Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-xfwgj Total loading time: 0 Render date: 2024-06-26T06:33:30.957Z Has data issue: false hasContentIssue false

seven - Social capital transitions of ‘Get Ready For Work’ trainees

Published online by Cambridge University Press:  01 September 2022

Julie Allan
Affiliation:
University of Birmingham
Get access

Summary

Introduction and context of the case study

This chapter presents findings from a case study of six young people in Glasgow, Scotland, who enrolled on a course designed to help them move into employment, further education or training (EET). When this study was carried out in 2007/2008, the ‘Get Ready for Work’ (GRfW) programme was viewed as an important contributor to the Scottish Government's commitment to social justice (Scottish Executive, 2006). Until its inception, most previous policy interventions had an employability focus and did not specifically address the various risk factors that make positive outcomes hard to achieve (York Consulting Ltd, 2005). The young people targeted are those who face multiple barriers related to economic disadvantage and educational disaffection, such as poor physical and mental health and low attainment (Raffe, 2003; Thomas et al, 2008).

Access to social capital is likely to be particularly important for these young people, helping them to overcome or become more resilient to the problems they face. Social capital has been described as the best predictor, after poverty, of children's welfare. Families with high social capital are more likely to have children who have good mental and physical health, educational attainment and subsequent employment (Ferguson, 2006). However, an inward-looking tendency is said to characterise people who live in deprived areas (Atkinson and Kintrea, 2004). Therefore, bonding social capital on its own may intensify a sense of ‘us and them’ and limit opportunities to develop bridging and linking social capital.

The authors were aware, from their discussions with staff at the centre prior to the course, that people in the local area lacked confidence and tended not to venture too far from home. Safety, as an important constituent of community social capital, was a particular concern. In the most disadvantaged areas of Glasgow, the presence of male gangs who perpetrate violent acts defines territories and boundaries that must not be crossed (Kintrea and Suzuki, 2008).

Type
Chapter
Information
Social Capital, Children and Young People
Implications for Practice, Policy and Research
, pp. 115 - 136
Publisher: Bristol University Press
Print publication year: 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×