TheExperiencesofSocial In-/exclusionofYoung …pefprints.pef.uni-lj.si/1093/2/Pages_from_soc_ped_2010_4...Jana Rapuš Pavel: The Experiences of Social In-/exclusion of Young People

509JanaRapušPavel:TheExperiencesofSocialIn-/exclusionofYoungPeopleDuringLong-termUnemployment

TheExperiencesofSocialIn-/exclusionofYoungPeopleDuringLong-termUnemployment

JanaRapušPavel

Abstract

The article presents the experiences of social in-/exclusion of young people during long-termunemploymentaccordingtoageandeducationlevel.Thequalitativeresearchusedfocusgroupsthatencompassed21 unemployed young people in the Ljubljana areabetween 19 and 26 years of age. These young peoplewithdifferent levelsof educationandofdifferentagesemphasize both individual and in particular systemicdifficulties that for them present significant obstaclesin entering the workforce and choosing desiredbiographicalpaths.Theresultsshowthattheassistanceandsupportstrategiesforhelpingyoungpeopleintheposition of unemployment should be directed towardsestablishing a balance between different areas in anindividual’s lifeand in thiswaymitigating therisksofindividualtransitionsintoadulthoodandemployment.

Key words: young people, long-term unemployment,socialin-/exclusion

JanaRapušPavel,Ph.D.,

Universityof

Ljubljana,FacultyofEducation,Kardeljevapl.16,1000Ljubljana,jana.rapus-

[email protected].

si

510 S o c i a l n a p e d a g o g i k a , 2 0 1 0 v o l . 1 4 , š t . 4 , s t r. 5 0 9 - 5 3 0

Introduction

“Ithinkmostyoungpeoplethatareunemployedfeellost.Somehowthey don’t know what to do with themselves. Maybe it would makemoresensetoincludesomeworkshopsofamorepersonalnatureintheprogrammeof theEmploymentService toencourageyoungpeople toexploretheinneressenceoftheirpersonality–thisiswherewishesandvisionsofthefuturestemfrom.Ibelievethateverypersonshoulddotheworkthathefindspersonallyfulfillingandthatoffershimthechallengeswherehe can exceedhimself. The state does not sufficiently support/protecttheself-initiativeofyoungpeople,whowishtocreatetheirownroleintheworkplace,andthereisfartoomuchhiringthroughfamilyconnectionsorfriendships.”(Intervieweecomment,2004)

Youth unemployment today presents a pressing problem inmostEuropean countries, including Slovenia.Unemployed young peoplecanbedefinedasapopulationunderthreat,asnowadays,numerousstudieswarnofthenegativeconsequencesunemploymentcantriggerinhealthandsocialareas;unemploymentisariskofpovertyandsocialexclusion,dependenceonsocialassistanceandonfamilybonds.

WalterandSchlacthoff(2001)examinevarioussourcematerialsand find that youth unemployment in European countries alsoimportantlyreflectstheconsequencesofthechangesintransitionson the one hand, and the still traditional response of programmepolicies on the other.They cite the following findings (Walter&Schlacthoff,2001,p.106):• YouthunemploymentinEuropeisrelevantfortheformallabour

marketinvariousways.Becauseofworkshortages,employmentpolicies are focusing on encouraging self-responsibility inindividuals(EuropeanCommission,1999).

• The processes of education and employment are undergoingstructural changes; the diversity of education and training isa decisive factor when it comes to differences in adapting tochangesonthelabourmarket(Shavit&Mueller,1998).

• Thestructureofunemploymentisdifferentaccordingtogender.These differences can be seen in the segments of education,trainingandthelabourmarket.

• The problem of specific groups of young unemployed peoplesuch asmigrants, dropouts, young peoplewith lower levels of


education,withacriminalrecord,etc.isshowninthecombinationofthelackofresourcesandsuitableinstitutionalprocedures.

• Hiddenunemploymentandtheinformaleconomyarepartsofthecomplexphenomenonof transitionintoworkandemploymentthatofficialstatisticsdonotdiscern,butseemtobeincreasinginallpartsofEurope(Mingione,1994;MacDonald,1998).Socialinequalitiesconcerningaccesstoresourcesandopportunities

becomeapparentinindividualizedtransitionsanddifferentbiographicalopportunities.Theabilityofanindividualtonegotiatethetransitionintoadulthoodandemploymentdependsonhisculturalcapital,supportinthefamily,theopportunitiesandlimitationsintheeducationalprocess,on gender, social and ethnic affiliation. This divergent constellationleads to various forms of transitions into employment. Du Bois-ReymondandLopezBlasco(2003,p.23)highlightthefollowing:• Young adultswith limited resourceswho are forced to switch

betweenprecarious jobs,unemploymentandremedial trainingschemes;

• Youngadultswithconsiderableresourcesthatenablethemtofreelymakedecisionsaccordingtotheirownneedsandpreferences;

• Youngadultswhowouldwant to try outnewsolutions in thecombination of working and learning, but are under variousformsofpressureforcedtoadjusttheircareerandeducationalpathstostandardizedandrestrictedformsoftraining;

• Young adults that are prolonging their dependence on theirparents, forced todo sobecauseof insufficient social securityandunemployment.Walther andSchlacthoff (2001,p. 102) are alsoof theopinion

thatbecauseoftheunequaldivisionofeconomic,culturalandsocialcapital,aswellasotherresources,youngpeoplearefacedwiththefollowingformsoftransitionsintoemployment:• transitionsinhazardous,marginalbiographies,wherebecauseof

lowlevelsofeducationandbadconditionsonthelabourmarketyoungpeopledonothavetheopportunitytoachieveautonomouslifeprojectsandtheconventionalstatusofadulthood;

• transitionsaimedattraditional,‘normal’biographies;• transitions in selective biographies, autonomous life projects,

followinganindividuallifepath.


