AN IN-DEPTH EXPLORATION OF YOUTH RURAL POVERTY AND THE TRANSITION TO THE LABOUR MARKET THROUGH THE PERSPECTIVE OF COMMUNITY DEVELOPMENT.

Abstract

We learn our social roles, identities, behaviours and social expectations through primary and secondary socialisation (Giddens and Sutton 2010). How does a young person who is experiencing the transition from education to the labour market, who lives in an improvised, rural area learn these? There is much sociological research on poverty and social exclusion particularly to young people and youth transitions (Pavis et al 2001, Lindsay 2003, Culliney 2016 and Commins 2004). However, there is very little research relating to young people from rural areas. In particular when young people are faced with the question, 'so what do you want to be when you leave school', as well as financial limitations and rurality; how do these young people feel? When supporting them, do the community development staff understand what the young people go through pertaining to the transition from education to the labour market when living in poverty? In this research, the professional community development team of the Scottish Borders depict how they view the transition stage in life between education and employment, within an impoverished, rural area through photovoice images (Wang and Burris 1997). This dissertation reveals ways in which factors emerging from the relationship between structure and agency may act as hurdles for the young people who are supported in the Scottish Borders.