The dissertation project “The relevance of socio-pedagogical support for the creation and formation of transitions in the context of unequal educational background” analyzes socio-pedagogical support for the transition between school and work, using longitudinal data.
The project focuses on the creation and formation of transitions by means of institutional offers of assistance. The main questions (to be answered in this work) are: How relevant are institutional offers of assistance for the transition of young adults and do they have any biographical effect as far as their coping with life is concerned?
This project is to examine in how far socio-pedagogical assistance might become relevant in the lives of young adults. A reconstructive methodology is used to show which influence assistance has on the handling of disparity and the overcoming of it. Three cases are reconstructed by biographical case studies according to Rosenthal and on the basis of narrative biographical interviews of young adults, carried out at three different moments. By this, the biographical relevance of transition assistance, its processes and interpretations in the context of the individual biography as well as the sustainability of pedagogical assistance will be shown.