In the characteristics of modern transitions into adulthoodwe can recognize in the attitudes of various institutions towardsthese fundamental changes to this social process that they areoverlooked.The consequences canbe seen in the fact that youngpeople, using socially accessible resources and public forms ofsupport(education,training,counsellingandvariousotherformsofsupport andassistance),becomemoreandmoredependent,whiletheexpertsinvariousinstitutionspersistintheroleofofferingthemnew challenges, guiding and transferring them according to theiroptionsandcapabilities,andaccordingtotheprogrammessetbytheprogrammepolicies(Walter&Schlacthoff,2001,p.108).

ThefindingsofcomparativeEuropeanstudiesdrawattentiontothefollowingcontradictions,whichoccurbecauseexpertpoliciesinthefieldofemploymentdonottakethecontemporaryphenomenainthetransitionsofyoungpeopleintoaccount(DuBois-Reymond&BlascoLopez,2003,p.35–37):• The employability trend is determined in view of possible

employmentatalatertime,whichgoesagainstseveralconceptsofskillsbeingtransversalandagainstthecontextualdevelopmentofcompetencieswithintheframeworkoflife-longlearning.

• Theconceptoflife-longlearningemphasisesinformallearninganditsintegrationintoformaleducationandtraining.However,programme policies veer towards formalizing informalmodesof learning,which undermines their fundamentalmotivationalimportanceandcharacter.

• Toadjustthestandardstothealteredformsoftransitionintotheworkforce,theimportanceofindividualcounsellingisincreasing.Individualcounselling,however,doesnotensurethatthespecificneedsofanindividualaretrulytakenintoconsideration,whichis why such programmes often simply present a replacementinstrumentforsocialcontrolandnormalization.

• Difficulty in reaching the population that is in the mostunfavourablepositionintermsofemploymentisbeingnotedinvariousEuropeancountries;meanwhile,themostsuccessfulandattractiveprogrammesare those that increase theoptionsof theunemployedandsatisfythestandardsofsuccessasdeterminedbyprogrammepolicies.Thesestandardsmustalsobemetbythosethatareinthemostunfavourablepositiononthelabourmarket.


These types of interventions can lead to the reproduction ofsegmentationandstigmatizationoftheprogrammeusers.

• Flexibility is a principle that is universally taken into accountwhen encouraging individuals in the processes of education,training and employment. The practical application of thisprincipleinfactmeansautonomy,whichinturnmeanscontrolofresources.Ifabalanceisnotestablishedbytakingintoaccountthe individual’s characteristics, the results of flexibility arelimitedsolely to those thatpossesshigher levelsofeconomic,social and cultural capital, while those that are in the worstpositions on the labour market find themselves in evenmoreunfavourableandprecariouscircumstances.Studies on the subject of young people and the labourmarket

(Furlong andCartmel, 1997, 2003;Harslǿf, 2003;Walther et al.,2002)showthepresenceofguidingyoungpeopleontoeducationalpathsthatdonotleadtopermanent,stableemploymentanddonotenableasociallysecurestatus.Someyoungpeopleevenrespondtothistypeofinterventionbyleavingorwithdrawingfromthesystemofpublicinstitutions,preferringtoacceptthe‘statuszero’position,andexperiencingalienationandhumiliation.

TheinsecurityoftheirpositiononthelabourmarketisoneofthemorepronouncedcharacteristicsofyoungpeopleinEurope.Theyare exposed to the risk of social exclusion and social inequalityinvariousareas.Transition into adulthood isdependentuponanddeterminedbytheprogrammesofgovernmentandnon-governmentinstitutions,byeducationand trainingandbyaccess to the labourmarket. The policies of various institutions signify some kindsof transitional regimes for young people, which determine theirnavigation in taking certain positions, assessing gender specificsandaffectingthecharacteristicsofbiographicalpaths.

The purpose and the methodological approach of the research

The article presents one part of the results of the qualitativeresearchthatbuildsuponthequantitativeresearchentitledSocialnav-/izključenostinpsihosocialnozdravjemladihzizkušnjamibrezposelnosti


(Social in-/exclusion and psychosocial health of young people withexperiencesofunemployment) (Dekleva&RapušPavel,2004).1Thequalitative section deepens the understanding of marginalization andsocialin-/exclusionamongyoungunemployedpeople.Ourinterestwastofindouthowyoungpeopleofvariousagegroups,withexperiencesof long-term unemployment and with completed or uncompletededucationdefinethevulnerabilityoftheirsituationinlifeinconnectionwithsocialin-/exclusion,andwhattheyexperienceasthekeyobstaclesandlimitations,aswellassupport,intheirtransitiontotheworkforce.

The sampleThesampleincluded21youngpeoplethathavebeenunemployed

foralongtime(registeredattheEmploymentServiceformorethan12months),whoweredividedintofourgroupsbasedonageandeducationlevel.Thesamplewaschosenrandomly.Thecounsellorsprovideduswithalistofpeoplewhofitourcriteriafromtheregisteroffirsttimeemploymentseekers.Theybeganinvitingthembytelephoneandlaterinwritingtojointhefocusgroups,accordingtotheorderonthelist.Participationwas in principle voluntary.The gender structure of thesampleincludedmoregirlsthanboysineachgroup,andinthissuitablyreflectsthegenderratiointheinformationregisterinaccordancewiththecriteriaforformingthegroups.Thefollowinggroupswereformed:1. group: young people without completed vocational or high

schooleducation,upto23yearsold,registeredinthecategoryoffirsttimeemploymentseekersforover12months(referredtoas“youngerdropouts”intherestofthetext);

