transitions from school to work and intergenerational relations

8/14/2019 Transitions From School to Work and Intergenerational Relations

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Transitions from school to work andTransitions from school to work and

intergenerational relationsintergenerational relations

The of parental capital for young adult highThe of parental capital for young adult high

school dropouts and graduates in Canadaschool dropouts and graduates in Canada

Marc Molgat, University of OttawaMarc Molgat, University of Ottawa

Mircea Vultur, INRS-UCSMircea Vultur, INRS-UCS

International conference on youth policy and researchVienna, Austria

September 21st to 25th 2009


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The aim of the paperThe aim of the paper

To explore the role of parents in theTo explore the role of parents in the

transition from school to work oftransition from school to work of

young adults in Canada byyoung adults in Canada by

Highlighting the socio-economic contextHighlighting the socio-economic context

of youth transitionsof youth transitions

Identifying the need to consider parentalIdentifying the need to consider parental

support in the school to work transitionsupport in the school to work transition Presenting qualitative research data onPresenting qualitative research data on

access to parental capitalaccess to parental capital


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DataData

Statistical data on educationalStatistical data on educational

achievement and employment inachievement and employment in

CanadaCanada

Secondary analysis of qualitativeSecondary analysis of qualitative

data from two research projects:data from two research projects:1.1. The professional integration and relation to The professional integration and relation to

work of young people without a diploma work of young people without a diploma 2.2. Degrees, young people and employers: Degrees, young people and employers:

youth and employer strategies youth and employer strategies


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SampleSample

Sixty-seven respondents aged 19 to 27Sixty-seven respondents aged 19 to 27recruited through non probabilisticrecruited through non probabilistic

method:method:

Project #1Proj

ect #1: 35 non graduates (or dropouts): 35 non graduates (or dropouts)

19 men, 16 women19 men, 16 women

70 % aged between 20 and 23; 1 aged 19; others70 % aged between 20 and 23; 1 aged 19; others

24 or 25.24 or 25.

Project #2Proj

ect #2: 32 high school graduates: 32 high school graduates

16 men, 16 women16 men, 16 women

Ages 22 to 24 from general sectorAges 22 to 24 from general sector

Ages 25 to 27 from VET sectorAges 25 to 27 from VET sector


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Context : prolonged youthContext : prolonged youth

transitions in Canadatransitions in Canada

FROM EDUCATION.FROM EDUCATION.

Increasing rates of high schoolIncreasing rates of high school

completioncompletion 1971-2001: from 67 to 88 %1971-2001: from 67 to 88 %

Rising rates of postsecondary studyRising rates of postsecondary study

completion:completion: In 2006, over 50 % of 25 to 34 year olds hadIn 2006, over 50 % of 25 to 34 year olds had

postsecondary level qualifications (one ofpostsecondary level qualifications (one of

the highest rates among OECD countries)the highest rates among OECD countries)


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TO WORK (1)TO WORK (1)

The general transition to the labor market hasThe general transition to the labor market has

reached 8 years, up from 5 years in the 1980sreached 8 years, up from 5 years in the 1980s

Unemployment rates of high school dropouts haveUnemployment rates of high school dropouts have

remained high over the past 2 decadesremained high over the past 2 decades

In the general population the rates are more than doubleIn the general population the rates are more than double

those of university graduatesthose of university graduates

Among 25 to 29 year olds, the same differences can beAmong 25 to 29 year olds, the same differences can be

observed in all regions of Canadaobserved in all regions of Canada

h l f l i dG h 1 U l f l i d


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Graph 1. Unemployment rates of population agedGraph 1. Unemployment rates of population aged

15 and over, by level of education, Canada, 1990 to15 and over, by level of education, Canada, 1990 to

20062006


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Graph 2. Unemployment rates of 25- to 29-year-Graph 2. Unemployment rates of 25- to 29-year-

olds, selected levels of education, Canada andolds, selected levels of education, Canada and

provinces, 2006provinces, 2006


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TO WORK (2)TO WORK (2)

Since the late 1970s: decline of 16-to-Since the late 1970s: decline of 16-to-

24 and 25-to 29 year old non-students24 and 25-to 29 year old non-studentsworking full-timeworking full-time

