The capacity of schools to use career provisions to compensate for social capital deficiencies among teenagers Elnaz T Kashefpakdel University of Bath Anthony Mann Education and Employers Taskforce ID: 584655
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Slide1
Socialised Social Capital?
The
capacity of schools to use
career provisions to compensate for social capital deficiencies among teenagers
Elnaz T.
Kashefpakdel
, University of Bath
Anthony Mann, Education and Employers Taskforce
Chris Percy, Independent ResearcherSlide2
Our subject: Social capital and young people
Social capital provides a familiar conceptual tool for attempting to understand variation in outcomes experienced by young people as they enter adulthood.
“
the sum of the resources, actual or virtual, that accrue to an individual or a group by virtue of possessing a durable network of more or less institutionalized relationships of mutual acquaintance and recognition”
(Bourdieu & Wacquant, 1992)Slide3
Social capital and employer engagement
Teenage
informal contacts with people in the labour market are associated with better employment outcomes.
M. Jokisaari. 2007. “From newcomer to insider? Social networks and socialisation into working life” in Youth and Social Capital edited by Helver, H. & J. Bynner. London: Tufnell Press Slide4
School-mediated employer engagement as a mechanism for enhancing social
capital: intensive work experience
“What we have evidenced is that, based on the process of developing
social capital through trustworthy reciprocal social relations within individualized networks, young people are provided with an opportunity to gain information, observe, ape and then confirm decisions and actions with significant others and peers. Thus, everyday implicit, informal and individual practical knowledge and understanding is created through interaction, dialogue
, action
and
reflection
on action within individualized and situated social contexts
.”
Raffo
, C. and Reeves, M. (2000
) “Youth
transitions and social exclusion: developments
in social
capital theory” Journal of Youth Studies, 3: 147–166.Slide5
Social capital as extensive engagement: the
strength of weak ties (
Granovetter)
“Weak ties are well suited for a bridging function, as they provide greater access to non-redundant information about employment. In other words, connections with adults that operate outside the young person’s close-knit social circle are more likely to provide new information about opportunities. Since weak ties are associated with
the receipt
of this non-redundant information, we expect that young people
who maintain
relatively weak relationships with their mentors will have the greatest access to
labor
market information and opportunities. This would, in turn
, enhance
their chances of being employed in young adulthood. Similarly,
connections with
non-kin mentors are also likely to provide superior access
to labour market information by expanding opportunities beyond the family circle.”McDonald, S., Erickson, L. D., Johnson, M. K. and Elder, G. H. (2007
) “Informal mentoring and young adult employment” Social Science Research
, 36: 1328–1347.Slide6
Evidence for School-mediated
Granovetter-style ‘Virtual’
Social capital
Kashefpakdel, T.E. & Percy, C. (2016). ‘Career Education that Works: an Economic Analysis using the British Cohort Study’, Journal of Education and Work, DOI: 10.1080/13639080.2016.1177636.Investigates the relationship between participation in career talks with people from outside school during year 10 and 11 and wage at age 26 when in full time employment.
Young people who took part in career talk at age 15 benefit from 0.8% wage premium at age 26. This
is
statistically significant relationship. This wasn’t the case for young people who did this activity at age 16.
Young people who found the career talks very helpful at age 14-15 benefit from 1.6% wage premium at age 26. With a smaller effect (0.9%) 15-16 year olds also enjoy the pay rise. Slide7
Socialising social capital?
1. Can we use longitudinal data to distinguish between ‘real’ social capital (accessed through informal family networks) and ‘virtual’ social capital (accessed through school-mediated employer engagement)?
2. Can school-mediated ‘virtual’ social capital compensate for deficiencies in ‘real’ social capital?Slide8
British Cohort Study 1970: background
Follows ~17,000
born
in England, Scotland and Wales in a single week of 1970Data is available at Birth, age 5, 10, 16, 26, 30, 34, 38 and
42
Data
for background variables
from birth 16
Labour
market outcome data at age 26
Survey background
Survey attrition rate
British Cohort Study 1970: it has a rich set of socio-economic factors, it follows members since birth to adulthood, relevant variables of interest Slide9
Methodology: Real vs. Virtual Social Capital
‘Real’ social capital - Once you need to get a job do your parents or anyone you know have a contact(s) who might be able to help you? (N=8,668)
‘Virtual’ social capital – Has anyone come from outside school to talk to you about careers/jobs? (N=4,199)Slide10
Full-time weekly income in 1996 (age 26) [nominal £]
Outcome variable: Wage for full-time employed at age 26
Number of
respondents in FT employment:
5,932 individuals
Following Mann & Percy (2013) part-time wage earners were excluded
to
identify a more comparable set of labour market participants.
Average earning across the sample: £215
pwSlide11
What is the effect of having access to family contacts on earnings?
Regression Results
Control variables
Academic
ability/ Education plans
Socio-economic status
Early home learning environment
Demo-graphics
Local labour market
Maths
- CSE/O-level results
Highest level of qualification at
26
Cognitive assessment age 5 (hum. fig.
drawing)
Education expectation at age 16
Amount
of TV watched age 10
Mother
socio-economic status
Type of accommodation lived in
Gender
Whether has a UK parent
LEA economic activity rate
N= 1,116
R-square= 0.201
Unstandardized Coefficients
t
Sig.
