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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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Context : prolonged youthContext : prolonged youth
transitions in Canadatransitions in Canada
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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Context : prolonged youthContext : prolonged youth
transitions in Canadatransitions in Canada
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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Context : prolonged youthContext : prolonged youth
transitions in Canadatransitions in Canada
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?