Kate Hoskins – författare

This book draws together both primary and secondary empirical research and existing literature to examine transgressive subcultural activities and engagement in digital social spaces (DSS).

The book addresses four objectives:

1. To understand how young peoples’ subcultures arise online and they are constructed and experienced in DSS

2. To understand how and why DSS matter to young people

3. To understand if any DSS controls exist in these online spaces and

4. To understand how identity locations such as social class, gender and ethnicity and/or their intersections shape young peoples’ engagement and behaviour(s) in DSS.

In addressing these objectives with a focus on European contributions, the text provides a holistic understanding of the purpose of digital social spaces in shaping young peoples’ identities and self-perceptions. It will be of interest to postgraduate students, secondary school teachers, lecturers and scholars in education, sociology, youth studies and technology.

This book draws together both primary and secondary empirical research and existing literature to examine transgressive subcultural activities and engagement in digital social spaces (DSS).

The book addresses four objectives:

1. To understand how young peoples’ subcultures arise online and they are constructed and experienced in DSS

2. To understand how and why DSS matter to young people

3. To understand if any DSS controls exist in these online spaces and

4. To understand how identity locations such as social class, gender and ethnicity and/or their intersections shape young peoples’ engagement and behaviour(s) in DSS.

In addressing these objectives with a focus on European contributions, the text provides a holistic understanding of the purpose of digital social spaces in shaping young peoples’ identities and self-perceptions. It will be of interest to postgraduate students, secondary school teachers, lecturers and scholars in education, sociology, youth studies and technology.

This book examines the role of family and schooling through an interpretive, qualitative, intergenerational case study. It examines the formation of academic and vocational aspirations by second generation (G2) migrant students from diverse international backgrounds.

Looking at the influence of family background, the changes and impacts of the migrant experience, and the effectiveness of the Academy, Hoskins and Barker interpret the successes of a cohort of sixth form migrant students from diverse backgrounds. They ask key questions about how participants perceive their lived experiences and imagined futures; how their aspirations and identities relate to their background circumstances; and in what ways the school and teachers enable and facilitate their future progress and potential career pathways. The findings challenge prevailing pessimism about the role of families and schools in enabling social mobility; and suggests the possibility that there may be important messages here for social mobility more widely. How do G2 migrants buck the trend?

A valuable resource for scholars of social mobility as well as for educators – especially those working with migrant learners. The use of theory, policy analysis and genealogy will provide students with accessible social mobility case studies.

This book examines the role of family and schooling through an interpretive, qualitative, intergenerational case study. It examines the formation of academic and vocational aspirations by second generation (G2) migrant students from diverse international backgrounds.

Looking at the influence of family background, the changes and impacts of the migrant experience, and the effectiveness of the Academy, Hoskins and Barker interpret the successes of a cohort of sixth form migrant students from diverse backgrounds. They ask key questions about how participants perceive their lived experiences and imagined futures; how their aspirations and identities relate to their background circumstances; and in what ways the school and teachers enable and facilitate their future progress and potential career pathways. The findings challenge prevailing pessimism about the role of families and schools in enabling social mobility; and suggests the possibility that there may be important messages here for social mobility more widely. How do G2 migrants buck the trend?

A valuable resource for scholars of social mobility as well as for educators – especially those working with migrant learners. The use of theory, policy analysis and genealogy will provide students with accessible social mobility case studies.

This book investigates how policy, family background, social class, gender and ethnicity influence young people’s post-16 and post-18 employment and education access. It draws on existing literature, alongside new data gathered from a case study in a UK state secondary school, to examine how policy changes to the financial arrangements for further and higher education and the changing youth employment landscape have had an impact on young people’s choices and pathways. Hoskins explores a number of topics, including the role of identity in young people’s decision-making; the impact of changes to young people’s financial arrangements, such as cuts to the Education Maintenance Allowance and increased university fees; and the influence of support from parents and teachers. The book will be of interest to students and researchers of Education and Sociology.