Search

This paper explores the self-narratives of young nonbinary individuals in Italy, shedding light on the challenges they face, thereby contributing to a nuanced understanding of these phenomena and their societal implications. In pursuit of this research goal, an exploratory study was conducted between July and September 2021, involving in-depth interviews with 26 young adults aged between 18 and 30 who identify as non-binary. The qualitative data gathered was analyzed using a reflexive thematic method. The findings reveal specific forms of social unease and discrimination experienced by nonbinary individuals, with primary stressors including a lack of recognition, limited knowledge on the subject and a dearth of socio-cultural visibility. These stressors manifest in varying degrees of discomfort, shaping daily life and interpersonal relationships. At the same time, participants’ narratives underscore a strong desire for societal change and inclusivity. Some nonbinary individuals express determination to challenge and redefine societal norms related to gender identity, emphasizing the importance of education and awareness for fostering understanding and acceptance. Following the thematic analysis, the article concludes with critical reflections and potential policy recommendations to create a more inclusive environment for all sexual and gender identities in Italy. [ABSTRACT FROM AUTHOR]

This article provides an interdisciplinary exploration of the ways in which social isolation is constructed in institutional and public imaginaries. It examines the discursive devices that produce hikikomori subjectivities, with a particular focus on the existence of an enduring deviant construct. Despite largely existing in the private sphere, hikikomori are positioned as residing outside of the prevailing system of social relationships and as such are perceived as a threat to social order. Persistent psycho-medical and idiosyncratic cultural depictions of hikikomori continue to obscure those who are doing the defining. Such portrayals also re-assert enduring normative expectations concerning the social, civil and economic participation of young people. Through an interdisciplinary approach that blends sociological and cultural critique, this paper challenges the dominant discourses framing hikikomori, at the same time underlining the ways in which these limiting discourses act upon the self by reinforcing an individualised subjectivity, masking the network of institutions and cultural discourses that mediate this process. We assert that there needs to be a broadening of the concept away from the atomised individual to one that situates hikikomori within a social and cultural context, having significant implications for identity and notions of personhood in contemporary, digital Japan and beyond. [ABSTRACT FROM AUTHOR]

Agency is a conceptual problem for youth studies. While the term is used in many analyses of young people's lives, this paper argues that the nature and conceptual meaning of agency remain ambiguous: agency is a ‘black box’ which while fundamental to youth sociology remains unpacked. Ontological and epistemological confusion about the concept means that appeals to agency in contemporary youth sociology beg the very questions they claim to answer. Nevertheless, the concept has become central to the conceptual and political basis of youth research, coming to stand for practices that are ‘bounded’ by structures and resist existing states of affairs. This limits the explanatory power of theoretical frameworks in youth studies, and does not serve the ethical commitments of a politically engaged discipline. Identifying conceptual and normative problems raised by the way agency is deployed, this paper argues that a conceptually powerful and politically engaged youth sociology must move beyond the problem of agency as it stands, and incorporates theoretical perspectives on youth subjectivities and social action that indicate possibilities for how this might take place. [ABSTRACT FROM AUTHOR]

This paper responds to critiques of the metrocentric nature of contemporary youth studies, situating both major traditions of youth research within a geographical framework with the aim of moving towards more spatialised youth sociology. The paper demonstrates that young people outside of major metropolitan centres have been marginalised from the dominant theoretical perspectives that frame both the transitions and the cultures traditions in youth studies, and explains this in terms of the metrocentric nature of sociological theory from the earliest theories driving work in the discipline. From the perspective of social change, the paper then situates the transitions and cultures of young people within a spatial perspective, demonstrating ways in which attention to the spatial dimensions of youth enriches analyses of both urban and rural youths. The transitions, and cultures, of young people in both urban and rural places are connected by macro-level processes which create the structural and cultural environments that young people from different places are negotiating. The paper concludes with a call for a more spatialised youth sociology that is sensitive to macro-level connections between different places, as well as the local ways in which young people are responding to social changes that shape the contemporary youth period as a whole. [ABSTRACT FROM PUBLISHER]

