Youth Transitions in Egypt: School, Work, and Family Formation in an Era of Changing Opportunities
Youth Transitions in Egypt: School, Work, and Family Formation in an Era of Changing Opportunities
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埃及青年的转变：机会不断变化的时代的学校、工作和家庭组建
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
R. Assaad
中科院分区：
文献类型：
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作者：
C. Krafft;R. Assaad
埃及的年轻人对成年生活的渴望日益高涨，但向成年的过渡却面临着越来越不确定和漫长的过程。埃及青年进入成年期基于三个关键的生命历程转变：教育、就业和家庭形成。本文调查了这些相互关联的转变在埃及如何随着时间的推移而演变，以及青年转变的性质如何与性别、社会阶层和教育程度相关。我们证明，根据教育和家庭背景，青少年在教育、就业和婚姻方面的生命历程存在很大差异。青年人是否成功地实现了现代转型，开始了这种转型并失败了，还是追求传统的成年之路，取决于他们自己的教育程度和家庭资源之间的复杂相互作用。根据这些发现，我们讨论了可用于评估青年向成年过渡的措施，以及有助于促进埃及贫困青年成功过渡的政策。 1 作者要感谢 2014 年 6 月 24 日至 25 日 Silatech 研讨会的所有参与者，特别是讨论者 Lahcen Achy 和 Hania Sholkamy，他们提供了许多有用的评论。我们感谢“青年作为主体、客体和代理人”协作阅读圈的参与者的反馈，特别是黛博拉·莱维森的详细评论。来自六位匿名 Silatech 审稿人的评论也提供了许多宝贵的建议。埃及的青年过渡
Youth in Egypt hold rising aspirations for their adult lives, yet face an increasingly uncertain and protracted transition into adulthood. Entry into adulthood for Egyptian youth is based on three key life course transitions: education, employment, and family formation. This paper investigates how these inter-linked transitions have been evolving over time in Egypt and how the nature of youth transitions relates to gender, social class, and educational attainment. We demonstrate that there is a large divide in the life course of youth across education, employment, and marriage depending on their education and family background. Whether youth successfully make modern transitions, embark on such transitions and fail, or pursue a traditional route to adulthood depends on a complex interaction between their own educational attainment and the resources of their families. In light of these findings, we discuss the measures that can be used to assess youth transitions into adulthood, as well as the policies that can help facilitate successful transitions for struggling youth in Egypt. 1 The authors would like to thank all of the participants at the Silatech workshop of June 24-25, 2014, who provided numerous helpful comments, particularly discussants Lahcen Achy and Hania Sholkamy. We thank the participants in the Youth as Subjects, Objects, and Agents Collaborative Reading Circle for their feedback and in particular Deborah Levison for her detailed comments. Comments from six anonymous Silatech reviewers also provided a number of valuable suggestions. YOUTH TRANSITIONS IN EGYPT