London Metropolitan University Research Institutes
 

Ethnicity, young people and ‘othering.’ ‘It’s like we don’t exist’: transitions from school to nowhere

Author(s) Nasim Riaz, N.  
Publisher London: CiCe  
Year 2014  
Editor P. Cunningham & N. Fretwell (eds.) Innovative Practice and Research Trends in Identity, Citizenship and Education  
Age group -  
Keywords/Abstract
People aged 16-19 not in education, employment or training form the cohort of the Official Government NEET estimate. The official estimate of NEET was published during May 2013 and estimated that there are 33,000 young people in Scotland who are NEET which accounts for 13.3% of the 16-19 population. The estimate for Glasgow reported 3,460 young people aged 16-19 not in education, employment or training representing 11.4% of the 16-19 year old population in Glasgow in 2013 (Scottish Government, 2013). This paper aims to explore the experiences of ethnic minority young people growing up in urban areas in the West of Scotland via community led youth work projects that aim to reengage young people categorised as NEET (Not in Employment Education or Training). By looking at their varied and complex biographies it will address young people’s experiences and perceptions of their communities and their transitions from education to the workplace. Getting lost in the transition from education to work is one of the key risks of social exclusion for young people which may lead to subsequent involvement in anti-social behaviour and crime (Bynner & Parsons, 2002; Yates & Payne, 2006; Finlay et al, 2010). The study is undertaken in a youth work organisation in an inner city ward in Glasgow. The preliminary study explores conversations with four young people from black and minority ethnic backgrounds who discuss their transitions from school. Hayward et al (2008, p. 18) found that the people from the same ethnic minority groups (Afro Caribbean, Pakistani and Bangladeshi) which are highlighted by Smeaton et al, 2010), are identified as failing to go onto positive destinations. This indicates that there is a link that these young people who are disadvantaged at school, do not go onto the prescribed pathways, defined as positive by the state, of education, employment or training once they leave school.
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