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Journal articles on the topic 'School to work transition'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Comrie, Margie, Franco Vaccarino, Niki Murray, and Frank Sligo. "School to Work Transition." International Journal of Learning: Annual Review 12, no. 8 (2007): 69–82. http://dx.doi.org/10.18848/1447-9494/cgp/v13i08/44999.

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2

D'Alonzo, Bruno J., Larry A. Faas, and Dorothy Crawford. "School to Work Transition." Career Development for Exceptional Individuals 11, no. 2 (October 1988): 126–40. http://dx.doi.org/10.1177/088572888801100207.

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3

SMITH, CLIFTON L., and JAY W. ROJEWSKI. "School-to-Work Transition." Youth & Society 25, no. 2 (December 1993): 222–50. http://dx.doi.org/10.1177/0044118x93025002003.

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4

Fouad, Nadya A. "School-to-Work Transition:." Counseling Psychologist 25, no. 3 (July 1997): 403–12. http://dx.doi.org/10.1177/0011000097253003.

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5

Tinsley, Howard E. A. "School to Work Transition." Journal of Vocational Behavior 46, no. 3 (June 1995): 229–30. http://dx.doi.org/10.1006/jvbe.1995.1016.

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6

Maduka, Grace, and Ivan Robertson. "Transition from school to work." Journal of the National Institute for Career Education and Counselling 14, no. 1 (April 1, 2006): 23–33. http://dx.doi.org/10.20856/jnicec.1406.

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7

Davis, Sharon. "Transition from School to Work." Career Development for Exceptional Individuals 11, no. 1 (April 1988): 51–56. http://dx.doi.org/10.1177/088572888801100107.

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8

Wehman, Paul. "Transition From School to Work." Career Development and Transition for Exceptional Individuals 36, no. 1 (April 19, 2013): 58–66. http://dx.doi.org/10.1177/2165143413482137.

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9

Hare, Isadora R. "School Social Work in Transition." Children & Schools 16, no. 1 (January 1994): 64–68. http://dx.doi.org/10.1093/cs/16.1.64.

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10

Long, Therese M. "Transition from School to Work." Prevention in Human Services 8, no. 1 (September 4, 1990): 87–98. http://dx.doi.org/10.1300/j293v08n01_07.

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11

Kogan, Irena, and Marge Unt. "TRANSITION FROM SCHOOL TO WORK IN TRANSITION ECONOMIES." European Societies 7, no. 2 (June 2005): 219–53. http://dx.doi.org/10.1080/14616690500083428.

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12

LeTendre, Gerald, and Kaori Okano. "School to Work Transition in Japan." Journal of Japanese Studies 21, no. 1 (1995): 204. http://dx.doi.org/10.2307/133105.

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13

Wright, Dorice J. G. "‘Successful’ School-to-Work Transition Programs." International Journal of Adolescence and Youth 3, no. 1-2 (January 1991): 147–61. http://dx.doi.org/10.1080/02673843.1991.9747700.

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14

LEWIS, THEODORE, JAMES STONE, WAYNE SHIPLEY, and SVJETLANA MADZAR. "The Transition from School to Work." Youth & Society 29, no. 3 (March 1998): 259–92. http://dx.doi.org/10.1177/0044118x98029003001.

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15

Borus, Michael E. "The transition from school to work." Economics of Education Review 4, no. 1 (January 1985): 77. http://dx.doi.org/10.1016/0272-7757(85)90039-1.

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16

Inui, Akio, and Yoshikazu Kojima. "Identity and the Transition from School to Work in Late Modern Japan: Strong Agency or Supportive Communality?" Research in Comparative and International Education 7, no. 4 (January 1, 2012): 409–18. http://dx.doi.org/10.2304/rcie.2012.7.4.409.

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This article examines the precarious transition from school to work, considers its relation to young people's identity formation in late modern Japan, and rethinks the theory of identity formation in late modernity. Although Japan's transition system had been efficient and stable over many years, since the late 1990s this has been replaced by an increasing precariousness. The Japanese government has responded with a Career Education promotion policy to foster young people's work aspirations and attitudes in the form of an employability enhancement policy. This policy discourse coincides with a late modernist theory (as put forward by Giddens and Cote & Levine) that emphasises the importance of personal agency for young people's transitions. However, in our longitudinal qualitative study, we found that the ‘transitional communities and networks' that young people encounter in their transition from school to work have an important supportive role to play. These transitional communities are important in young people's transitions from the school/college community to the workplace community. Those who had a strong sense of agency but no helpful community experienced serious depression and did not make a successful transition into work. Our case studies support Erikson's argument that community (communality) is indispensable for young people's identity formation. We conclude that both community and agency are important for successful transition in late modernity.

