scholarly journals Boomerang Behaviour and Emerging Adulthood: Moving Back to the Parental Home and the Parental Neighbourhood in Sweden

2020 ◽  
Vol 36 (5) ◽  
pp. 919-945
Author(s):  
Jenny Olofsson ◽  
Erika Sandow ◽  
Allan Findlay ◽  
Gunnar Malmberg
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Life Course ◽  
Young Women ◽  
Return Migration ◽  
Financial Support ◽  
Economic Recession ◽  
Parental Home ◽  
Economic Vulnerability ◽  
Course Changes

Abstract This paper makes two original contributions to research on young adults’ boomerang mobility. First, it reveals the magnitude and complexity of return moves by young people to their parental home and neighbourhood. Secondly, it shows that the determinants and associates of return migration vary significantly when analysed at two different geographical scales—the parental home and the parental neighbourhood area. Using longitudinal data (1986–2009) on four cohorts of young adults, we find that boomeranging to the parental home in Sweden has increased in times of economic recession and is associated with economic vulnerability, such as leaving higher education or entering unemployment, and partnership dissolution. While returning to the parental home can offer financial support in times of life course reversal, we found gender differences indicating a greater independence among young women than men. Returning to the parental neighbourhood is found to be a very different kind of mobility than returning to co-reside with one’s parents, involving the migration decisions of more economically independent young adults. Results also indicate that returns to the parental neighbourhood, as well as returns to the parental home, can be part of young people’s life course changes.

scholarly journals Young British adults’ homeownership circumstances and the role of intergenerational transfers

2020 ◽  
Vol 11 (3) ◽  
pp. 383-407
Author(s):  
Ellie Suh
Keyword(s):  
Young Adults ◽  
Family Support ◽  
Financial Support ◽  
Event History Analysis ◽  
House Prices ◽  
Intergenerational Transfers ◽  
Event History ◽  
Parental Home ◽  
History Analysis

Despite the continuing preference for homeownership, it has become increasingly difficult for young adults to own a home in Britain. House prices have increased faster than real earnings between the mid-1990s and the 2010s, resulting in significantly deteriorated affordability. Mortgage products have also become less accessible, as a large deposit has been required to secure the loan after the financial crisis of 2008/09. Previous studies point to the increasing role of intergenerational transfers in filling this gap. Some young adults obtain help from family to become homeowners, either receiving monetary support or by saving through living at the parental home. Using the Wealth and Assets Survey, this study attempts to examine the effect of these two types of family financial support on young adults’ homeownership circumstances, and controlling for other characteristics such as parental homeownership. First, it examines the characteristics of homeowners among young adults cross-sectionally using logistic regression. Second, by focusing on the non-homeowner subsample it analyses the effect of direct (money) and indirect (co-residence) family support on young adults’ entry to homeownership in the six-year period using discrete-time event history analysis. The results show that chances of young adults’ homeownership between 2008/10 and 2014/16 are very much tied to family support. The odds of becoming homeowners who have received direct or indirect support are found to be three times higher, even after accounting for other characteristics.

The Transition Tempo and Life Course Orientation of Young Adults in Taiwan

2013 ◽  
Vol 646 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Lang-Wen Wendy Huang
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Gender Roles ◽  
Life Course ◽  
Gender Role ◽  
Young Women ◽  
Multivariate Analyses ◽  
Gender Role Attitudes ◽  
Family Roles ◽  
Adult Roles

This article investigates the transition tempo and life course orientation of Taiwanese young adults in their early 20s. The results indicate that Taiwanese young adults experience a prolonged transition tempo and delay their entry into adult roles. The rate of transitioning to family roles is low for young adults at this stage. There are significant gender differences in life course orientation toward marriage, parenthood, and employment, with young women having a clearer picture in mind than do young men. Age 30 appears to have become the new threshold when young adults schedule their marriage plans, with parenthood significantly later in life. Multivariate analyses suggest that young adults who hold more traditional attitudes about gender roles are more likely to start parenthood before age 30. However, when the tempo of education completion and initiation of employment is controlled for, the effect of gender role attitudes becomes nonsignificant.

Sources of Friendship and Structurally Induced Homophily across the Life Course

2019 ◽  
Vol 62 (6) ◽  
pp. 822-843 ◽  
Author(s):  
Reuben J. Thomas
Keyword(s):  
Higher Education ◽  
Life Course ◽  
Later Life ◽  
Course Changes ◽  
The Life Course ◽  
Made In

How people meet new friends changes throughout life in ways that change the potential for diverse friendships. This study presents results from the first U.S. survey with data on how respondents met their friends, specifically the two nonfamily friends they most often socialize with. The most common sources of new friendships shift across life from the dominance of schooling during youth, to the centrality of work in midlife, to neighbors and voluntary groups in later life. Educational homophily peaks for friendships made in midlife, and is strongest for friendships made in higher education and at work. Racial homophily generally declines as people age but is lowest for men in midlife, while decreasing later for women. Friendship sources largely account for life course changes in racial homophily, but not educational homophily. The racial homophily induced by friendship sources also changes as people age, but in different ways for women and men.

