This paper is concerned with how rural youth discuss resources important in trajectories to post-secondary and higher education. The aim is to analyse how social, cultural and material resources influenced students in compulsory educations thoughts of educational/career choice in the stage of entering upper secondary education. In which different ways did the rural youth discuss those resources as important in decision making? Theoretically this is done by using Massey’s (1994) understanding of place and the concept of power geometry. According to the concept different social groups, and different individuals, are placed in very distinct ways in relation to flows and interconnection between local and global time-space interrelations.
The data consists of ethnographic work in six classes in six rural towns, which differed in terms of size, access to post-compulsory education, unemployment and youth trajectories. That means classroom observations, interviews with the students, teachers, study- and work counsellors and heads.
The results indicates that social resources such as siblings and cousins ‘pawing the way’ and having a relative in the receiving town could be important aspects in the choice of upper secondary school. Cultural resources such as institutional recognition, in the form of academic credentials or qualifications were also important. Also economic resources were important when it came to find accommodation, where economic privileged students did not seem to reflect as much in where they would study, but rather picked the programme of their choice. The conclusions are that different resources seems even more important to rural youth than what is known of their urban youth equivalent.
2017. 545-545 p.