Jugendliche Zukunftsorientierungen in ländlichen Mittelstädten : zur Rolle des alltäglichen (sozial-)räumlichen Kontexts beim Übergang von der Hauptschule in den weiteren Ausbildungsweg
Diese Studie befasst sich mit männlichen Jugendlichen, die in ländlichen, prosperierenden Mittelstädten leben und am Übergang von der Hauptschule in den weiteren Ausbildungsweg stehen. Sie stellt die Frage, welche Rolle der nahräumliche Kontext für die Zukunftsorientierungen dieser Schüler spielt. ...
The study deals with male youths living in rural, prospering, medium-sized towns, who are facing the transition from school to further training or education. It addresses the question what kind of role the local context plays for their future orientation. For researching the importance of the local context for the youths and their orientation towards the future, this study investigates socio-spatial embedding in its infrastructural, social and symbolic dimension. Focusing on the infrastructural dimension, it becomes apparent that for a large part of the participants, positive assessments of the leisure time facilities and the quality of life strengthen the plans to stay at the places of residence or in the nearer surroundings. For only a few of the respondents, deficits or constraints prevail, so some of them would prefer to live somewhere else in the medium-term. Concerning the infrastructure relevant for training and professional career, companies in the nearer surroundings are almost exclusively seen as potential addresses for ongoing and future applications. In addition to the leisure time facilities and career options, particularly social contacts and friendships are crucial for preferences to stay at the home town. In addition to those emotional reference points, the local context in its social dimension bears further resources that are relevant for the participants’ orientations towards their future: Especially the closer circles of friends, family and relatives, but also loose connections to teachers, older youths and adults give support in important questions about school, education and private issues. The analysis on the symbolic dimension of local embedding makes clear that many of the participants feel absolutely at home at their places of residence and have a sense of belonging to the people in their towns. Furthermore, the youths’ interactions with people in their everyday life give them the opportunity to follow the model of other people and to orientate on their behavioural patterns. This helps them shaping their own identification and positioning themselves regarding crucial future orientation aspects. However, positioning and identification does not only develop trough feelings of belonging and similarity, but as well trough mechanisms of symbolic differentiation and prejudices against several groups. Generally, the study results show that young individuals develop very heterogeneous perspectives on their everyday local contexts and on the future possibilities linked to those places. Causes for that variety are differences concerning the original social background and peer groups, as well as diverging everyday life structures and action spaces.