Singh, Amit;
(2025)
How place mediates perceptions of the future for working-class youth in London, Rochdale and Morecambe.
Journal of Youth Studies
10.1080/13676261.2025.2575973.
(In press).
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Abstract
This paper examines the uncertain, insecure, and prolonged transitions young working class people make out of education and into a changing world of work. It offers a qualitative exploration of working-class youth London, Rochdale and Morecambe perceive of their transitions out of college and into the uncertain world of work. It argues that place plays a huge role in shaping aspiration and guiding young people towards or away from various pathways, which is compounded in the absence of social capital that might otherwise influence future transitions for middle-class people living in the same areas.
| Type: | Article |
|---|---|
| Title: | How place mediates perceptions of the future for working-class youth in London, Rochdale and Morecambe |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13676261.2025.2575973 |
| Publisher version: | https://doi.org/10.1080/13676261.2025.2575973 |
| Language: | English |
| Additional information: | © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Class; whiteness; youth transitions; work; place; inequality |
| 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 - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10216450 |
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