2. group:youngpeoplewithcompletedvocationalorhighschooleducation,upto23yearsold,registeredinthecategoryoffirsttime employment seekers for over 12 months (referred to as“youngersuccessfulstudents”2);

1ThereportpresentstheresultsoftheresearchprojectentitledSocialin/exclusionandpsychosocialhealthofyoungpeoplewithexperiencesofunemployment,whichwasconductedin2003-2004,DeklevaandRapušPavel(2004).TheprojectwasfinanciallybackedbytheCityCouncilofLjubljana.2The somewhatunusual useof the term“younger successful students” simplymeans that the people in this group have successfully completed their studiesat avocationalorother typeofhigh school. Inmanycases this isonlya two-yearvocationalprogramthatthepeoplethemselvesdonotviewasasignofanyparticularscholarlyachievementorsuccess.


3. group: young people without completed vocational or highschooleducation,between24and26yearsold,registeredinthecategoryoffirst timeemployment seekers forover12months(referredtoas“olderdropouts”);

4. group:youngpeoplewithcompletedvocationalorhighschooleducation, between 24 and 26 years old, registered in thecategoryoffirst timeemployment seekers forover12months(referredtoas“oldersuccessfulstudents”).Weinitiallyalsowantedtoincludeafifthgroup,includingthose

withcompleteduniversity-leveleducation.However,afterstudyingthe information register, it turned out that there is only a smallnumberofsuchcandidatesseekingemployment,whichiswhywedecidedtoabandontheideaofincludingthisgroup.

Collecting and processing dataDatawascollectedusingthemethodoffocusgroups,inwhich

wediscussedtheissueofunemploymentwiththeyoungpeople.Weincludedthefollowingareas:3• Workandemployment:Whatareyourexperienceswithworkand

employment?Whatdoesemployment/unemploymentmean toyou?What does work mean to you? What are your experiences withemployers?Whatmethodsare youusing to look for employment?Howmuchandwhattypesofworkhaveyoudoneinthepast?Doyoufindretrainingordecidingonadifferentschoolaproblem?Whatisyourvisionforthefutureintermsofworkandemployment?Whichinstitutionsdoyouturntoforhelpwithyourcurrentsituation?

• Economic situation:How do you make a living? Do you feeldeprived of material goods in your current situation, andwhichones?Whatkindofcircumstancesdoyoulivein,areyousatisfied?Whatdoyougiveup,whatdoyoufind thehardest?Doesanyonehelpyouinamaterialorfinancialmanner?Whatareyoudoing tobecomefinancially independent?Howwouldyouevaluateyourchancesofbecomingmateriallyindependentfrom your parents?What do you see as the biggest obstaclesinyourway?Howimportantispermanentemploymenttoyourfutureasapreconditiontostartingafamily?

3Theoutlineoftheprepreparedquestionsisintheonlinematerialoftheproject.


• Supportoffamilyandfriends: Howdoyourparentssupportyouinthisposition(material,socialsupport,interestinyoursituation,aretheyworried,dotheygiveyouadvice)?Whatkindofhelpdoyouexpectfromyourparentsinyourcurrentsituation?Doesthecurrent help your parents provide contribute to your autonomyand independence or is it holding you back in a position ofdependence and passivity?What is their role? How importantandeffectivedoyoufindthesupportofpeers,friends,relatives–forfurtheringyoureducation,foryourtransitiontoemployment?Thefocusgroupsenabletheparticipantstovoicetheiropinions

and convictions, to talk about their behaviour; it also utilizes thepossibilityofgroupdynamicswhereparticipantsaffecteachothers’explanationsandviews(Sim,1998).

ThefocusgroupswereconductedinFebruary2004intheofficesof the Employment Services of the Ljubljana regional unit. Theconversations lasted two and a half hours on average. The focusgroupswere conducted so that the participantswere encouraged tovoicetheiropinions,viewpointsandconvictionsabouttheirsituationinlife,determinedbyunemployment.Thegroupdynamicsenabledtheparticipantstothinkabouteachother’spointsofview,convictionsandperceptions and influence theother participants in the conversation,while at the same time being influenced by their views on variousexperiencesandconsequencesofunemploymentinreturn.Inguidingthe conversation, we used analytical techniques, summarizing,confronting differences of opinion, and in the discussion, weconnectedvariousareasoflifewithworkandemployment.

In the analysis of the conversations in the focus groups wepaid attention to how young unemployed people experience thefactors(sources,circumstances,conditions,characteristics)thatareleadingthemeithertosocialinclusionortosocialmarginalization,deprivation, exclusion. The collected material was processedby marking all the statements where the interviewees expressedtheir opinions on these topics. For every individual group theseviewpoints were then divided into two sections, negative andpositive, according to how they impact the process of socialinclusion.Withinthenegativeandthepositivepole,wedividedthestatementsandthefactorsintothreesub-sections:thoseconnectedwith the labourmarket, with the participants’ economic situationandwiththesupportoftheirfamilyandfriends.


Results

Tables 1 through 4 show the factors of in-/exclusion thatindividualgroupscalledattentiontointheireconomicsituation,thelabourmarketandthesupportoffamilyandfriends.

