To read the full-text of this research, you can request a copy directly from the authors.
... Age is an important component of intersectionality, with some critical social scientists arguing that the U.S extension of a lengthy period of adolescence may be explained through the political economy model (Côté and Allahar, 1996). For instance, governmental policies about legal age requirements for entering the labor force, the low standards for minimum wage, and business practices requiring more educational credentials for jobs for technical or professional work are beneficial to middle-aged workers (Côté & Allahar, 1996;Dornbusch, 1989;Hynes & Hirsch, 2012;Shanahan, 2000;Shanahan et al, 2005;Vondracek et al, 2003). The result is that the ever-widening category of youth can be construed as relegated to a disenfranchised class (Arnett, 2002;Côté & Allahar, 1996;Hertz, 2005). ...
This study analyzes semi-structured interviews with 85 pimps in New York City to explore how pimps discuss their economic pathways-i.e., how their pimping leads to distinct types of work outcomes and how they discuss their associated feelings and attitudes. We compare younger (18-23) to older (24-67) pimps, anticipating that younger participants would be more adaptive and produce discourse less entrenched in outsider thinking. Pimps' movements between licit and illicit work worlds mirror those of drifters (Matza, 1964) and align with Murphy and Robinson's (2008) concept of maximizers (i.e., economically benefiting from both work worlds simultaneously). Younger pimps, despite their at-risk status, boast of several distinct advantages in moving between worlds, such as flexibility and technological savvy. How pimps' experiences in both worlds connect to insider (mainstream orientation) or outsider discourse (oppositional orientation) is also examined. Many older pimps who identify as 'hustlers' express oppositional discourse that aligns with Sandberg's (2009) 'gangster' discourse. Those pimping to survive tend to express 'oppression' discourse. Despite their at-risk statuses, many younger pimps demonstrate a hybrid (insider/outsider) orientation, which is one of versatility where participants describe an ability to master both illicit and licit worlds or at least maximize their opportunities by participating in both worlds.
https://www.jqcjc.org/documents/v7i3.pdf#page=69
The meaning and scope of vocational guidance in adolescence are outlined in the first section. Specifically, vocational guidance is a process through which youth are empowered to make informed decisions about their educational and career trajectories and to act on these. More broadly, it includes objectives such as helping youth clarify their purpose in life. The second and third sections describe the history, evolution, and changing scope of vocational guidance. From the 1960s the adjective career has increasingly replaced the adjective vocational , such that terms like career guidance , career counseling , career development , and career interventions are more frequently used than vocational guidance . Lifelong guidance and the use of collaborative, narrative approaches are other changes in the field. The fourth section presents models and theories relevant to vocational guidance, ranging from person–environment fit theories to positions that emphasize the role of chance. The final section identifies contextual concerns and challenges including those relating to the differences between developed and developing world contexts.
The college and career readiness movement figures prominently in the nation’s educational reform and policies, including strategies to increase graduation rates among disadvantaged students in urban schools. As part of a multi-pronged approach to help youth transition to post-secondary education and the workforce, the present study evaluated a new career intervention, Making My Future Work, designed to serve as a comprehensive, flexible career curriculum. Based on a quasi-experimental design among a sample of urban youth (N = 429), multilevel modeling revealed promising evidence for its impact across a range of outcomes, including grade point average, school engagement, career preparation, self-determination, and self-awareness. The implications of the findings, limitations, and future directions for research are discussed.
Youth and their families are located in a community setting. Participation in community-based youth services affords benefits for both the youth and the community. The crux of the argument presented in this chapter is that such benefits extend to youth career development. The community is a powerful context for youth development (including youth career development), and career practitioners along with other youth professionals can help structure optimal developmental opportunities for youth in their own ecology. Career-related youth work in communities can help build the career readiness of youth in more sustained, impactful ways.
The following values have no corresponding Zotero field:
Research Notes: Richard Roberts hat bei seinem Kolloquiumsvortrag am 2010-07-02 aus dem Bericht ein paar Daten gezeigt, um die Bedeutung nicht-kognitiver Fähigkeiten zu belegen (Table 5, S. 21). Für mich ist eher interessant, dass die employers zu 64 Prozent Mathematik als very important für den beruflichen Erfolg von Berufseinsteigern einschätzen (auf einer Skala von not important, über important zu very important; bezogen auf Four-Year College Graduates). Damit wird Mathematik zwar als weniger wichtig als etwa die Muttersprache eingeschätzt, aber bleibt der Befund, dass die Fähigkeiten offenbar beim Einstieg in viele Berufszweige eine wichtige Rolle spielen. Das kann ich als Beleg für die Bedeutsamkeit von Mathematikkompetenz auf im Berufsleben heranziehen.
ID - 648
ence high rates of unemployment, incarceration, drug use, and nonmarital births. the high incidence of individual and social costs, combined with rigorous evidence of at least modestly successful program models, makes a solid case for investing public funds in programs and research for disconnected youth. in this brief we outline a proposal for testing, improving, and, where appropriate, expanding existing youth programs, while simultaneously mounting large-scale demonstration projects to test promising new ideas in areas where there are gaps in current programming.
Help wanted: Projections of jobs and education requirements through 2018
Jan 2010
A Carnevale
N Smith
J Strohl
Carnevale, A., Smith, N., & Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through 2018. Washington, DC: Georgetown Center on Education and the Workforce. Retrieved from http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf