To stay or to go? \u27At risk\u27 young women speak about their influences and experiences in making decisions about post-compulsory schooling

Abstract

Recent research indicates that young women who leave school early (ie at or before year 10) are the group most \u27at risk\u27 of becoming only marginally attached to the labour force or unemployed. Young women from low socio-economic backgrounds are more often those who \u27choose\u27 to leave schooling, often for complex reasons, some of which are only marginally connected to their schooling experiences. In order to better understand-and address-the needs of this cohort, it is necessary to examine the multi layered connections between students\u27 lives in and out of school.This paper reports on the initial stage of a three year ARC-funded study, \u27Young women negotiating from the margins of education and work.\u27 In interviews and focus groups, young women identified as \u27at risk\u27 of leaving school early speak about the factors that have influenced their decisions. We examine the data with specific reference to the question: what type of social capital do these young women deploy in making their choices? Recent research (Croninger &amp; Lee, 2001) suggest that teachers\u27 support and guidance are a form of social capital that can make a difference, particularly in regards to students from lower socio-economic backgrounds. We discuss the young women\u27s and teachers\u27 interview data in light of recent debates about social capital and education. <br /