Decline in earnings of young adultsDecline in earnings of young adults

despite their rising educationaldespite their rising educationalachievementsachievements

Growing debt loads, increase inGrowing debt loads, increase inpostsecondary tuition fees, risingpostsecondary tuition fees, rising

housing costshousing costs


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Prolonged education, employmentProlonged education, employment

insecurity, financial vulnerabilityinsecurity, financial vulnerability

Toward delays in:Toward delays in:

The transition out of the family homeThe transition out of the family home

The transition to household, couple andThe transition to household, couple andfamily formationfamily formation


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Graph 3. Percentage of young adults livingGraph 3. Percentage of young adults living

in the parental home, Canada, (1986, 1996in the parental home, Canada, (1986, 1996

and 2006)and 2006)

G 4 P t tt t


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Grap 4. Percentage o youg a u t men anrap . ercentage o youg a u t men anwomen living in the parental home, 2001 &women living in the parental home, 2001 &

20062006

0%

10%

20%

30%

40%

50%

60%

70%

Men Women Men Women

Aged 20-24 years Aged 25-29 years

20

20

Source: Statistics Canada, Censuses of population


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The case for consideringThe case for considering

parental supportparental support

Semi-dependency on the rise in prolongedSemi-dependency on the rise in prolongedyouth transitionsyouth transitions

How is family support made available andHow is family support made available andto what extent ?to what extent ?

Is it a source of inequality ?Is it a source of inequality ?

Lack of knowledge base on how youthLack of knowledge base on how youthaccess support from parents during theaccess support from parents during thetransition from school to worktransition from school to work


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Theoretical background (social,Theoretical background (social,

human and financial capital)human and financial capital) Family support during transitions toFamily support during transitions to

adulthood has arguably become moreadulthood has arguably become more

important for youth in the face ofimportant for youth in the face of

prolonged transitions and greaterprolonged transitions and greateruncertaintyuncertainty

Social capital : capital accruing throughSocial capital : capital accruing through

relationships, including familyrelationships, including family

Potential support from parents can bePotential support from parents can be

categorized into social, human andcategorized into social, human and

financial capitalfinancial capital


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Theoretical background (social,Theoretical background (social,

human and financial capital)human and financial capital) How are these forms of capital accessed byHow are these forms of capital accessed by

(or transmitted to) young people with(or transmitted to) young people withdifferent levels of educational attainment ?different levels of educational attainment ?

Some research shows that access to supportSome research shows that access to supportis often dependent on the quality of theis often dependent on the quality of therelationship with parentsrelationship with parents

Other research shows that strong ties andOther research shows that strong ties and

weak ties may operate differently forweak ties may operate differently foryoung people from different socio-economicyoung people from different socio-economicbackgroundsbackgrounds


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Findings: human capitalFindings: human capital

Human capital: knowledge gainedHuman capital: knowledge gainedthrough formal education, takingthrough formal education, taking

form in levels or degrees ofform in levels or degrees of

qualificationqualification

Parental transmission throughParental transmission through

1.1. Involvement in educational choicesInvolvement in educational choices(few cases)(few cases)

2.2. Value placed on schooling (less forValue placed on schooling (less for

dropouts)dropouts)


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Findings: human capitalFindings: human capital

3.3. Direct support : moral support + helpDirect support : moral support + helpwith homework (differences betweenwith homework (differences betweengraduates and dropouts):graduates and dropouts): Almost all graduates received both forms ofAlmost all graduates received both forms of

direct supportdirect support Some dropouts received moral support, butSome dropouts received moral support, butschool problems were already importantschool problems were already important

For others, parents were unable to help withFor others, parents were unable to help withhomework lack of understanding by parentshomework lack of understanding by parents

OR need of specialized support services forOR need of specialized support services foryouthyouth

A few cases of minimal or complete lack ofA few cases of minimal or complete lack ofsupport and interest throughout schooling -support and interest throughout schooling -caused by relationship strains that willcaused by relationship strains that will

continue throughout the transitioncontinue throughout the transition


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Findings: social capitalFindings: social capital