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17

Macdonald, Gail, and Helen Boon. "Building school capacity to support students from Australian Defence Force families during parental deployment." Australian Journal of Education 62, no. 1 (January 26, 2018): 5–20. http://dx.doi.org/10.1177/0004944118755779.

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Students who have parents deployed to a war zone are more vulnerable to an increased level of stress and anxiety, health problems, behavioural disorders and academic under-achievement. Yet, little is known about the processes employed by schools to support these students. This study investigated the deployment support work conducted by Defence School Transition Aides who are employed in some Australian schools to support students from Australian Defence Force families to manage the transitions associated with school mobility and parental absence for service reasons. Fifteen parents, 17 teachers and 15 Defence School Transition Aides were asked, in semi-structured interviews, to describe students’ responses to parental deployment, how their schools supported students and what specific processes were employed by Defence School Transition Aides to assist students’ coping during parental deployment. Findings from qualitative analyses, suggest that Defence School Transition Aides assist school communities to build their schools’ capacity to support students with deployed parents by raising the school communities’ awareness of these students’ specific needs.

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18

Underwood, Kathryn, Elaine Frankel, Gillian Parekh, and Magdalena Janus. "Transitioning Work of Families." Exceptionality Education International 29, no. 3 (December 20, 2019): 135–53. http://dx.doi.org/10.5206/eei.v29i3.9391.

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This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are constructed in early childhood, and how these constructs are reinforced through procedures, policies, and documentation. Ultimately, we identify five key phenomena in the study: implicit messages of exclusion, the work of families, the supremacy of labels, a fallacy of choice, and the flexibility of institutions to adapt for children. These findings are taken up in the context of broader discourses of school readiness and transition to school with the intention of expanding our conversation about transitions.

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19

Jones-Parkin, Tricia, Faith Thomas, Kelie Hess, and Aubrey Snyder. "Employment First and transition: Utah school-to-work initiative." Journal of Vocational Rehabilitation 54, no. 3 (May 19, 2021): 265–71. http://dx.doi.org/10.3233/jvr-211135.

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BACKGROUND: Utah’s School-to-Work Initiative is funded by a Partnerships in Integrated Employment Systems Change grant. Our project focuses on building school-level collaborative teams to support transitioning students with the most significant disabilities. Participating students complete work experiences and paid internships leading to permanent competitive integrated employment prior to exit. OBJECTIVE: By integrating two predictors for post-secondary employment, our framework implements customized employment to demonstrate Employment First for students with the most significant disabilities. METHODS: An advisory board evaluated applications and selected Utah secondary schools representing urban, suburban, and rural areas. We provide professional development on transition during biannual community of practice meetings. Subject matter experts provide technical assistance to collaborative teams on implementing customized employment. RESULTS: Eight school districts have collaborative teams that serve nine secondary schools. We braid funding from VR, Medicaid Waiver, and WIOA to support students with significant disabilities obtain competitive integrated employment. Students’ outcomes have been challenged by the lack of employment providers for customized employment, the turnover of staff in agencies, and the limited resources for English language learners. CONCLUSIONS: We have successfully braided funding and collaboratively support 82 students with significant disabilities and families to navigate the adult agency process.

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20

Schels, Brigitte, and Veronika Wöhrer. "Challenges in School‐To‐Work Transition in Germany and Austria: Perspectives on Individual, Institutional, and Structural Inequalities." Social Inclusion 10, no. 2 (June 9, 2022): 221–25. http://dx.doi.org/10.17645/si.v10i2.5770.