In the group of younger dropouts, young people are coming intocontact with work predominantly by working on someone else’sstudent employment referral,bybeingactiveon theblackmarket. Instriving for autonomy, they are interested in any form of temporarywork,andtheypointoutexampleswheretheyusedtheirowninitiativeand resourcefulness to find market niches and use connections andacquaintances to get temporary work. In thematerial sense they aredependenton the supportof theirparents,who inmost casesarenotfinancially well-off either. Several of the participants said that theyreceive more financial support from their partners. Sharing livingexpenseswithpartnersenablesthemtoliveoutsideoftheprimaryfamilyunit.Theyreportthattheirfinanciallimitationsaffectthembyshrinkingtheir social circle and narrowing their friendship networks.When itcomes to friendship, they particularly stress the importance ofmoralsupport,socializingandrelaxation.Intermsofsystemiclimitations,theyoung people emphasize difficulty in accessing temporary work andgainingwork experiences,which drives themonto the blackmarket.Theyalsovoiceconcernsaboutthelackofmeasuresbeingtakeninthesystem to resolve thehousingproblemsof singleunemployedyoungpeople. Biographical paths in this group of young people point to alonger historyof familyproblems, a lackof family andpeer supportinthepastandpresent,resultingindroppingoutandnotfinishingtheireducation, as well as beingmore susceptible to bad influences fromthose around them. They feel that their limited circumstances havemarkedlycontributedtotheirpresentpositionwithoutstatus.

Motivation for continuing their education is in this group closelyconnected with their vision of employment in the public sector.Employmentinthepublicsector(e.g.positionsinhealthcare)supposedlycarriesmoresocialsecurityandaregularincome.Theseyoungpeoplefeelthattheyareflexiblewhenitcomestolookingforwork.Theyarealso interested in employment abroad. They rely especially on theirown competence and abilities, and look to their parents, partners andfriends for moral support and for encouragement in education; theystresstheirdesireandeffortsforfinancialindependenceandautonomy.


They achieve this by working on the black market, receiving socialwelfare,handlingmoneycarefullyandsaving.Theyseethereasonsforthestructuralaspectsofexclusioninalackofpossibilitiesforacquiringworkexperiencewithinthesystemandensuringsocialsecurityforworkintheprivatesector.Theypointouttheproblemwithunregulatedrecordsoftemporaryorseasonalwork,whichwouldhelpsolvetheproblemofwork experience, andwithdifficulties accessing temporarywork.Thestate also does not have mechanisms and measures in place to helpyoungmothers have suitable access towork.They are of the opinionthat the legislation for prolonging length of service is keeping youngpeoplefromthelabourmarketandisanaddedobstacletotheirattemptsat entering theworkforce. In termsof individual factors of exclusion,individuals face issues such as lack of family support, problemswithdrugaddiction,experiencingfeelingsofinferioritytotheirpeersbecausetheyareunemployed,problemswithprocuringcitizenship,financialandhousingdistress. In facing thesekindsofproblems theyhavehadbadexperienceswhenseekinghelpfromstateinstitutionsandarescepticalthatsuchassistanceintheseareaswouldbeeffective.

Young people in the group older drop-outs point out the efficiencyof directly approaching employers with the guidance and support ofthe counsellors from the Employment Service. How they manoeuvreonthelabourmarketisdeterminedbytheemploymentplanandtiedtotheir work and educational competence. They plan educational pathsthat in most cases involve building upon an already acquired level ofeducation. They are particularly motivated for vertically upgradingtheir level of education, but they are less in favourof retraining.Theirmaterialandfinancialsituationdependsondecreasingandlimitingtheirmaterialneeds,saving theiroccasionalearningsandonreceivingsocialwelfare.Theyreceivebothemotionalandinstrumentalsupportfromtheirparents.Afairlypessimisticattitudetowardsemploymentcanbefoundinindividualbiographies,whichislinkedtorepeatedexperiencesoffailuretofindworkinthefieldoftheiracquirededucation.Youngpeopleinthisgrouppointouttheproblemofmoralvalues–theyturndownjobsthatare not in accordance with their personal values (e.g. canvassing) andhave an aversion to using connections and acquaintances tofindwork.Asintheothergroups,theyemphasizethelackofworkexperienceandadditional skills andknowledge that the employers require.Becauseofself-exclusionfromthe labourmarketfor theabove-mentionedreasons,someoftheparticipantshavesaidthattheydonothavearealisticpictureof theopportunitieson the labourmarket.When it comes to factorsof


exclusion,theypointoutmisleadingemploymentnoticesandjobadsinthemedia(e.g.inSalamonovoglasnik),thepressureplacedonthembyemployment counsellors to retrain; employers’ requirements being toodemanding,employersnottakingonpartofthefinancialcostsofhiringthem, changeable and uncertain circumstances both in the educationalsystem and on the labour market. They emphasize the unregulatedmeasures concerning housing, health care and public transport.Withintheirsocialenvironment,theyreportweakordiscontinuedsocialnetworkties,contributingtotheirsocialisolation.Theyparticularlystressalackofunderstandingandconflictswiththeoldergeneration,whichoftenexhibitsimpatienceandpressureinconnectionwiththeirunemploymentstatus.

Theindividualsourcesofinclusioninthegroupofoldersuccessfulstudentsaremotivationforworkandaprofessionthattheyfindpleasureandareinterestedin,andwheretheycanusetheirskillsandknowledge.The young people in this group look for temporary or occasionalworklessoften,andeveninthesecases,theworkinquestionwillbeconnected to their interests or similar to the type ofwork theywishto do in future. They respond to available work in accordance withthe established employmentplanwhich theyhavedrawnup togetherwith their employment counsellor. Most perform undeclared work,creating a network of clients and providing competitive and qualityworkorservices.Infuture,theyareinterestedinworkingintheprivatesector. In termsofeducation, theyaremotivated forspecializationorbuilding upon already acquired vocational knowledge.They say thatparticularly connections and knowing ‘the right people’ is importantforthetransitionintotheworkforce.Intermsofindividualbiographies,itischaracteristicofthisgroupofyoungpeoplethatmostcomefromsocio-economically well-off families, are materially and financiallyverywell supported by their parents, some even by relatives abroad.Theyalsomakegooduseofallavailableformsoffinancialwelfarethattheyareeligibleforintheirsituation.Inattemptingtoentertheformallabourmarket,theyencounterahighlevelofrivalryandcompetition,workbeingdevaluedandnottakenintoaccount,aswellasexploitative,unjust and authoritarian attitudes of employers. These are the keyreasonsfordeterringtheirinterestinemploymentintheformallabourmarket. In termsof theirexperiencesofworkingwithdifferentformsofinstitutionalassistance,theyarecriticaloftheinappropriateattitudesencounteredinworkersfromSocialWorkCentres,andalsocriticaloftheencouragementgiventopeoplebytheEmploymentServiceinthosefieldsofeducationwheretheydonotseeanyemploymentprospectsin