In 2009 Woodman has recently challenged youth sociologists concerned with inequality to evolve from what he describes as a middling orthodoxy that misrepresents the work of Ulrich Beck in an effort to emphasise the continuing relevance of class. In 2010 Roberts forcefully responds to Woodman, arguing that Beck's own words and empirical evidence contradict his argument. Woodman responds to Roberts, reasserting his position and asks for the debate to move beyond mere 'quote wars'. This paper engages with this debate, taking Woodman's challenge seriously while maintaining that Beck's jettison of class is problematic, and that the concept of class itself is still vital. The paper concludes with suggestions as to what youth sociologists concerned with socio-economic inequality might want to focus upon in the future. [ABSTRACT FROM AUTHOR]

This paper critically examines recent explanations of youth and their risk-taking. Literature in this area has traditionally been dominated by psycho-dynamic explanations of social action in which risk-taking is claimed to have linkages to biological and psychological developments in 'adolescence'. While more recent writers in the disciplines of psychology have aimed to distance themselves from deterministic positions, more recent discourses on youth risk-taking have remained grounded in a series of assumptions about the meaning of adolescence and transition that still see biology and psychology as key influences to behaviour. Alternative critical approaches exist within sociology and anthropology that provide an opportunity to develop a fuller understanding of the diverse and complex social processes that influence young people's behaviour in risk-taking. To conclude, this paper identifies gaps in our sociological understanding of youth and risk-taking, and highlights areas of further research. [ABSTRACT FROM AUTHOR]

The General Certificate of Secondary Education (GCSE) is the standard qualification undertaken by pupils in England and Wales at the end of year 11 (age 15–16). GCSEs continue to play an important and central role in young people's educational and employment pathways. Within the sociology of youth, there has been recent interest in documenting the lives and educational experiences of ‘ordinary’ young people. In this paper, we analyse school GCSE attainment at the subject area level. This is an innovative approach and our motivation is to explore substantively interesting patterns of attainment that might be concealed in analyses of overall attainment or attainment within individual subjects. We analyse data from the Youth Cohort Study of England and Wales using a latent variable approach. The modelling process uncovered four distinctive latent educational groups. One latent group is characterised by high levels of overall attainment, whereas another latent group is characterised by poor GCSE performance. There are two latent groups with moderate or ‘middle’ levels of GCSE attainment. These two latent groups have similar levels of agglomerate attainment, but one group performs better in science and the other performs better in arts GCSEs. [ABSTRACT FROM AUTHOR]

This paper contributes to our knowledge of young people and their views of the future. Although studies of young people have examined how young people think about their future in terms of their goals (most often their career objectives), there is little work that unpacks how young people give meaning to the idea of ‘hope’ in their lives. This study provides additional insight into what young people hope for in the future, their ideas about what the notion of hope is, and how they construct meaning about the importance of hope in thinking about their future. The analytic focus on the multiple ways that young people were invited to express their ideas about hope deepens our understanding of the importance of hope in their lives. Young people in this project see four key roles for hope in their lives: as a source of goals and happiness; as enabling the pursuit of their goals; as an asset to draw on when much else is lost; and a necessary part of living: ‘a live without hope is no life at all’. Further, young people see hope as integrally linked with social support – that the actions of others can be a barrier or a facilitator of hope. [ABSTRACT FROM AUTHOR]