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Transitions between schools, vocational education and training (VET), and work pose important challenges for young people that influence their well‐being and social positioning now and in the future. The young people themselves experience the transition phase as the formation stage of their aspirations and goals. In this process, young people are confronted with the expectations and assessments of relevant others—such as parents, teachers, employers, and career counsellors—and by the requirements that are defined in sociopolitical and institutional contexts. In these contexts, criteria of successful transitions and risky transitions worthy of special support are made relevant. German and Austrian employment-centred transition regimes are characterised by relatively high standardisation and segregation as well as a strong VET system linked to the labour market. This thematic issue brings together contributions that examine challenges in these transitions from different perspectives and related facets of social inequality. The articles address different transitions (mostly school‐to‐VET, but also school‐to‐school or unemployment to work) and their different phases: aspiration formation, changing aspirations, challenges in transitions, and concrete problems in transition processes like disconnectedness or unemployment. The articles on social inequalities are related to class, ethnicity, gender, and (dis)ability. We also place importance on balancing different methods to bring together findings from quantitative surveys, qualitative interviews, and participatory research.

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21

Jallade, Jean-Pierre. "The Transition from School to Work Revisited." European Journal of Education 20, no. 2/3 (1985): 173. http://dx.doi.org/10.2307/1502947.

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22

Marks, Gary N. "Issues in the school-to-work transition." Journal of Sociology 41, no. 4 (December 2005): 363–85. http://dx.doi.org/10.1177/1440783305058470.

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23

Lent, Robert W., Karen M. O'Brien, and Ruth E. Fassinger. "School-to-Work Transition and Counseling Psychology." Counseling Psychologist 26, no. 3 (May 1998): 489–94. http://dx.doi.org/10.1177/0011000098263010.

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24

Genda, Yuji, and Masako Kurosawa. "Transition from School to Work in Japan." Journal of the Japanese and International Economies 15, no. 4 (December 2001): 465–88. http://dx.doi.org/10.1006/jjie.2001.0488.

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25

Bonnal, Liliane, Sylvie Mendes, and Catherine Sofer. "School‐to‐work transition: apprenticeship versus vocational school in France." International Journal of Manpower 23, no. 5 (August 2002): 426–42. http://dx.doi.org/10.1108/01437720210436046.

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26

Drake, Gregory A., and Barbara J. Witten. "Facilitating Learning Disabled Adolescents' Successful Transition from School to Work." Journal of Applied Rehabilitation Counseling 17, no. 1 (March 1, 1986): 34–37. http://dx.doi.org/10.1891/0047-2220.17.1.34.

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Recent federal regulations have focused attention on the learning disabled (LD) as the major disability group requiring rehabilitation services during the transition from school to work. In this article, a review of the need for increased linkages between the public schools and state vocational rehabilitation for LD individuals is documented. Some models for increasing cooperation between special educators and rehabilitation counselors also are presented. The importance of functional language arts and math content in school are discussed as a means of meeting the unique needs of learning disabled individuals as they progress from school to work.

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27

Helms Jørgensen, Christian, Tero Järvinen, and Lisbeth Lundahl. "A Nordic transition regime? Policies for school-to-work transitions in Sweden, Denmark and Finland." European Educational Research Journal 18, no. 3 (February 25, 2019): 278–97. http://dx.doi.org/10.1177/1474904119830037.

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In recent decades, a range of policy measures to support young people’s school-to-work transitions has been initiated across Europe. However, these transition policies have rarely been studied systematically, particularly from a comparative perspective. Thus, the aim of this article is to compare Swedish, Danish and Finnish policies for supporting young people’s educational and school-to-work transitions. Synthesising and analysing recent research, the article critically draws on Walther’s (2006) classification of transition regimes that recognises a Nordic universalistic regime of youth transitions characterised by emphasis on collective social responsibility, individual motivation and personal development. We conclude that significant policy changes have occurred during the last two decades. Coercive measures have been adopted and social support reduced, making young people more individually responsible for the success of their transitions. Hence, current transition policies diverge in many respects from qualities traditionally ascribed to the Nordic transition regime. We also find significant differences between the three countries’ transition policies, which in some cases indicate policy trade-offs. In addition, we conclude that transition policies are generally weakly coordinated across policy domains, which increases the risk of unintended consequences of these policies.

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28

Kuron, Lisa K. J., Sean T. Lyons, Linda Schweitzer, and Eddy S. W. Ng. "Millennials’ work values: differences across the school to work transition." Personnel Review 44, no. 6 (September 7, 2015): 991–1009. http://dx.doi.org/10.1108/pr-01-2014-0024.