thefuture.Theytakeacriticalstanceagainstsocietythatdoesnottakeadvantageoftheresourcesthatyoungpeoplepresent.

Table1:Threeareasofin-/exclusionfactorsreportedbymembersofthefirstgroup–youngerdropouts.

INCLUSIONFACTORS EXCLUSIONFACTORS

Labourmarket

–activeandpreparedtolookforanykindofemployment–creativeinofferingskillsandservices–abletoutilizeacquaintancesandconnectionstogettemporarywork–workingbyusingsomeoneelse'sreferralfromthestudentemploymentservice–motivationforeducationinaccordancewiththeneedsofthelabourmarket–searchingformarketniches–interestinself-employment

–lackofworkexperience–lackofsystemicopportunitiesforgainingworkexperience–lowlevel,unfinishededucation–unabletoaccessjobsusingstudentemploymentservices–exploitativeattitudeofemployersincatering–lowlevelofuseableknowledgeacquiredinvocationaleducation–decidingonacareertooearly–demandingrequirementsofemployers–limitedaccesstovariouskindsofwork–lessworkoffersforwomenthanformen

Econom

icsituation

–partiallyabletopaythefeesofanextramuraleducationalcourseandfinanciallycontributetothefamilybudget–strivingforalifeindependentoftheprimaryfamily–skilledinhandlingmoney–inventivenessinfinancialaffairs–materialsupportofparents–incomefromundeclaredwork

–problemswithlackofspaceandconsequentlyissuesofprivacy–highrentprices–absenceofsystemicsupportandthepossibilityofsolvingthehousingproblem–continuallyendangeredbasicexistence(food,flat)–financiallimitationsrestrictsocialisingwithpeers–inability/difficultyinpaymentoftuition,rent–movingandconstantlydealingwiththehousingcrisis

Supportoffam

ilyan

dfriends –moralsupportoffriends

andencouragementforanindependentlife–livingwithfriendsandpartners–parentalsupportandunderstanding–theimportanceofrelaxationandhavingfunwithfriends

–discomfortatbeingseenasdifferentfrompeerswhohavesuccessfullyfinishedtheireducation–badinfluenceofotherfriendsinthepast–lossandnarrowingofthebondsoffriendship


Table2:Threeareasofin-/exclusionfactorsreportedbymembersofthesecondgroup–youngersuccessfulstudents.


Labourmarket

–motivationtoretrainforprofessionsthatofferemploymentinthepublicsector–motivationforeducationalfieldsthatofferhigherpossibilitiesofemployment–undeclaredwork–searchingforworkabroad–seasonalworkduringthesummerschoolholidays–lookingformarketniches–helpfromCIPS(vocationalinformationandcounsellingcentre)

–lackofworkexperience–toodemandingconditionsofemployers–exploitativeattitudeofemployers–limitedaccesstotemporaryworkusingstudentemploymentservices–problemswithperformingtheworkduetotheconsequencesofdrugaddiction–problemsensuringchildcare–lowlevelofeducation–problemofseasonalortemporaryworknotbeingrecordedasworkexperience–badlypaidwork–moreopportunitiesforemploymentinacitythanavillage–thelegislationprolonginglengthofservicedecreasestheopportunitiesofyoungpeopletofindpermanentemployment

Econom

icsituation

–importanceofsocialwelfare–contributingtothefamilybudget–rationalizingthecostsoftuition–livingwith(grand)parentseasesthefinancialstrain–theimportanceofthefinancialsupportoftheEmploymentServiceforeducation–variousformsofsavingsforabetterfuture–occasionalearningsfromhobbies

–distrustofstatesupport–housingproblems–citizenshipnotinorder–socialwelfareenablessurvivalbutdetersfromfindingemployment–financiallimitationsinenrollingindesirededucationalcourses–limitationstoshoppingforbasicgoods–materialandhousingdependenceonparents,family–givinguphobbiesandculturalgoods–movingoftenduetoirregularincomeandfinancialproblems–lackofcontroloverrisingrentprices

Supportoffam

ilyan

dfriends

–encouragementoffriendstofinisheducation–moralsupportofparents,friends

–uncomfortablefeelingdifferentfrompeerswhohaveasettledandfinanciallystablelife–lackofparentalsupportinthepast–lackofunderstandingandattentionoffosterparentswhilegrowingup–experiencinglonelinessandsocialexclusion


Table3:Threeareasofin-/exclusionfactorsreportedbymembersofthethirdgroup–olderdropouts.


