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Unit:
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This article reports the result of analyzing longitudinal
data, collected for a subsample of the 1970 British Birth Cohort Study surveyed at age 21, to
model the relationship of NEET status to earlier educational achievement and circumstances
and to assess the added difficulties NEET poses in relation to the building of adult identity
capital. It is concluded that although poor educational achievement is the major factor in
entering NEET, inner city living for boys and lack of parental interest in their education for
girls are also important. For young men the consequences of NEET lie mainly in subsequent
poor labor market experience. For young women, the majority of whom are teenage
mothers, the damaging effects of NEET extend to the psychological domain as well. It is
concluded that effective counseling targeted at high risk groups, along the lines of the new
UK 鼎onneXions・service, are needed to help young people avoid the damaging effects of
NEET and make a successful transition to adult life. C | 
Hampstead Heath, London, in May |
| Sequence: Assign a number (with decimals) determining the sequence of your question.:
Bynner, J., & Parsons, S. (2002). Social Exclusion and the Transition from School to Work: The Case of Young People Not in Education, Employment, or Training (NEET). Journal of Vocational Behavior, 60(2), 289-309. |
Map:
2010-09-11 00:00:00 |
 Bynner and Parsons use identify capital framework to investigate causes and consequenses of NEET |
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Bynner and Parsons uses the framework of identity capital comprising
educational, social, and psychological resources is at a premium in entering and maintaining
employment. One consequence is the extension of education and training while young
people acquire the qualifications and skills that will enhance their employability. In accordance
with the perspective of life span developmental psychology, this places particular
pressure on those young people growing up in disadvantaged circumstances and lacking
support, especially when attempting to negotiate the transition from school to work. A particular
policy concern in Britain has been directed at those young people who leave full-time
education at the minimum age of 16 and then spend a substantial period not in education,
employment, or training (NEET). |
| They ask two questions |
| "First, what characterizes those
who enter NEET? Are they the group who have simply failed to do well at school
and therefore drop out of all organized activity at the first opportunity or are there
other things that are distinctive about them which put them on an even weaker
opportunity route? " |
"Second, is the experience of NEET no more than a temporary
staging post on a life course marred by disadvantage and failure or does the
experience in itself constitute a disabling condition or identity capital deficit in
its own right, making subsequent adjustment to the demands of adult life significantly
more difficult?" |
| They use 1970 British Birth Cohort Study (BCS70) as a longitudinal data |
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| Explanatory variables to proximate identity capital |
| Explanatary variables
comprise
- physical characteristics (low birth weight),
- family circumstances at age
10 (including inner city neighborhood and receipt of state benefits and free school
meals),
- cultural capital of the home (manual social class and parents showed little
or no interest in cohort member’s education),
- educational achievement (combined
reading and math score at age 10 in the lowest quartile range, few hobbies of any
kind at age 10, and no qualifications at age 16). |
As for the consequenses, they chose:
- occupational and marital
status,
- self-assessed physical health, mental health (as measured by the Malaise
Inventory, Rutter et al., 1970, designed to assess depression), and
- self-appraisal of their mental states
(fatalism, lack of a sense of control, dissatisfaction with life, life problems). |
| Cultural capital has an independent impact on NEET and NETT status has an independent impact on life outcomes |
| The largest determinat of the NEET status is the highest qualification (odds ratio of 0.32 for boys and 6.21 for girls). But for boys, innercity housing had a large effect (odds ratio of 3.84) and for girls family poverty matters (odds ration of 2.55). |
People who was NEET at the age of 16 to 17 are 4.46 times more likely to be a NEET at the age of 21 than avarage cohort people. Similarly they are 3.23 times more likely to be depressed at the age of 21, and 1.73 times more likely to be in poor health. These results do not change, though with smaller magnitudes, when they calculate the regression with educational qualification as controlling variables. This means that the NEET status has an independent effect on their later life, in addiotion to the qualifications. |
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Case Studies
Social Exclusion and the Transition from School to Work:
The Case of Young People Not in Education,
Employment, or Training (NEET)
Japan
Case_Studies
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