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Purpose – The purpose of this paper is to investigate whether work values vary across different life and career stages in a sample of Millennials. Design/methodology/approach – The sample for this study was comprised of 906 Canadian Millennials (born between 1980 and 1994). Findings – Pre-career and working Millennials varied in terms of the importance they placed on five work values – interesting work, achievement, good co-workers, doing work that helped people and salary – although these differences were small in magnitude. This suggests that Millennials’ work values are relatively stable as they grow older and gain work experience. Research limitations/implications – A large body of research citing generational differences relies upon cross-sectional studies which compares different generations of individuals at different life stages, thus making it impossible to disentangle whether the differences are a result of generational or life-cycle effects. The findings that the importance of work values shift over the life course suggest that maturation effects may explain only a small portion of these differences in the emerging adulthood phase. This finding is particularly important for researchers who rely on samples of post-secondary students as this is a period of change from both an individual and career developmental perspective. Practical implications – This research suggests that pre-career Millennials may be attracted to organizations which emphasize a collegial work environment and socially responsible culture. Once they are in the workforce, Millennials can be attracted and retained through attractive working conditions and remuneration. All Millennials are most likely to be attracted to workplaces that provide interesting work, work-life balance, job security and the information workers need to do their jobs effectively. Originality/value – Developmental psychology and career development literature suggest that transitioning from school-to-work is a major life event. Past research has shown that the importance of work values change across this transition and that this change differs among social generations (i.e. Baby Boomers and Generation Xers), but research to date has not examined this transition in the current, millennial generation (born after 1980). We answer the call for researchers to understand Millennials as they progress in their careers, demonstrate that the shift in work values is different for Millennials, and provide actionable recommendations for managers.

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29

Irwin, J., and P. Macdonell. "Access to Transition Services: Integral Part of Curriculum." Journal of Visual Impairment & Blindness 82, no. 2 (February 1988): 69–70. http://dx.doi.org/10.1177/0145482x8808200209.

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Services to assist youth in the transition from school to work have become a priority for both rehabilitation agencies and school programs. However, a close and cooperative working relationship between agencies and schools is needed to facilitate successful transitions. This article describes an innovative course developed by the Oregon Commission for the Blind to encourage this positive working relationship between agency staff and teachers.

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30

Sanagavarapu, Prathyusha, and Bob Perry. "Concerns and Expectations of Bangladeshi Parents as their Children Start School." Australasian Journal of Early Childhood 30, no. 3 (September 2005): 45–51. http://dx.doi.org/10.1177/183693910503000308.

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This study aimed to examine views, concerns and expectations of immigrant Bangladeshi parents and children in Sydney concerning transition to kindergarten (the first year of school). This study builds on the previous work of the Starting School Research Project at the University of Western Sydney by: • deriving data from families and children for whom English is not the first language; and • exploring the transitional experiences of culturally and linguistically diverse (CALD) children from prior-to-school to school settings. Ten parents and four children were interviewed on the topic of transition to school. In particular, parents were asked to indicate their concerns and expectations that would assist schools in meeting the needs of Bangladeshi children and would make transition to school a positive experience for all concerned. The results revealed issues specific to families and children of non-English-speaking background regarding transition to school.

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31

Siegel, Shepherd, and Christine E. Sleeter. "Transforming Transition: Next Stages for the School-to-Work Transition Movement." Career Development for Exceptional Individuals 14, no. 1 (April 1991): 27–41. http://dx.doi.org/10.1177/088572889101400103.

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32

Feist-Price, Sonja, and Neena Khanna. "School-to-Work Transition Planning for School-Aged Children with HIV." Journal of Applied Rehabilitation Counseling 34, no. 1 (March 1, 2003): 10–16. http://dx.doi.org/10.1891/0047-2220.34.1.10.

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With the modern advances of medicine, school-aged children with Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) are afforded the opportunity to live long and productive lives. However, their ability to attain a life of normalcy is minimized if proper services are not made available. One of the mechanisms that can contribute to school-aged children living normal and productive lives beyond their high school years is school-to-work transition planning. The school setting has proved to be an environment that has not only sparked learning, but has also provided a safe and nurturing haven where students could meet many of their psychosocial needs of adjustment and development.