Labourmarket

–interestintypesofknowledgethatensureamorecompetitivepositiononthelabourmarket–inclusioninsupportprogrammesforfindingemploymentandcareerorientation–effectivewaysofseekingemploymentthroughdirectcontactwithemployers–aimedatfindingjobsincludedintheemploymentplan–aimedatachievingahigherlevelofeducation–scholarshipsfromemployers

–misleadingemploymentnoticesinsomenewspapers–pessimisticattitude,expectingtofailinfindingwork–alackofmotivationforlookingforworkbecauseofpreviousfailures–refusinghardmanualorinappropriatework,orworkthatisnotinaccordancewithpersonalvalues–notlookingforworkduetofocusingonstudies–lackofworkexperience–conditionsthatlimittheirchancesofemployment:medicalexaminationcosts,requiredvehicle,mobilephone,etc.–lackofadditionalknowledgerequiredbyemployers(languages,computertechnology,etc.)–aversiontousingconnectionsandacquaintances,subordinationtotheemployer–inconstantanduncertainconditionsonthejobmarketdeterfromseekingemployment–negativeattitudetooccasionalcateringwork

Econom

icsituation

–financialbenefitsofbeingunemployed–freemembershipinlibrariesetc.–notsusceptibletoadvertisingandconsumerism–financialsupportofparents,grandparents–regularlyreceivinganallowancefromparents–thewelfareincomepaysfortuition

–deprivedofcertainformsofrelief(notbeingabletohaveastudentmonthlytravelpass,onlyaregularone)–financialdifficultyintheeventofrequiredmedicalservices(youcannotstoppayingadditionalhealthinsuranceonceyouapply)–nooptionsforsolvingthehousingproblemsofsingleunemployedyoungpeople–livingarrangements–forcedtolivewith(grand)parents

Supportoffam

ilyan

dfriends

–occasionalfinancial/materialsupportfromparents/grandparents

–friendsturntheirbacksonthem,withdraw–limitedcontactswithfriends–oftengoesoutalone–stayingathomebecausethereisnoneedtogoout–pressuresandconflictsinthefamily–alackofunderstanding


Table4:Threeareasofin-/exclusionfactorsreportedbymembersofthethirdgroup–oldersuccessfulstudents.


Labourmarket

–undeclaredwork–beingcompetitiveandmarketingtheirskillsandservicesontheblackmarket–establishingaclientnetwork–findapprovalforgoodworkencouraging–sometimeslookingforoccasionalwork,choosingeasiertypesofoccasionalwork–interestinuniversityeducation–workthatmakesyouhappyisarecipeforsuccess–workincludedintheemploymentplan–retrainingasaback-upplan–interestintheprivatesector–lookingforworkthatiscompatiblewiththeirstudies–havingtherightinformation–languages–knowing'therightpeople'–parents'connections–bribery

–negativeattitudetoworkingincatering–stricterinspectionsforundeclaredwork–genderdiscrimination(e.g.inveterinarywork)–conservativesocialclimatethatdoesnotknowhowtousethepotentialandtheknowledgeoftheyoung–employers’prejudiceonthebasisofappearance–expensivetuitioninprivateschools–notacknowledgingqualityprogrammesatprivateschools–theEmploymentServiceencouragesanineffectivemethodofseekingemployment(sendingapplications)–employersdonotrespondtoapplications–unprofessionalattitudeofpeoplefromtheSocialWorkCentrewhenclaimingtheirrighttosocialsupport–nosystemicopportunitiestoacquireworkexperience–employerperceivestheknowledgeandskillsoftheyoungascompetition–smallopportunitiesforpermanentwork–labourmarketistoosmallforcertainservices–competitionintheworkplace–humiliatingandexploitativeattitudeoftheemployers,unfairandauthoritativeemployers–noopportunitiestoshowandproveyourknowledgeandskills–problemofunderemployment–preparedtoonlyacceptworksuitabletotheirlevelofeducation–distrustfulofthebenefitsofretrainingtogetwork

Econom

icsituation –financialsupportfrom

familyabroad–onlyrequiredtofulfilcertainmaterialneedsthemselves(e.g.buyingclothes)–sufficientmaterialsupportfromparents

–lowandinsufficientpersonalincome–financialinsecurityanddependenceonothers

Supportoffam

ilyan

dfriends

–tolerantparentswhoshowunderstanding:encouragehavingasociallife,takingadvantageofyouryouth–moralsupportofparentstodeveloppersonalandprofessionalpotential

–duetouncertainemploymentdonotcohabitwithfriendsorpartners–boredom,lackofthingstotalkaboutwithfriendsthatareemployedandhavedifferentlifeexperiences


Discussion

Wecansummarizethatparticularlyyoungerparticipantsfindwaysof illegally entering the student labour market, while young peoplewith vocational and high school levels of education create socialnetworks forfindingworkon theblackmarket; theydoalso attemptto enter the formal labour market, but the systemic conditions arevery unfavourable, acting as a deterrent. Ignjatović (2002) is of theopinionthatreintegrationthroughflexibleformsofemployment(fixedtermemployment,part-timeemploymentwithshorterworkinghours,etc.) does not signify a long-term reintegrationwithout the systemicregulation of their position and the integration of flexible forms ofemploymentintothelabourmarketandsocialpolicy.Thismeansthatyoungpeopleneed tohaveaccess tobasicsourcesofsocialsecurity:additional education, secure employment, housing, health care, etc.,which our participants have also pointed out.Hammer and Julkunen(2003) are critical in their assessment, saying that the social securitymodelsforenteringthelabourmarketneglecttheparticipationofyoungpeopleas fullyequalcitizens.Even in theuniversalist social securitymodel,whichrepresentsandemphasisestheconceptoffullcitizenshipand includes numerous mechanisms and support methods to helpyoungpeoplebecome independent from theirparents,haveaccess toemploymentandsupportincaseofunemployment,thereistheproblemofenforcingfullyequalcitizenshipwhenitcomestothesocialsecurityofyoungpeople’s integration into the labourmarket.ThisproblemismostpressinginSouthEuropeancountries,whereyoungpeoplehaveno–orminimal–accesstopublicformsofsupport,whichiswhyinthesecaseswearenotonlydealingwiththeproblemofpoverty,ofmaterialandsocialdeprivation,butprimarilywiththeproblemofkeepingyoungpeopleinthepositionofpermanentdependence.ThisproblemwasalsohighlightedinSloveniainastudyonthesocialvulnerabilityofyoungpeople(Ule,2000,p.13),callingattentiontoanincreaseinpaternalismand the diminishing autonomy of young people,which reduces theirdefencesaswellastheirparticipatoryandcreativeabilities.

