Making the good better: do youth social action initiatives impact the life chances of young people equally and what role can educational establishments play?

Abstract

This paper examines the concept of cultural habitus and the structures of social, economic and cultural capital that can influence young people’s participation in youth social action initiatives. Existing UK-based evidence suggests that social action projects deliver significant improvements in the skills required for life and work for young people who participate, but that socio-economic disadvantage has a negative influence on both the motivations for participation and the outcomes achieved by young people from these backgrounds. Research suggests that schools and colleges can play a crucial part in helping those from disadvantaged backgrounds to participate. However, it also indicates that those serving the highest proportion of young people from low-income families are the least likely to have a culture of social action. This literature review discusses the contribution educational establishments can make in levelling the playing field