Abstract
In this paper, we illuminate the vocational orientation process experienced by different groups of young people. In this context, risk factors, support, and the theory of bounded agency were considered in particular. The study answers the following questions: What patterns of risk can be identified within the vocational orientation process? How do identified risk patterns differ in relation to the perceived support provided by various support services? How do representatives of different risk patterns describe their vocational orientation process and how apparent are aspects of (bounded) agency? We carried out a mixed-methods study in Switzerland comprising a quantitative and a qualitative part. Latent class analysis revealed the existence of three distinct risk patterns that according to analysis of variance differ significantly concerning the perceived support of parents, siblings, friends, relatives, and teachers. Using content analysis, interviews revealed aspects of agency and aspects of boundaries concerning vocational orientation that differ in relation to the distinct risk patterns.
Highlights
In this paper, we illuminate the vocational orientation process experienced by different groups of young people
We focus on the transition from compulsory school to vocational education and training as an important phase in vocational orientation
Referring to the concepts outlined in the last section, this study intends to gain further insight into the vocational orientation process experienced by different groups of young people
Summary
Being accepted as an integrated member of an achievement-oriented society is strongly based on integration into the labour market. A key requirement for integration into the labour market is a successful transition from compulsory school to post-compulsory education and training (Blossfeld, Hofacker, & Bertolini, 2011; Kogan, Noelke, & Gebel, 2011). This is especially true for Switzerland, which has a well-established vocational education and training system that is chosen by the majority of young people. Young people who fail to enter vocational education and training directly are often challenged regarding their vocational orientation In this context, several studies have reported correlations between difficulties concerning the transition and several individual, family-based, school-related, and workplace-related risk factors (Häfeli & Schellenberg, 2009; Scharenberg, Hupka-Brunner, Meyer, & Bergmann, 2016). The results will subsequently be reported before being summarized and discussed in the concluding section
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