1991 in Scotland. Outcomes are compared for those who moved from NEET into economic activity and by gender. We find evidence that NEET status leads to long-term scarring associated with economic inactivity and unemployment and that this is only partially offset for those who moved from NEET in 1991 to be economically active in 2001. The results also highlight gendering of NEET outcomes. NEET may be a category borne of administrative convenience, rather than sociological consistency but, as intended, it captures a group who experience disadvantage.

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“…NEETs often experience financial hardship, a loss of self-esteem and status, and a range of psycho-social distress and disorders including depression and anxiety, which then negatively affect relationships with family and friends. In an ethnographic study of NEETs, Russell found that ‘feelings of marginalisation across work, home and education’ (2016: 172) were widespread among participants. Moreover, being NEET has long-term negative consequences, increasing the likelihood of lower wages and unemployment later on.…”

Section: The ‘Neet Problem’mentioning

confidence: 99%

De-individualising the ‘NEET problem’: An ecological systems analysis

Lőrinc¹,

Ryan

D’Angelo

et al. 2019

European Educational Research Journal

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Periods of being NEET (not in education, employment or training) can have long-term consequences for individuals’ future job opportunities, earnings, psycho-social well-being and health, all with high societal costs. Therefore, policy-makers across Europe seek interventions that successfully reduce NEET numbers. Drawing on a longitudinal qualitative study in London, this paper explores the processes and mechanisms that contribute to young people becoming NEET after leaving education. Through analysis of 53 young NEETs’ accounts of their school and transition experiences, we draw upon Bronfenbrenner’s ecological systems theory to explore the multitude of factors and structures of disadvantage that might have contributed to these young people’s marginalisation in education and employment. We discuss how unfulfilled support needs, a lack of career advice and socio-economic disadvantage can lead to educational disengagement, dropping out and, ultimately, becoming NEET. While many of these issues were presented as personal difficulties, in this article we reject the individualisation of the ‘NEET problem’. Instead, we argue that negative school experiences need to be understood in the context of structural conditions, including funding cuts in education and support services, transformations in the labour market and socio-economic deprivation.

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The realities of being young, unemployed and poor in post-industrial Britain

Cited by 18 publications

References 14 publications

Using exploratory factor analysis and Bourdieu’s concept of the illusio to examine inequality in an English school

Using exploratory factor analysis and Bourdieu’s concept of the illusio to examine inequality in an English school

Economic Inactivity, Not in Employment, Education or Training (NEET) and Scarring: The Importance of NEET as a Marker of Long-Term Disadvantage

De-individualising the ‘NEET problem’: An ecological systems analysis

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