TY - JOUR
T1 - A Recognition-Based Study of Frustrations, Risks, and Navigation in Career Transition Among Educationally Disadvantaged Young Women
AU - Su, Xuebing
AU - Wong, Victor
N1 - Funding Information:
This work was supported by the Research Grants Council of Hong Kong (HKBU/GRF/12407814).
Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2022
Y1 - 2022
N2 - This study examined the career transition journey of educationally disadvantaged young women from a recognition perspective in the context of risk society. By means of purposive sampling, 12 young women aged between 18 and 24 who had dropped out from junior or senior secondary school were sampled basing on their social status and family’s socioeconomic status. With the use of thematic analysis, the study thoroughly examined 12 transcripts collected from individual interviews. The results showed the career transition journey of the participants in five distinctive aspects, namely, (1) striving for recognition, confronting and managing misrecognition, and sustaining life other than seeking recognition or managing misrecognition; (2) experiencing misrecognition encompassing deprivation of social support, victimization, agency undermining, esteem diminution, and distorted/manipulative recognition; (3) using recognition-based strategies to navigate career transition including social support based on satisfying affective and tangible needs, respect on the basis of equal rights and duties, and expanding sources of esteem by resuming schooling, attending interest-aligned training, caring for others, and/or excelling at work; (4) keeping a distance from manipulative or distorted recognition givers as being helpful to manage misrecognition; and (5) seeking survival, fun, exposure or sensation may help sustain life or attract more devastating risks. The findings of this study provide empirical evidence to inform the delivery of well-targeted career support services for young women with educational disadvantage.
AB - This study examined the career transition journey of educationally disadvantaged young women from a recognition perspective in the context of risk society. By means of purposive sampling, 12 young women aged between 18 and 24 who had dropped out from junior or senior secondary school were sampled basing on their social status and family’s socioeconomic status. With the use of thematic analysis, the study thoroughly examined 12 transcripts collected from individual interviews. The results showed the career transition journey of the participants in five distinctive aspects, namely, (1) striving for recognition, confronting and managing misrecognition, and sustaining life other than seeking recognition or managing misrecognition; (2) experiencing misrecognition encompassing deprivation of social support, victimization, agency undermining, esteem diminution, and distorted/manipulative recognition; (3) using recognition-based strategies to navigate career transition including social support based on satisfying affective and tangible needs, respect on the basis of equal rights and duties, and expanding sources of esteem by resuming schooling, attending interest-aligned training, caring for others, and/or excelling at work; (4) keeping a distance from manipulative or distorted recognition givers as being helpful to manage misrecognition; and (5) seeking survival, fun, exposure or sensation may help sustain life or attract more devastating risks. The findings of this study provide empirical evidence to inform the delivery of well-targeted career support services for young women with educational disadvantage.
KW - Career transition
KW - Educationally disadvantaged young women
KW - Frustrations
KW - Navigation
KW - Recognition and misrecognition
KW - Risks
UR - http://www.scopus.com/inward/record.url?scp=85135280656&partnerID=8YFLogxK
U2 - 10.1007/s10560-022-00874-0
DO - 10.1007/s10560-022-00874-0
M3 - Journal article
AN - SCOPUS:85135280656
SN - 0738-0151
JO - Child and Adolescent Social Work Journal
JF - Child and Adolescent Social Work Journal
ER -