Entering Society – The Adolescence, Identity and Development of Vocational Education Students in Shanghai

Abstract

With the late twentieth-century reform of the labour market and the abolition of the ‘iron rice bowl’ in China, jobs were no longer guaranteed by the government and higher education became more and more a requirement for even low-level positions. A surplus of academics and a lack of skilled workers became the long-term consequences. Since the early 2000s, the government has tried to mitigate this situation by promoting and developing vocational education. However, it is still considered to be a second class education, suitable only for weak students whose results are too low for an academic middle school. Based on the qualitative and quantitative data of a three-year panel study conducted in vocational schools in Shanghai, the present publication analyses the social environments, personalities, values and perceptions of students in vocational education – adolescents stigmatized by society. The results show how their attitudes change throughout their education, and which kinds of identities they form. Drawing on Ulrich Beck’s thesis of individualization, this publication finds that adolescents in vocational education still hold on to the belief that good study results enable them to seize chances and avoid risks. Freedom of choice, feelings of success and a good relationship with parents support these positive attitudes towards learning. Family in particular turned out to not only be an important motivational factor but also the dominant value of the students. Vocational education is still, however, stigmatized and the adolescents try to bring that in line with their self-worth.