The last two decades have seen a significant growth of research studies concerned with young people living in rural places with a strong focus on social and economic inequalities. In these studies, equality has become a key organising principle in understanding young people's lives in settings that offer continuous social, economic, and cultural disadvantages. Drawing on a qualitative research study in a rural school in Victoria, Australia, this paper seeks to examine the ways in which young people make sense of and negotiate the challenges they encounter in their communities and in their post-secondary school transitions through two dominant discourses of equality: liberal egalitarianism and neoliberalism. These competing discourses conceptualise equality and approaches to addressing disadvantage differently. The former places the emphasis on a social approach underpinned by the idea of equality of opportunity, while the latter focuses on an individualised approach based on the notion of merit. I draw on a radical egalitarian critique by Iris Marion Young to reveal limitations from both positions and to show that adopting an individualised approach rather than a social one has significant implications for the way youth and institutions frame not only post-secondary school transitions and rural disadvantage but inequality as a whole. [ABSTRACT FROM AUTHOR]

The roots of the political-economy-of-youth perspective can be traced to the neo-Marxist attempts to account for the youth movements and countercultures of the 1960s and to argue that youth constitute a potentially revolutionary ‘class’. Although this perspective influenced subcultural views of youth, since the 1980s sociological and cultural studies approaches to youth studies have tended to focus on the disadvantaged and working class rather than the entire youth segment of the population, while becoming increasingly preoccupied with subjectivities rather than the material conditions. Although these approaches to class divisions within the youth segment are useful, there is recent evidence of a systemic proletarianisation of the entire youth population in many countries, raising again materialist concerns and the issue of youth-as-class. Evidence for class-relations between youth and adults with respect to reduced earning power and education-to-work prospects is presented, followed by a critique of current youth-studies approaches that do not provide explanations of the root causes of youth proletarianisation. The paper ends with a call for a revival of the political-economy-of-youth perspective that is capable of generating ideas about solutions to this proletarianisation. [ABSTRACT FROM AUTHOR]

This paper explores the emergence of the concept of choice biography, as it is linked to the work of Ulrich Beck, in youth research. The concept has been called a current pervasive theoretical orthodoxy. However, this article argues that the concept is most often taken up to critique, and Beck used mostly as a foil, through arguing that he overemphasizes agency and neglects structural constraints, in establishing or occupying a middle-ground theoretical position between structure and agency. I propose that the relationship and balance between structure and agency is of little interest to Beck and aim to discourage forcing his work into this frame. Instead of focusing on a shift towards agency, and proposing the concept of choice biographies to understand the shift, Beck is making the more complicated claim that at the very moment, and through the same processes, that some of the constraints placed on people are breaking down, the predictability and security that would allow these new options to function as deliberate choices also weaken. More importantly, Beck asks the question of whether the concepts developed by twentieth-century sociology are up to the task of theorizing the contemporary world. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of young people on a public housing estate in inner-city Sydney. Their relations to schooling, truancy and participation in the illicit activities of the local youth network are framed as resistances, as necessary identity work, given the context of their marginalisation. In their explication of the dynamics of schooling, the network and the neighbourhood, young people claim the margins, as an alternative 'centre' where they obtain status, positive reputation, and a sense of belonging to their people. Social identity is central to their experiences and cultural management. The argument is made for two distinct forms of belonging to identifiable groups: that which is 'chosen', claimed and desired; as well as 'unchosen', ascribed and positioned, identity. How outsiders see them is largely an unchosen identity which young people resist. Chosen identity is mainly associated with the norms and values of the margins. In their transgressions of dominant norms, attempts to counter negative stereotypes, and social critiques, young people's strengths despite adversity are evident. Resistances are thus reframed as resilience. [ABSTRACT FROM AUTHOR]

Using the theoretical framework of social capital, this paper explores the resources and support children and young people derive from their siblings. A prevailing representation of siblings as passive dependents competing for limited reserves of family social capital is undermined by our empirical study of being and having a brother or sister. Drawing on qualitative interviews with 44 children and young people from 16 sibling sets, we show how brothers and sisters generate significant social resources for each other within and outside their families. In particular, we demonstrate how younger siblings rely on older brothers and sisters to cope with the demands of growing up and becoming adult. [ABSTRACT FROM AUTHOR]