Hoskins, B;
Leonard, P;
Wilde, R;
(2020)
How effective is youth volunteering as an employment strategy?: A mixed methods study of England.
Sociology
10.1177/0038038520914840.
(In press).
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Abstract
Volunteering is routinely advocated in British policy as a key mechanism for young people to gain employment, but with little evidence of its viability as a strategy. Indeed, the limited research in this area suggests the link is weak and that access to good quality volunteering is differentiated along class lines. This article draws on a mixed methods approach, using survey data from the Citizenship Education Longitudinal Survey and qualitative interviews, to analyse the relationship between youth volunteering and employment. It finds that volunteering is not unequivocally beneficial for employment, particularly if it does not offer career-related experience or is imposed rather than self-initiated. It can even have a negative effect on employment. Furthermore, social class mediates access to volunteering opportunities most likely to convert into employment. We conclude there is little evidence to support policy assumptions that, in the short term, volunteering has a positive relationship to paid employment.
| Type: | Article |
|---|---|
| Title: | How effective is youth volunteering as an employment strategy?: A mixed methods study of England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/0038038520914840 |
| Publisher version: | https://doi.org/10.1177/0038038520914840 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | employment, mixed methods, transitions, unpaid work, volunteer, youth |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10091576 |
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