Textbook Popery

2018 ◽  
Author(s):  
Cassandra L. Yacovazzi
Keyword(s):  
Higher Education ◽  
Public School ◽  
Middle Class ◽  
Print Culture ◽  
Young Women ◽  
Female Teachers ◽  
The Common ◽  
The Right ◽  
School Movement

By the 1840s, convent narratives gained more middle-class, respectable readers, moving away from descriptions of sex and sadism and focusing instead on convent schools and the education of young women. Popular works such as Protestant Girl in a French Nunnery described "tricks" used by nuns to convert female pupils and lure them into convents. Such literature warned that as neither wives nor mothers, nuns could not train the right kind of women for America. The focus on convent schools converged with the common or public school movement. At the same time, teaching became an acceptable occupation for women, prompting more women to seek opportunities for higher education. This chapter compares the approach to education among nuns and other female teachers alongside the caricatures of convent schools in anti-Catholic print culture. I seek to answer why convent schools faced such heightened animosity even as teaching became feminized.

The Myth of the Digital Native and What It Means for Higher Education

2018 ◽  
pp. 97-114
Author(s):  
Linda Corrin ◽  
Tiffani Apps ◽  
Karley Beckman ◽  
Sue Bennett
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Young People ◽  
Digital Technology ◽  
University Education ◽  
Childhood And Adolescence ◽  
Digital Native ◽  
College And University ◽  
Radical Transformation

The term “digital native” entered popular and academic discourse in the early 1990s to characterize young people who, having grown up surrounded by digital technology, were said to be highly technologically skilled. The premise was mobilized to criticize education for not meeting the needs of young people, thereby needing radical transformation. Despite being repeatedly discredited by empirical research and scholarly argument, the idea of the digital native has been remarkably persistent. This chapter explores the myth of the digital native and its implications for higher education. It suggests that the myth’s persistence signals a need to better understand the role of technology in young people’s lives. The chapter conceptualizes technology “practices,” considers how young adults experience technology in their college and university education, and how their practices are shaped by childhood and adolescence. The chapter closes with some propositions for educators, institutions, and researchers.

scholarly journals Ambivalence in adulthood: Leaving the parental home

2016 ◽  
Vol 33 (1) ◽  
pp. 5-14
Author(s):  
Celia Regina HENRIQUES ◽  
Terezinha FÉRES-CARNEIRO ◽  
Andrea Seixas MAGALHÃES
Keyword(s):  
Young Adults ◽  
Parental Home ◽  
Structured Interviews ◽  
Leaving Home ◽  
Long Period ◽  
Living Together ◽  
Relational Space ◽  
Gains And Losses ◽  
The City ◽  
Leaving The Parental Home

Abstract The purpose of this study was to understand the articulation of dialogues during the emerging adult's leaving home process including the problematization and tensions involved. Semi-structured interviews were conducted with 10 middle-class young adults, aged 26 to 36, who still lived with their parents in the city of Rio de Janeiro, Brazil. Several categories emerged from the content analysis, among which three are presented in this article: apprehension concerning the relational space, agreements and negotiations, and the perceptions of leaving the parental home. It was verified that leaving the parental home is a dynamic process negotiated between family members. It became evident that the gains and losses from living together for a long period of time are part of an ambivalent relational environment. The time necessary for the development of parent-children relationship cannot be determined chronologically since it is the time necessary for the subjects to understand themselves at a relational level.

scholarly journals TRANSFORMATION OF STATE REGULATION MECHANISMS IN THE SPHERE OF HIGHER EDUCATION

2021 ◽  
pp. 91-103
Author(s):  
Игорь Николаевич Молчанов
Keyword(s):  
Higher Education ◽  
Financial Support ◽  
State Regulation ◽  
Highly Qualified ◽  
Master's Degrees ◽  
Non Profit ◽  
Leading Role ◽  
Research Activities ◽  
Qualified Personnel ◽  
Regional Universities

