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Agency and the school-to-work transition of care leavers: A retrospective study of Luxembourgish young people

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  • Göbel, Sabrina
  • Hadjar, Andreas
  • Karl, Ute
  • Jäger, Julia A.

Abstract

This article presents empirical results from a study (2015–2018) on young people leaving care in Luxembourg. A special focus deals with the processes of transitioning from care to work. Education appears to be crucial for a successful transition, as it determines life chances, such as labour market chances, but so far inequality studies have neither researched transitions from care nor have the theoretical concepts developed in inequality research been used to understand the situation of care leavers. They might help to explain the different mechanisms behind the disadvantages of students in foster and residential care and their educational attainment. This paper thus attempts to theorise leaving care from an inequality perspective and the interdependencies with concepts of relational agency, taking into account the heterogeneity among care leavers, their trajectories and achievements (see also Göbel, Hadjar, Karl, Peters, & Jäger, 2020). The main objective of our analysis is to investigate how agency is achieved in the transition from school to work among care leavers, taking into consideration institutional pathways (continuities and discontinuities) in the care and the educational system.

Suggested Citation

  • Göbel, Sabrina & Hadjar, Andreas & Karl, Ute & Jäger, Julia A., 2021. "Agency and the school-to-work transition of care leavers: A retrospective study of Luxembourgish young people," Children and Youth Services Review, Elsevier, vol. 122(C).
    • Handle: RePEc:eee:cysrev:v:122:y:2021:i:c:s0190740920320594
    DOI: 10.1016/j.childyouth.2020.105636
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    References listed on IDEAS

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    1. Jackson, Sonia & Cameron, Claire, 2012. "Leaving care: Looking ahead and aiming higher," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1107-1114.
    2. Arnau-Sabatés, Laura & Gilligan, Robbie, 2015. "What helps young care leavers to enter the world of work? Possible lessons learned from an exploratory study in Ireland and Catalonia," Children and Youth Services Review, Elsevier, vol. 53(C), pages 185-191.
    3. Dima, Gabriela & Skehill, Caroline, 2011. "Making sense of leaving care: The contribution of Bridges model of transition to understanding the psycho-social process," Children and Youth Services Review, Elsevier, vol. 33(12), pages 2532-2539.
    4. Harder, Annemiek T. & Knorth, Erik J. & Kalverboer, Margrite E., 2011. "Transition secured? A follow-up study of adolescents who have left secure residential care," Children and Youth Services Review, Elsevier, vol. 33(12), pages 2482-2488.
    5. Zeller, Maren & Köngeter, Stefan, 2012. "Education in residential care and in school: A social-pedagogical perspective on the educational attainment of young women leaving care," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1190-1196.
    6. Vinnerljung, Bo & Hjern, Anders, 2011. "Cognitive, educational and self-support outcomes of long-term foster care versus adoption. A Swedish national cohort study," Children and Youth Services Review, Elsevier, vol. 33(10), pages 1902-1910, October.
    7. Ward, Harriet, 2011. "Continuities and discontinuities: Issues concerning the establishment of a persistent sense of self amongst care leavers," Children and Youth Services Review, Elsevier, vol. 33(12), pages 2512-2518.
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