Publikationen
Transition Companions: The Role of Peers in German School-to-Work Transitions
Schlimbach, Tabea/Reißig, Birgit (2021):
Transition Companions: The Role of Peers in German School-to-Work Transitions. Cuzzocrea, Valentina/Gook, Ben/Schiermer, Bjørn (Hrsg.): Forms of collective engagements in youth transition. Leiden/ Boston: Koninklijke Brill NV, S. 25–48
Today´s youth lack a stable system of orientation, with predictable pathways and clear educational requirements when undergoing these transitions (Walther 2009). Against this backdrop, social networks outside the family setting gain importance, among them, notably, peers as agents of symmetrical socialisation and as reference points for vocational orientation. This work examines how young people embed peers in their transition practices and how peer roles change over time. It builds on the empirical basis of a longitudinal qualitative survey with 92 secondary school leavers and a selection of parents and peers. Results show that school leavers assign a complex set of roles to their peers in school-to-work transitions. They rely on friends as arenas of comfort (Simmons et al. 1987) in times of increased insecurity and anxiety. Moreover, they make use of peer transitions as alternative orientation systems for their own career-related decisions.
[online unter: https://brill.com/view/title/54739?contents=editorial-content]
Transition Companions: The Role of Peers in German School-to-Work Transitions. Cuzzocrea, Valentina/Gook, Ben/Schiermer, Bjørn (Hrsg.): Forms of collective engagements in youth transition. Leiden/ Boston: Koninklijke Brill NV, S. 25–48
Today´s youth lack a stable system of orientation, with predictable pathways and clear educational requirements when undergoing these transitions (Walther 2009). Against this backdrop, social networks outside the family setting gain importance, among them, notably, peers as agents of symmetrical socialisation and as reference points for vocational orientation. This work examines how young people embed peers in their transition practices and how peer roles change over time. It builds on the empirical basis of a longitudinal qualitative survey with 92 secondary school leavers and a selection of parents and peers. Results show that school leavers assign a complex set of roles to their peers in school-to-work transitions. They rely on friends as arenas of comfort (Simmons et al. 1987) in times of increased insecurity and anxiety. Moreover, they make use of peer transitions as alternative orientation systems for their own career-related decisions.
[online unter: https://brill.com/view/title/54739?contents=editorial-content]