Social capital: relations that provide access to contactsSocial capital: relations that provide access to contacts

that allow respondents to attain the specific goal ofthat allow respondents to attain the specific goal of

professional integrationprofessional integration

Parental involvement throughParental involvement through

Expectations regarding employment (few cases)Expectations regarding employment (few cases)

Help in finding work (parents of dropouts especially):Help in finding work (parents of dropouts especially): Hiring within the family businessHiring within the family business

Contacting an employer directly or indirectlyContacting an employer directly or indirectly

The strength of strong ties : for 1st job and stabilizationThe strength of strong ties : for 1st job and stabilization

but not for wages, advancement, working conditionsbut not for wages, advancement, working conditions

Dropouts become locked-in to their jobs because of new financialDropouts become locked-in to their jobs because of new financial

responsibilities and absence of formal qualificationsresponsibilities and absence of formal qualifications


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Findings: economic capitalFindings: economic capital

Economic capital: gained through directEconomic capital: gained through direct

financial support and indirect supportfinancial support and indirect support

through cohabitationthrough cohabitation

1.1. Financial support: tuition fees, clothing,Financial support: tuition fees, clothing,

transportation, paying off loans (for graduates)transportation, paying off loans (for graduates)

2.2. Cohabitation: common in both groupsCohabitation: common in both groups

Differences in parental expectations and attitudes:Differences in parental expectations and attitudes:

Graduates living at home are there legitimately (studies)Graduates living at home are there legitimately (studies)

Dropouts living at home are expected to work, look for workDropouts living at home are expected to work, look for workor return to school + when working are expected toor return to school + when working are expected to

contribute financially to the householdcontribute financially to the household

Need for positive or ambivalent relationship forNeed for positive or ambivalent relationship for

cohabitation to occurcohabitation to occur


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Key findingsKey findingsThe transmission of human capital is not onlyThe transmission of human capital is not only

influenced by the educational experiences andinfluenced by the educational experiences and

values of parents but also byvalues of parents but also by the social and learning problems of youth and theirthe social and learning problems of youth and their

parents ability to respond to these problemsparents ability to respond to these problems

parent-offspring relationship qualityparent-offspring relationship quality

The social capital of parents (the strength ofThe social capital of parents (the strength ofstrong ties) is important for dropouts...strong ties) is important for dropouts... to attain initial stability during the transition and toto attain initial stability during the transition and to

avoid exclusion from the labor market, but not to findavoid exclusion from the labor market, but not to findquality jobsquality jobs

The economic capital of parents is importantThe economic capital of parents is important for graduates, in the pursuit of educational goalsfor graduates, in the pursuit of educational goals

for dropouts, in stabilizing their transition tofor dropouts, in stabilizing their transition toemploymentemployment


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ConclusionConclusion

1. Pointing to inequality1. Pointing to inequality

Despite individualization discourses, theDespite individualization discourses, thesocioeconomic situation of families and howsocioeconomic situation of families and howparental support is mobilized in differentparental support is mobilized in differentcontexts plays a central role in ourcontexts plays a central role in our

respondents transitions to employmentrespondents transitions to employment

The strength of strong ties with parentsThe strength of strong ties with parentsamong the dropouts does not appearamong the dropouts does not appear

sufficient to compensate for the educationalsufficient to compensate for the educationalsupport and financial resources madesupport and financial resources madeavailable to the graduatesavailable to the graduates


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ConclusionConclusion

2. Issues for policy2. Issues for policy

Some questions to consider in a policy context:Some questions to consider in a policy context:To what extent should parents be expected toTo what extent should parents be expected to

shoulder the increased social and financial costsshoulder the increased social and financial costsinherent in the extension and uncertainties of theinherent in the extension and uncertainties of theyouth ?youth ?

How should societies that are embracing theHow should societies that are embracing theknowledge economy deal with young peopleknowledge economy deal with young peoplewho will finish education at the high school level ?who will finish education at the high school level ?

Should schools and other organizations beShould schools and other organizations be

reaching out to parents who have low levels ofreaching out to parents who have low levels ofeducational attainment and whose children areeducational attainment and whose children areencountering challenges at school?encountering challenges at school?

transitions from school to work and intergenerational relations

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