05 SES 16, Chance for Inclusion or Risk of Exclusion? Adolescents Values, Aspirations and Expectations Towards Education and Labor Market
Achieving school and vocational qualification is a challenge for young people who need to tackle it in a vulnerable developmental phase (Albert, Hurrelmann & Quenzel, 2015). It is already clear to young people that education is the most important factor for their own positioning in society. However, the possibilities of realization for the young people are bounded to (parental) resources, especially in Austria (Schleicher, 2014; Oberwimmer, 2016). The paper is based on the results of the Vorarlberg youth study "Lebenswelten - Werthaltungen junger Menschen in Vorarlberg 2016" (Böheim & Kohler-Spiegel, 2017). This survey is a representative paper & pencil questionnaire of 2,079 students from 100 classes at 70 schools aged around 14 to 16 years. The research project was carried out at the University of Education Vorarlberg in 2016 and deals with topics such as leisure, education, work, politics and many more. The measurement of the socio-economic status of the students was based on the family welfare model from WHO's Health-Behavior-in-School-aged-Children (HBSC) study. Results suggest, that young people are in an area of conflict between expectations and their own goals. This becomes clear through the presentation of values which are important to them and the goals that they want to achieve, both in terms of their training ambitions and in terms of what they should be offered at a job. This article focus especially on the nine percent of young people in Vorarlberg how have a low socio-economic status. The results exhibit how socio-economic resources are related to school election decision as well as to aspirations and future perspectives of young people. Accordingly socio-economic status are connected with social and health problems and the limited chances to realize (educational) aspirations.
Albert, M., Hurrelmann, K., & Quenzel, G. (2015). Jugend 2015: Eine neue Generationsgestalt? In M. Albert, K. Hurrelmann, G. Quenzel, & TNS Infratest Sozialforschung (Hrsg.), Jugend 2010. 17. Shell Jugendstudie (33-46). Frankfurt am Main: Hamburg und S.Fischer. Schleicher, A. (2014). Equity, Excellence and Inclusiveness in Education. Paris: Organisation for Economic Co-operation and Development. Oberwimmer, K., Bruneforth, M., Siegle, T., Vogtenhuber, S., Lassnigg, L., Schmich, J., Trenkwalder, K. (2016). C: Output - Ergebnisse des Schulsystems. In M. Bruneforth, L. Lassnigg, S. Vogtenhuber, C. Schreiner, & Breit (Hrsg.), Nationaler Bildungsbericht 2015. Das Schulsystem im Spiegel von Daten und Indikatoren. (Bd. 1, S. 129–194). Salzburg: Leykam. Böheim-Galehr, G., & Kohler-Spiegel, H. (Hrsg.). (2017). Lebenswelten - Werthaltungen junger Menschen in Vorarlberg 2016. Innsbruck: Studien Verlag.
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