Framing young people’s educational transitions: the role of local and contemporary economic contexts.

Despite rates of participation in post-compulsory full-time education reaching approximately 84% in Wales, social class inequalities continue to shape young people’s transitions from compulsory to post-compulsory education. This article draws upon data from a project which explored how young people’s educational decisions and transitions in Wales, UK are influenced by national economic landscapes, the popular narratives framing them and the structure of local employment opportunities. The analyses revealed that young people from similar social class backgrounds, but living in different localities, make very different sorts of transition from compulsory to post-compulsory education; in essence, they are either ‘pushed’ or they ‘jump’ into post-16 education. The article aims overall to contribute both empirically and theoretically to understandings of the complexity of educational decision-making, revealing how class and location intersect to frame decision-making processes, in so doing producing and reproducing educational inequalities. [ABSTRACT FROM PUBLISHER]