Entering the formal labour market in the current circumstanceswould for most of the young people that live in strained materialcircumstancesmeanthelossofinstitutionalfinancialsupport,whichsome young people see as a big risk for their already uncertain


situation in life.The fundamental reasons theparticipantsof all thegroups cite for abandoningor stayingon themargins of the formallabour market are: payment is too low to enable basic survival,experiences of exploitative and unfair employers (particularly inthe private sector), lack of work experience, and poor access totemporarywork.Temporarywork can also present a risk factor forsocialexclusionbecauseoftenenteringintoatemporaryemploymentrelationshipexposesyoungpeopletotheriskofconsecutiveperiodsof unemployment.At the same time, temporarywork can alsobe apositivesecurityfactorifitconcernsvoluntarychoicesanddecisionsandenablesyoungpeopletohavemorechoices,whichreflectsmodernindividualisedtransitionsintoadulthood(RapušPavel,2005).

Themodernsocialsystemdefinesworkandcapitalasitscentralvalues,whilethemodernindividualissupposedtobedrawingawayfrom the sphereofwork anddevotinghimself to values that evendirectlyopposethoseofsociety–hedonismandanti-workaholism.In this sense Ignjatović (2002) feels that work as a value withinthe structures of more developed countries is also systemicallymaintained, even while it can be seen that it no longer occupiesthe central position within the value systems of individuals. Ourresultsshowthatyoungpeople,besidesseeingworkasanexistentialnecessity, also place significantly high value on finding pleasureand satisfaction inyourwork.Particularlyolder intervieweeswithunfinishedhighschoolorcollegeleveleducation,whoaretheleastpresentontheformallabourmarket,stillplaceworkasavalueamongtheirprioritiesinlife.Theydescribeitaboveallasaprofessionthatwouldembodyitandasanimportantpartoftheirownidentity.

Wefind that in an economic sense, themost at riskparticipantsare the younger oneswith (un)finished education – they report themost problems in maintaining their basic existence. They expresstheirmaterialdistressinconnectionwithpayingtuitionfees,solvinghousingproblems,givingupsocializingwiththeirpeersandattendingvarious cultural events. Younger participants with completededucation prefer living on the financial support of governmentinstitutionsandworkingontheblackmarkettoemploymentontheformallabourmarket,becausewiththeirlevelsofeducation,apoorlypaid jobon theformalmarketdoesnotprovideenough incomeforsurvival,particularlyiftheyhavealreadycreatedtheirownfamilies.Itseemsthatolderparticipantswithuncompletededucation,incontrast


withothersubgroups,aremoreresignedtotheirmaterialdependenceontheirparentsandthestate;theyarereconciledwiththeirsituation,they do not see or seek opportunities for achieving independence,theytrytoadapttothefallingstandardsoflivinginallareasoflife.Olderparticipantswithcompletededucationreportthattheirfinancialsourcesareworkingontheblackmarket,andalsofindthefinancialsupportoftheirparentsimportant.Thissubgroupexpressesahigherlevelofmaterialdistressinthepositionofunemploymentaboveallinconnectionwithspatialmobility.

We find that the acquired level of education and the socio-economicstatusofthefamilyemergeasthemostinfluentialfactorsofmarginalization on the economic field aswell (cf.Dekleva&RapušPavel,2004).Theresultsdrawattentiontothematerialdistressofbasicsurvivalparticularlywithyoungerinterviewees;olderintervieweeswithunfinishedhighschoolleveleducationmentionadaptingyourlifestyleto your circumstances, lowering the standard of living; older youngpeople with finished high school or college level education expressmaterialdistressparticularlyinconnectionwithspatialmobility.

Various authors are finding that different models of welfare inEuropeancountriesmitigatetheeconomicmarginalizationofyoungpeople to a larger or a smaller extent. By changing the structuralcontextandthelabourmarket,thephenomenonofpovertyischangingaswell.Povertyamongyoungpeople inEurope is todayalreadyageneraltrend,theonlyexceptionbeingGreatBritain,wherepovertyisstillmorecharacteristicforthemiddle-agedpopulation.Permanentunemploymentleadsyoungpeopleintopovertyanddependenceonsocialandothergovernmentformsofassistance(RapušPavel,2005),