Цель работы состоит в исследовании механизма регулирования развития высшего образования в современных экономических условиях. Проанализированы происходящие изменения в содержании образовательных программ и структуре подготовки обучающихся в бакалавриате и магистратуре. Выявлены новации в системе обучения в высших учебных заведениях в условиях перехода к цифровой экономике. Рассмотрены вопросы финансового обеспечения и специфики работы учреждений высшего образования как некоммерческих организаций. Установлена необходимость учета особенностей региональной экономики при формировании набора в региональные вузы. Выявлена ведущая роль «опорных» вузов в подготовке кадров высокой квалификации с учетом экономических специализаций регионов и особенностей пространственного развития России. Изучена сложившаяся практика финансирования университетов Великобритании, обеспечивающая привлечение средств в объемах, достаточных для их устойчивого функционирования. Сделан вывод о необходимости расширения подготовки специалистов для работы в STEM-областях. Обращено внимание на необходимость большей увязки и применения различных форм образовательной и научно-исследовательской деятельности в рамках региональных университетских систем. Элементами научной новизны являются предложенные меры, следование которым позволит улучшить подготовку профессиональных кадров посредством использования модели «6i» для управления научной деятельностью вузов в период перехода к НИО.2. В качестве рекомендации для дальнейших исследований можно также предложить изучение взаимосвязей между порядком финансирования и типами вузов в целях определения и последующего ранжирования совокупности факторов, влияющих на их финансовое обеспечение. The aim of the work is to study the mechanism for regulating the development of higher education in modern economic conditions. The author analyzes ongoing changes in the content of educational programs and the structure of training students in bachelor's and master's degrees. The research considers innovations in the education system in higher educational institutions in the context of the transition to the digital economy. The author highlights the issues of financial support and the specifics of the work of higher education institutions as non-profit organizations. The study emphasizes the need to take into account the peculiarities of the regional economy in the formation of enrollment in regional universities. The author reveals the leading role of «pivotal» universities in the training of highly qualified personnel, taking into account the economic specializations of the regions and the peculiarities of the spatial development of Russia. The research investigates the established practice of financing UK universities, which ensures the attraction of funds in amounts sufficient for their sustainable functioning. The author highlights the need to expand the training of specialists for work in STEM-areas and the need for greater coordination and application of various forms of educational and research activities within the framework of regional university systems. Measures to be followed will improve the training of professional personnel through the use of the «6i» model for managing the scientific activities of universities during the transition to R& D.2 As a recommendation for further research, we can suggest studying the relationship between the order of funding and the types of universities in order to determine and then rank the set of factors that affect their financial support.

scholarly journals Mental distress among young adults – gender differences in the role of social support

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rune Johansen ◽  
Mari Nicholls Espetvedt ◽  
Heidi Lyshol ◽  
Jocelyne Clench-Aas ◽  
Ingri Myklestad
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Gender Differences ◽  
Young Adults ◽  
Young Women ◽  
Sense Of Coherence ◽  
Protective Factor ◽  
Mental Distress ◽  
Age Groups ◽  
Regular Physical Activity

Abstract Background The aim of the present study was to examine to what extent observed gender differences in mental health are associated with the protective factors social support, sense of coherence and participation in regular physical activity and more generally, engagement in organized or unorganized activity with other people. Methods This study was based upon a cross-sectional regional health survey in Norway, conducted during the winter of 2015–2016, in three southern counties; Aust-Agder, Vest-Agder and Vestfold. The study focused on young adults, comparing three age groups; 18–24 years old (n = 624), 25–31 (n = 582), and 32–38 years old (n = 795). Results Sense of coherence was strongly associated with low mental distress in all age groups and for both genders, while the association between low social support and mental distress was significant for young women only. Regular physical activity was not positively associated with low mental distress when sense of coherence and social support were included in the analysis. Conclusion Social support appears to have a stronger role as a protective factor for mental distress among young women, compared to young men and older persons. This has implications for health promoting activities that target young women. Sense of coherence showed a strong association with low mental distress scores for all ages studied.

scholarly journals ENCONTROS DE ESTUDANTES INDÍGENAS DE MATO GROSSO DO SUL: desafios, protagonismo e interculturalidade no Ensino Superior

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Eva Maria Luiz Ferreira ◽  
Beatriz dos Santos Landa
Keyword(s):  
Higher Education ◽  
University Students ◽  
Financial Support ◽  
Knowledge Network ◽  
Institutional Policies ◽  
Indigenous Students ◽  
Mato Grosso ◽  
University Spaces ◽  
Mato Grosso Do Sul

O texto apresenta uma das experiências do projeto Rede de Saberes – Permanência de Acadêmicos Indígenas no Ensino Superior, desenvolvido por quatro universidades, UCDB, UEMS, UFMS e UFGD, com aporte financeiro da Fundação Ford. Este artigo reflete ainda sobre o protagonismo dos(as) estudantes indígenas na realização de encontros estaduais nos espaços universitários e em áreas indígenas, podendo ser apontados entre os resultados: a proposição de políticas públicas e institucionais; a criação de ações e programas específicos e diferenciados nas Instituições de Ensino Superior (IES); e o fortalecimento do protagonismo de jovens universitários(as) indígenas no enfrentamento dos diferentes desafios postos para eles nesses espaços e na construção de relações interculturais.MEETINGS OF INDIGENOUS STUDENTS FROM MATO GROSSO DO SUL: challenges, protagonism and interculturality in Higher Education  ABSTRACTThe text presents one of the experiences of the project Knowledge Network − Permanence of Indigenous Academics in Higher Education, developed by four universities, UCDB, UEMS, UFMS and UFGD, with financial support from the Ford Foundation. This article also considers the protagonism of indigenous students in holding state meetings in university spaces and indigenous areas, resulting in: the proposition of public and institutional policies; creation of specific and differentiated actions and programs in Higher Education Institutions (IES); and strengthening of the role of young indigenous university students in facing the different challenges posed to them in these spaces and in the construction of intercultural relations.Keywords: Indigenous in Higher Education. Interculturality. Indigenous Protagonism

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