LEADER 04262nam 2200817Ia 450 001 9910789853603321 005 20231206215907.0 010 $a0-7735-8298-3 010 $a1-282-86607-9 010 $a9786612866074 010 $a0-7735-7560-X 024 7 $a10.1515/9780773575608 035 $a(CKB)2670000000079289 035 $a(OCoLC)716062137 035 $a(CaPaEBR)ebrary10424223 035 $a(SSID)ssj0000478124 035 $a(PQKBManifestationID)11913421 035 $a(PQKBTitleCode)TC0000478124 035 $a(PQKBWorkID)10419244 035 $a(PQKB)11380487 035 $a(CEL)432829 035 $a(CaBNvSL)slc00225543 035 $a(Au-PeEL)EBL3332015 035 $a(CaPaEBR)ebr10558964 035 $a(CaONFJC)MIL286607 035 $a(OCoLC)923233772 035 $a(VaAlCD)20.500.12592/b68fx1 035 $a(MiAaPQ)EBC3332015 035 $a(DE-B1597)657085 035 $a(DE-B1597)9780773575608 035 $a(MiAaPQ)EBC3271261 035 $a(EXLCZ)992670000000079289 100 $a20080708d2007 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aChoosing to labour?$b[electronic resource] $eschool-work transitions and social class /$fWolfgang Lehmann 210 $aMontreal $cMcGill-Queen's University Press$dc2007 215 $a1 online resource (232 p.) 311 $a0-7735-3306-0 311 $a0-7735-3280-3 320 $aIncludes bibliographical references ([p. 199]-213) and index. 327 $aWhen Structure Met Agency -- Institutional Context: "And It Was Kind of Hard to Get Information" -- Gender: "Men Work, Women Have Children" -- Social Context: "It's Just What My Family Does" -- Role of Policy: "We're Supposed to be Learning" -- Role of Theory: Choosing to Labour? -- App. A Profile of Participants -- App. B Data and Methodology. 330 $aYoung people about to leave high school argue that they are determining their own destinies. Scholarly debates also suggest that the influence of structural factors such as social class on an individual's life course is decreasing. Wolfgang Lehmann challenges this view and offers a detailed comparative analysis of the inter-relationships between social class, institutional structures, and individual educational and career choices. Through a qualitative study of academic-track high school students and participants in youth apprenticeships in Germany and Canada, Lehmann shows how the range of available school-work transition options are defined by both gender and social class. Highlighting the importance of the institutional context in understanding school-work transitions, particularly in relation to Germany's celebrated apprenticeship system, which rests on highly streamed secondary schooling and a stratified labour market, Lehmann argues that social inequalities are maintained in part by the choices made by young people, rather than simply by structural forces. Choosing to Labour? concludes with an exploration of how public policy can meet the dual challenge of providing young people with meaningful and equitable educational experiences, while simultaneously fulfilling the need for a skilled workforce. 606 $aSchool-to-work transition$zCanada 606 $aSchool-to-work transition$zGermany 606 $aVocational guidance$zCanada 606 $aVocational guidance$zGermany 606 $aApprenticeship programs$zCanada 606 $aApprenticeship programs$zGermany 606 $aHigh school students$zCanada$xEconomic conditions 606 $aHigh school students$zGermany$xEconomic conditions 615 0$aSchool-to-work transition 615 0$aSchool-to-work transition 615 0$aVocational guidance 615 0$aVocational guidance 615 0$aApprenticeship programs 615 0$aApprenticeship programs 615 0$aHigh school students$xEconomic conditions. 615 0$aHigh school students$xEconomic conditions. 676 $a331.702/330971 700 $aLehmann$b Wolfgang$f1965-$01580851 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789853603321 996 $aChoosing to labour$93862059 997 $aUNINA