Thesupportreceivedbyyoungpeopleisconnectedbothwithsocialaswellas individualfactors.Ule(2002,p.33) isof theopinionthattoday one of themost important factors in the social differentiationofyoungpeople is theexistenceof familial support, inotherwords,whetherayoungpersonreceivesfamilysupportandthequalityofthatsupport.Theemotionalsupportandthesocialnetworksofthefamilyareofvitalimportance.Intoday’shighlycompetitiveatmosphereandincreasinglystrictselectionprocessesforenteringprestigiousschoolsandemployment,thisdifferentiationisprovingtobefatal.Theauthorfinds that in this last aspect, social differences creep in, as familiesat thetopendof thesocial ladder,becausetheyaremateriallybetterequipped,canoffer thiskindofsupport to theirchildrenmoreeasily


than thoseat the lowerendof thesocial ladder,and thiscanalsobeseeninourresults.Theyshowthatolderinterviewees,whoenjoybettersocio-economic circumstances and better relationships within thefamily,receivemoresupportfromtheirparentsandmoreunderstandingabouttheircurrentposition.Theyhavereceivedthissupportinthepastandeventoday,whentheyarefacingunemployment.Alreadyreachedagreements concerning education and financial participation preventtheoccurrenceof conflicts,which illustrates the importanceofgoodcommunicationinthefamily.Inthesecircumstances,theyaremorefreetoexperimentwithvarioustypesofworkandformsofemployment,to further their education and acquire other forms of competence toincrease their chances of entering the workforce. Meanwhile, theyoungerintervieweesmoreoftenreporttheabsenceofinstrumentalandemotionalfamilysupport in thepast,whichhasalsogreatlyaffectedtheir current situation. Some get more support from grandparents,whilethemostsupportcomesfrompartners.Inthisgroup,theproblemof communicationwithin the familywas pointed out,with conflictsoccurringoften,andparents,grandparentsandrelativesshowinglessunderstanding for the current situation of the young people.Wherethereisalackofunderstanding,emotionalandmaterialsupportintheprimary family,wecan say that thisgroupofyoungpeople ismorevulnerable,facingconsiderablepsychosocialdistressandfundamentalsurvival hardships. In describing the family circumstances, mostyounger interviewees include the following aggravating factors: badsocio-economic conditions, problems with housing, broken familiesandviolenceinthefamily.Someyoungerintervieweesalsocitetheseparticularproblems:milderdisability(causedbyatrafficaccident),theconsequencesofdruguse,mentalhealthproblemscausedbyprolongedexposuretotheburdensofstrainedfamilysituations.Thoseforwhommental health problems have becomemore pronounced due to theirunemployment, speak about lack of willpower, depression, suicideattempts,fearoffailure,feelingsofguilt,etc.

InhisstudyonyouthunemploymentKieselbach(2003)findsthattheriskofsocialexclusionissmallerforunemployedyoungpeopleif theyaresatisfiedwith thesocial supportof their familyand theirimmediatesocialnetwork.TheresultsofhisstudyshowthattheriskofsocialexclusionissmallerinSouthernEuropeandScandinavia.Inthefirstinstance,theriskofsocialexclusionofunemployedyoungpeopleisreducedbythestrongsupportofthefamily,butatalaterpointthe


parental support can present an obstacle for integrating into widersocialnetworks. In studying theconnectionbetweenunemploymentandfamilycharacteristics,adistinctpatternofsimilarintergenerationalissuesandobstaclesinthelifecoursecanbeseen,leadingtheauthortoconcludethatcloserelationshipsandconnectionswithinthefamilyinthecaseofunemploymentdonotalwayspresentaprotectivefactorandpreventsocialexclusion.Theissueofunemploymentasitrelatesto family support needs to be approachedusing the youngpeople’sself-evaluationoftheirindividualexperiencesandinthiswaygaininginsight intohow theyperceive social support and thequalityof thesocialrelationswiththeirfamilyandothersocialnetworks.

The results show that inmostcasesyoungpeoplearedissatisfiedwith the current situation rather than enjoying the freedom ofchoice to experiment with different jobs and lifestyles. Despite thelimitations of individual and systemic resources, young peoplewantto explore and experience new opportunities in terms of work andeducation,buttheyareundervariousformsofpressureforcingthemtoadapt theirprofessionalandeducationaldesires toestablishedandrestrictive trainingpaths.They are also prolonging their dependenceon their parents, forced to do so by insufficient social security andthepositionofunemployment.Activitiesandactiveorientationintheeverydaylivesofyoungpeoplepointtothechoicesbetweendifferentsubjectiveidentitystrategies–fromconventionallyoriented,searchingforyourself, toneoconservativeattitudes.Wefind thatyoungpeopleare aware of the importance of accumulating cultural capital on theonehand,butontheother,thereisalackofindividualandsystemicflexibility.Theparticipantsofdifferentagesandwithdifferentlevelsofeducationhavepointedoutbothindividualobstaclesandinparticularobstacles presented by the system preventing them from choosingtheir desired biographical paths. Especially thosewith a lower levelofeducationhavehigherexpectationsofprofessionalandvocationalcareers but encounter problems in their realization due to economic(e.g. tuition fees) and social reasons (e.g. childcare).Assistance andsupport strategies for young unemployed people should be focusingonestablishingabalancebetweenvariousareasofanindividual’slifeandinthiswaytryingtoreducetherisksinthetransitiontoadulthoodbroughtaboutbymodernization.Thismeansthatdealingwithyoungpeople should conducted on a more individual level, more adaptedto the different situations and needs of individuals than it is now.


We should consider strategies of guidance and support (for seekingemployment), using mechanisms and measures that would enableparticipation, theuseandvalidationof theknowledge resources thatyoungpeoplepossess.Arealisticperspectiveoncareerpathsshouldbedevelopedtogetherandbytakingintoaccounttheindividual’scurrentsituationinlife.Beforebeingincludedinprogrammesofemploymentpolicies,otherprogrammesthataredirectedmoretowardsreintegrationand motivation should be made available, and the psychosocialstabilization and personal development of an individual should takeprecedenceoverintegrationintoemploymenttrainingoreducation.

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Empiricalarticle,submittedinDecember2010.

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TheExperiencesofSocial In-/exclusionofYoung …pefprints.pef.uni-lj.si/1093/2/Pages_from_soc_ped_2010_4...Jana Rapuš Pavel: The Experiences of Social In-/exclusion of Young People