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33

Mellor, Suzanne. "Improving School to Work Transition: Former Students’ Opinions on School Programs." Australian Journal of Career Development 3, no. 3 (December 1994): 37–42. http://dx.doi.org/10.1177/103841629400300311.

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34

Kleif, Helle Bendix. "A Typology of Transition Patterns Involving Long-Term NEET Episodes: Accumulation of Risk and Adversity." Youth 3, no. 1 (February 9, 2023): 170–83. http://dx.doi.org/10.3390/youth3010012.

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This paper uses Danish population-based administrative registers to study contemporary school-to-work transitions among young adults who experience long-term NEET episodes between age 16 and 20. By applying sequence analysis and clustering, this paper identifies five distinct transition patterns. Using this typology as the outcome variable in multinomial regression the paper offers insight into how experiences and circumstances, developing until age 16, can affect the subsequently unfolding transition process. Finally, the paper looks ahead and describes whether transitional difficulty accumulates into early adulthood. While one transition pattern stands out as more stable and less worrying, three of the remaining four demonstrate how transitional difficulty between age 16 and 20 develops as precarious patterns of attachment to well-established systems within the Danish welfare state. It is further established that various childhood risk factors significantly increase the odds of experiencing precarious transition patterns. Finally, the analyses demonstrate how instability and risk during childhood and school-to-work transition extend into early adulthood for a large part of the study population.

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35

Tchibozo, Guy. "Meta-functional Criteria and School-to-Work Transition." Journal of Education and Work 15, no. 3 (September 2002): 337–50. http://dx.doi.org/10.1080/1363908022000012094.

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36

Raiu, Sergiu-Lucian. "The Emergent Adult: Transition from School to Work." European Review Of Applied Sociology 12, no. 19 (December 1, 2019): 33–48. http://dx.doi.org/10.1515/eras-2019-0009.

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AbstractThis article approaches the topic of the emerging adulthood with young people in Romania, as well as the beginning of the first work experience. The main aim is to identify the factors of a successful transition from school to independent life. The article examines the social status and the issues the young people in Romania face with regard to the transition from education to employment. The data type longitudinal panel study refers to the cohort of young people born in 1994-1995, the generation which graduated from the 12th or 13th class in 2012. We answer the question „Which are the factors that determine the first work experience for Romanian young people and what does this look like?” Half of the young people have work experience - 50.1%, with 25.2% working at the time they filled in the questionnaires, two years after graduation. Employment is explained to an extent of 1% by gender and area of residence, 4% by factors of social exclusion and 1% by factors related to negative life events. All these factors explain the variance of 6% in the employment of young people. Linear regression analysis (hierarchical) showed that social inclusion factors have the greatest effect on employment, with 4% of employment variance explained by social exclusion factors, while the influence of the demographic variables, factors of social exclusion and factors related to negative life events explain 6% of the youth employment variance.

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37

Ruschoff, Britta, Katariina Salmela-Aro, Thomas Kowalewski, Jan Kornelis Dijkstra, and René Veenstra. "Peer networks in the school-to-work transition." Career Development International 23, no. 5 (September 10, 2018): 466–77. http://dx.doi.org/10.1108/cdi-02-2018-0052.

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Purpose The purpose of this paper is to investigate whether young people’s peer networks can be an asset in finding employment during the transition from school to work. It examines whether peer networks size and peers’ self-efficacy regarding their own job search are associated with job seekers’ career-relevant behaviors and outcomes, i.e., the number of applications completed and the number of job offers received. Design/methodology/approach Associations between job seekers’ peer networks and their job search behaviors and outcomes were investigated during their final year of vocational training. Sociometric measures were used to assess young people’s peer network size. Sociometric and self-report measures were used to establish the characteristics of the peers that comprise each job seekers’ network, resulting in the overall self-efficacy across each job seekers’ network. Findings The results show that peers’ efficacy beliefs are positively associated with young people’s engagement in job search activities (i.e. a greater number of applications completed) and indirectly associated with their job search outcomes (i.e. a greater number of job offers, which are mediated by the number of applications) that are independent of the peer network size. Originality/value The results underline that although peers might not provide instrumental support, encouraging interactions with (efficacious) peers may nonetheless be beneficial to young job seekers. Methodologically, the results demonstrate that the operationalization of self-efficacy as a network characteristic might provide us with valuable insights into the characteristics that turn social networks into beneficial social resources.

