Making the good better: do youth social action initiatives impact the life chances of young people equally and what role can educational establishments play?

Article


Hicks, Christina 2017. Making the good better: do youth social action initiatives impact the life chances of young people equally and what role can educational establishments play? Research in Teacher Education. 7 (2), pp. 10-14. https://doi.org/10.15123/PUB.7288
AuthorsHicks, Christina
Abstract

This paper examines the concept of cultural habitus and the structures of social, economic and cultural capital that can influence young people’s participation in youth social action initiatives. Existing UK-based evidence suggests that social action projects deliver significant improvements in the skills required for life and work for young people who participate, but that socio-economic disadvantage has a negative influence on both the motivations for participation and the outcomes achieved by young people from these backgrounds. Research suggests that schools and colleges can play a crucial part in helping those from disadvantaged backgrounds to participate. However, it also indicates that those serving the highest proportion of young people from low-income families are the least likely to have a culture of social action. This literature review discusses the
contribution educational establishments can make in levelling the playing field.

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation7 (2), pp. 10-14
ISSN2046-1240
2047-3818
Year2017
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
Digital Object Identifier (DOI)https://doi.org/10.15123/PUB.7288
Web address (URL)https://www.uel.ac.uk/schools/cass/research/research-in-teacher-education/volume-7-no-2-november-2017
Publication dates
PrintNov 2017
Publication process dates
Deposited25 May 2018
Copyright information© 2017 The author
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