B
Std. Error
Gender
.180
.022
8.010
.000
High
est qualification
.036
.010
3.695
.000
Mother
social class
-.013
.006
-2.177
.030
Type of
accommodation
-.042
.016
-2.616
.009
Math ability
-.053
.008
-6.565
.000
Local unemployment index
-.001
.000
-2.577
.010
No of Days TV Seen After 6pm Mon-Fri
-.007
.006
-1.126
.260
Born
to UK parents
-.064
.070
-.922.357Education expectation at age 16-.044.029-1.526.127Cognitive assessment .026.0102.544.011Family contact able to help you get job.038.0221.698.090
Those who have access to family contacts to help them with a job benefit from a 3.8% wage premium when aged 26 and full time employed. This relationship is statistically significant at 10%. Young people with access to such family contacts are, on average, of higher social backgrounds.
Work in ProgressSlide12
Q1
:
does access to ‘real’ social capital impact on
the benefits gained through ‘virtual’ social capital?Two questionsSlide13
Regression Results
Control
variables
Academic
ability/ Education plans
Socio-economic status
Early home learning environment
Demo-graphics
Local labour market
Maths
- CSE/O-level results
Highest level of qualification at
26
Cognitive assessment age 5 (hum. fig.
drawing)
Education expectation age 16
Amount
of TV watched age 10
Mother
socio-economic status
Type of accommodation lived in
Gender
Whether has a UK parent
LEA economic activity rate
N=629
Rsquare
:
0.208
Unstandardized Coefficients
t
Sig.
B
Std. Error
Gender
.176
.030
5.855
.000
High
est qualification
.039
.013
2.923
.004
Mother
social class
-.010
.008
-1.193
.233
Type of accomodation
-.052
.022
-2.308
.021
Math ability
-.052
.010
-5.015
.000
Local unemployment index
-.001
.000
-1.438
.151
No of Days TV Seen After 6pm Mon-Fri
-.003
.008
-.410
.682
Born
to UK parents -.045.085-.529.597Education expectation at age 16-.059.039-1.507.132Cognitive assessment .022.0131.644.101
Careers talks from anyone outside school
.082
.038
2.144
.032
Y
oung
people who
do not
have access to ‘real’ social capital but
took part in career
talks with people from outside school benefit from a
8.2% wage premium
when aged 26 and full time employed. This relationship is statistically significant 5%.
This is not the case for those who have access to real social capital.
Work in ProgressSlide14
Q
2
:
are adult wage premiums linked to teenage participation in ‘very helpful’ career talks with people from outside of school (‘virtual’ social capital) bigger or smaller for young people without ‘real’ social capital?Slide15
The sub-sample analysis: a) don’t have access to
‘real’ social capital b) did participate in career talks with people from outside school c) found the career talks very helpful
Year 10
Year 11
N=91
R-square
:
0.263
Unstandardized Coefficients
t
Sig.
B
Std. Error
Gender
.056
.077
.730
.468
hqual26
.060
.036
1.684
.096
Mather social class
-.010
.022
-.439
.662
Type of
accommodation
.028
.059
.475
.636
Math ability
-.057
.027
-2.079
.041
Local unemployment index
.000
.001
.250
.803
No of Days TV Seen After 6pm Mon-Fri
.024
.020
1.207
.231
Born to UK parents
.030
.279
.108
.914
Education expectation at age 16
-.087
.107
-.815
.418
Cognitive
assessment
.040
.042
.962
.339
No. of career talks at year 11
.034
.014
2.481
.015
N=52
R-square
:
0.447Unstandardized CoefficientstSig.BStd. Error
Gender
.137
.106
1.293
.204
hqual26
.103
.043
2.371
.023
Mather social class
-.017
.028
-.595
.555
Type of
accommodation
-.095
.106
-.899
.374
Math ability
-.061
.037
-1.643
.108
Local unemployment index
-.001
.002
-.302
.765
No of Days TV Seen After 6pm Mon-Fri
.049
.027
1.794
.080
Born to UK parents
-.147
.331
-.443
.660
Education expectation at age 16
-.081
.141-.572.571Cognitive assessment .135.0662.040.048No. of career talks at year 10.033.0132.589.013
Work in ProgressSlide16
Quality of the career talks with people from outside school matters a lot to those who don’t have access to family networks
The career talks
possesses
a compensatory character if done with high quality
Findings
At year 10 teenagers lacking ‘real’ social capital who take part in
‘very helpful’
career talks with people from outside of school benefit from a wage premium of 3.3% at age 26 – significantly higher than their better connected peers. The relationship is statistically significant at 5%.
At year 11, the wage premium associated with very helpful career talks is 3.4% per career talks and the relationship is less significant but still strong at
5
%.
These results disappear for those who didn’t find the career talks helpful .
The results also disappear when a similar analysis is undertaken for young people who did have access to ‘real’ social capital as defined in this study. Slide17
Summary: what we found so far…
Teenagers with access to family networks (‘real’ social capital) who are able to help them
find jobs benefit from a 4% wage premium when aged 26 and in full time employment
Teenagers who don’t have access to such networks but their schools organise for them career talks with people from outside school benefit from 8.2% wage uplift at age 26 when in full time employmentSchools with highly regarded career provision are able to compensate for the lack of access to ‘real’ social capital. Those who don’t have access to ‘real’ social capital and found the career talk with people from outside school very helpful benefit from 3.3 and 3.4 percentage wage premium related to year 10 and 11 respectively.
Teenagers who already have access to ‘real’ social capital appear not to gain additional advantages from the activity. Slide18
Thank you – Any questions?
Elnaz.Kashef@educationandemployers.org
Anthony.Mann@educationandemployers.org
Tel
: 0207 566 4894
www.educationandemployers.org