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38

Lassibille, Gérard, Lucı́a Navarro Gómez, Isabel Aguilar Ramos, and Carolina de la O Sánchez. "Youth transition from school to work in Spain." Economics of Education Review 20, no. 2 (April 2001): 139–49. http://dx.doi.org/10.1016/s0272-7757(99)00068-0.

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39

Nilsson, Björn. "The School-to-Work Transition in Developing Countries." Journal of Development Studies 55, no. 5 (May 25, 2018): 745–64. http://dx.doi.org/10.1080/00220388.2018.1475649.

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40

Kim, So Rin, and Sang Min Lee. "Resilient college students in school-to-work transition." International Journal of Stress Management 25, no. 2 (May 2018): 195–207. http://dx.doi.org/10.1037/str0000060.

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41

Lundahl, Lisbeth, and Jonas Olofsson. "Guarded transitions? Youth trajectories and school-to-work transition policies in Sweden." International Journal of Adolescence and Youth 19, sup1 (January 22, 2014): 19–34. http://dx.doi.org/10.1080/02673843.2013.852593.

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42

Hangartner, Judith, Angela Kaspar, and Regula Fankhauser. "Autonomy as Anticipation of the World of Work at School." Swiss Journal of Sociology 45, no. 3 (November 1, 2019): 299–316. http://dx.doi.org/10.2478/sjs-2019-0014.

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Abstract Schools are under increasing pressure to prepare students for the transition to post-compulsory education and vocational training. Beyond the support of the students’ professional orientation, the focus is on students’ learning of soft skills. Based on an ethnographic study in schools of the lower secondary level, the article discusses how in school, autonomy is anticipated in school as a central requirement of the world of work. The analysed counselling interview reveals a narrowing of autonomy to the self-responsible execution of orders.

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43

Kim, Ahn-Kook and 신동준. "School to Work Transition and Employment Status of High School Graduate Youths." Korean Journal of Labor Studies 13, no. 2 (December 2007): 125–48. http://dx.doi.org/10.17005/kals.2007.13.2.125.

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44

Ghignoni, Emanuela, Giuseppe Croce, and Alessandro d’Ambrosio. "University dropouts vs high school graduates in the school-to-work transition." International Journal of Manpower 40, no. 3 (June 3, 2019): 449–72. http://dx.doi.org/10.1108/ijm-02-2018-0051.

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Purpose The purpose of this paper is to consider the enrolment at university and the subsequent possible dropout as a piece of the school-to-work transition and ask whether it improves or worsens the labour market outcomes a few years after graduation from the high school. Design/methodology/approach The analysis exploits data from the upper secondary graduate survey by ISTAT on a cohort of high school graduates and investigates the effect of dropping out four years after graduation. The labour market outcomes of university dropouts are compared to the outcomes of high school graduates who never enrolled at university. A propensity score matching approach is applied. The model is also estimated on the subsamples of males and females. Findings The findings show that spending a period at university and leaving it before completion makes the transition to work substantially more difficult. Both the probability of being NEET and getting a bad job increase in the case of dropout, while no relevant effect is found on earnings. Moreover, the impact of university dropout tends to be more harmful the longer the spell from enrolment to dropping out. Separate estimates by gender point out that females appear to be relatively more affected in the case of dropping out without a fallback plan. Originality/value While the existing studies in the literature on the school-to-work transition mostly focus on the determinants of the dropout, this paper investigates whether and how the employment outcomes are affected by dropping out in Italy. Moreover, university dropouts are compared to high school graduates with no university experience, rather than to university graduates. Finally, evidence on the mechanisms driving the effect of dropping out is provided, by considering timing and motivations for dropping out.

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45

Reitzle, Matthias, and Rainer K. Silbereisen. "The timing of adolescents' school-to-work transition in the course of social change: The example of German unification 1An earlier version of this paper was presented as part of the symposium “Übergang von der Schule in den Beruf [School-to-work transition]” (Chair: Dr. Jutta Heckhausen) at the 7th Tagung Pädagogische Psychologie [Meeting of Educational Psychology], September 13-16,1999, Fribourg, Switzerland. Data of the presented studies were taken from the research project “Antecedents and consequences of variations in the timing of development” (supported by the German Research Council: Si 296/14-1,2,3,4; principal investigator: Prof. Dr. R. K. Silbereisen). We would like to thank all the participants of our studies." Swiss Journal of Psychology 59, no. 4 (December 2000): 240–55. http://dx.doi.org/10.1024//1421-0185.59.4.240.

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The school-to-work transition has become more and more individualized over the last decades in the Federal Republic of Germany as in other Western industrialized countries. As compared to the 1950s and 1960s, the current educational system in Germany offers a greater variety of school tracks, apprenticeships, and training programs and provides a greater permeability between schools and programs. German unification offers a unique opportunity to study the influence of social and economic change on the individualization of the school-to-work transition, because change processes, resembling those over the last decades in the West, have been going on in the East in a time-lapse camera fashion. Using retrospective data on transitions gathered from Eastern and Western young adults from vocationally-oriented school tracks in 1991 (representing pre-unification conditions) and 1996, three different studies on the timing of key events in the school-to-work transition are presented. In the first study, aimed at the prediction of interindividual timing variability in transitions, the ages upon completion of training and financial self-support in the East were determined by structural factors such as the age at completion of school which, in turn, could only be predicted by the age at entry into elementary school. In contrast, age variability in the West was also influenced by person and family background variables. In the second study, it could be demonstrated that age variability with regard to completion of school and achievement of financial self-support had markedly increased among younger cohorts of Easterners assessed in 1996 reflecting an increased variety of educational opportunities and labor market obstacles on the pathway to employment. In the third study, two factors, namely prolonged education and unemployment as reflections of institutional and economic change in the East were identified which partly explained the increase in the average age at which Eastern young adults achieved financial independence. All three studies aimed at building a link between properties of the institutional and economic macro-contexts and the ages at key transitions into employment representing comprehensive chronological outcomes. Between these poles, however, there are a multitude of transitional pathways and patterns as well as personality and family factors operating on these patterns. A further inquiry into these psychological factors and mechanisms is a valuable research goal for the future.

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Glover, Robert W., and Ray Marshall. "Improving the School-to-Work Transition of American Adolescents." Teachers College Record: The Voice of Scholarship in Education 94, no. 3 (March 1993): 588–610. http://dx.doi.org/10.1177/016146819309400307.

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Möhring, Julian Valentin. "Familial Vulnerability at the Transition from School to Work." International Journal of Social Science Studies 10, no. 3 (April 17, 2022): 67. http://dx.doi.org/10.11114/ijsss.v10i3.5497.

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Since the Covid-19 pandemic, families have not only been seen as a place to recover from the demands of public life, but also as a constitutive element for particular vulnerabilities. Public life in general was greatly impacted by pandemic restrictions, thus, increasing the focus and visibility on dangers of regression and injury in one's own home. The article is based on narrative interviews, with emerging adults (18-27 years) who are hard to reach on their perception of the situation. 10 persons were interviewed initially in winter 2017/2018 and 10 other persons during the pandemic in the first half of 2021. This qualitative data was interpreted using the method of objective hermeneutics.Under a magnifying glass, it becomes clear how childhood experiences of injury and neglect by one's own family still influence the ability to cope with the demands placed on them during the transition from school to work. This display of vulnerability in the described experiences is interpreted with regard to the visibility and latency of vulnerability. Exploring the link between trust and vulnerability deepens an understanding of how harmful events in childhood still influence vocational opportunities after leaving school. Depending on their age, the interviewees concentrate on the changed position within the family towards their parents. In this interplay between socializing processes of detachment and the rise from a dependent position to one of responsibility, the retrospective evaluation of the family and what was previously familiar in the world of life assumes a central position.

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박천수. "Influence of Appearance Discrimination on School-to-Work Transition." Journal of Vocational Education & Training 14, no. 3 (December 2011): 259–78. http://dx.doi.org/10.36907/krivet.2011.14.3.259.

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Kelly, William W., and Kaori Okano. "School to Work Transition in Japan: An Ethnographic Study." Monumenta Nipponica 49, no. 3 (1994): 387. http://dx.doi.org/10.2307/2385460.

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Taylor, Alison. "The challenges of partnership in school‐to‐work transition." Journal of Vocational Education & Training 58, no. 3 (September 2006): 319–36. http://dx.doi.org/10.1080/13636820600955716.

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