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Hello, everybody! And Hello, people at home on zoom

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Before we start. I want to do the acknowledgment to country on behalf of everyone. Gather I pay respect to the spirit of country here in Nam, where we are meeting. I acknowledged the past and present coin nation woundery

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a ruundry wa warung as the serving people. Here the cultural knowledge holders who maintain and promote the norm aboriginal law, customs and custodianship, responsibilities

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for country and the people. That country continues to sustain generation after generation into the future. For all of us I recognize the important contribution that first nations thinkers have made to sociology, including challenges to our dominant ways of thinking. We think all first nation delegates in the room today for their contribution to knowledge in the discipline.

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Thank you very much, all of you, for making it to 5 30. I know it's a long day we are in in day 3 or 4, so I'm sure some of you are already quite tired. Today we have a very exciting panel

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and the challenges, and a Florence is of log G. 2. And I'll use research. I just wanna say 2 things before we start with before I let the the real stars of today. The speakers presenting. I want to say that this panel is generated, or the Genesis comes from a book than my colleagues Julia Cooke, Joanna Wein, and Quentin Mayor.

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are editing, together with an array of excellent researchers around the world. The book is added as it will be published by Springer, I believe, early next year, and it's called on gutterial methods in youth, research, understanding young lives across time and space, and I think that is very pertinent

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mit ctl, and in the perhaps uncertain and tumultuous times that we live today between war, climate change, recessions, and so on in the sense of understanding where we come, where we are and where we are going a little bit. What we always understand in longitudinal research, in terms of continuity and change in our case in the lives of young people, and sometimes, perhaps, we tend to think 150

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not too many longitudinal research studies, and perhaps that is true. But, on the other hand, I think what this book, and what this session is unearthing is that there are around the world quite a few

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very good longitudinal research projects. And I think this is an opportunity to discuss that and to debate that, and to think about that. And what longitudinal and studies how they might speak to each other through the different presenters.

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The final point I want to make is a little bit of house keeping.

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We have 5 presentations. Each presenter will speak

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for 15 min, and I would like you as audience here present in Melbourne, and also at home, to write down your questions and wait till they the last to the last presenter. Then present presenters will come here, and we have one online, and then we will have a conversation, a debate, a discussion all together. So hold your questions for the. For the end of the presentations we are starting to get today

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with Joanne de Jagger and Adita rule in the presentation. And this is the first, and it's the only presentation on Zoom. Hello, Adity!

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So would you. How much would you like to share your screen?

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DeJaeghere and Arur: Sure, I can do that.

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Okay, so 15 min. And when for the presenters.

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when you see the white, the unsophisticated white paper is 3 min to go. Okay, so I'll get so at my head up.

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Okay, you can go ahead and share your screen.

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Yeah, we can see it. Can people at home see the the screen? They share the presentation?

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DeJaeghere and Arur: Yeah, I assume they come off. You go. Okay, alright. So our session. Unfortunately, Itly Joan, but it wasn't being able to be here. The at the presentation is on the methods and meaning combining prospective and retrospective interviews of lower casted Indian girls, educational aspiration, subjectivities and social change.

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DeJaeghere and Arur: so as just to give you a little bit of context. we, we we did prospective and retrospective interviews of young girls

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DeJaeghere and Arur: from different regions, and we were interested in looking at the narratives in terms of how they constructed their educational experiences, subjectivities, and social change in relation to time, place, and other the people that they engage with

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DeJaeghere and Arur: and we we particularly interested in looking at it the in terms of the events, how they make sense of the events, and how a memory. And we made we did analysis of that conversational structures

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DeJaeghere and Arur: to give you some context on the program these worksheet studies of the same girls education program called the PE, which I'll refer to as Gdp by the same Ngo, the International Ngo, in different states of India. So one state was Rajasthan, which is the this on the left hand side, and the other state is

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DeJaeghere and Arur: so. The program was simple, the same program but but components of that program included providing material support life skills, education and mentoring from sixth grade to twelfth grade for a dollar and goals. And and the aim of the program was to support girls to continue and complete their schooling in secondary years.

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DeJaeghere and Arur: So the Rajasthan one was a prospective study. That means we followed them for 3 years, and the Utrah can study, which was a retrospective study, which means we met them 5 years after they had completed their program and focused on how they reflected upon that the experience having gone through the entire duration.

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DeJaeghere and Arur: so the method so that this that flows into the methodology. Like, I was saying, the prospective study was from 2,016 to 2,018 which included 3 years of repeat interviews at the beginning of 6 seventh and eighth grades, and the sample was around 54, with both 54 girls and 6 villages of punchman district of branches, count 54 parents and 6 mentors

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DeJaeghere and Arur: The retrospective study was from 2,017 to 2,018, and these were life history interviews, and it was conducted one time. and these interviews were with 25 older girls who were in the range of 21 to 25 years of age in the Dracon And like, I said, we focused on what, how? They reflected on their experience in the program.

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DeJaeghere and Arur:  so in the prospective study, we didn't. We didn't really analyze. For this particular paper we analyzed interviews from 2 villages, one predominantly of the butcher caste so, and and one semi urban, where cast identifiers were given and the retrospective study. we looked at interviews from similar geographical areas in Withraq and variation in vital status.

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DeJaeghere and Arur: we wanted to look at differences across in terms of medical stations and employment status. And what we did was, we compared conversation and structures and discursive patterns in the way that the in the we analyze the their narratives like how they spoke about their experiences.

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DeJaeghere and Arur: and in looking at these narratives, so we put it, paid particular attention to temporality and memory work. It came up in our analysis in the sense that biological age and development the the developmental State psychosocial development of

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DeJaeghere and Arur: came up in the way that the narratives were produced. because we were girls at different ages. also, what mattered was that we spent different time. we spoke to the same girls for 3 times. So we we had a longer relationship with some of the participants, and we had only a one time interaction with some of the participants, and that also, kind of played a role in the kind of narratives that we received

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DeJaeghere and Arur: And also we analyzed the data at different time points. There was a We. We analyze data for this paper and so in rereading those interviews. It triggered. our memories of the interviews, and it's all. And how we analyze the interviews we're also infected by how we have changed in as in to view as interviewers and researchers

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DeJaeghere and Arur: in terms of how it has affected our retelling of girls subjective deeds and change. So in that sense, temporality and memory work played a lot of big role in the analysis of

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DeJaeghere and Arur: so coming to the findings. The first filing that I want to talk about is the change is dramatic and mundane.

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DeJaeghere and Arur: Here. The main key points that we want to highlight is that, What compared to these were qualitative longitudinal studies. And if we compared to quantitative to launch or cross section and studies, they usually snapshots of change

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DeJaeghere and Arur: and it tend to construct a linear relationship between time and change, where it's qualitative, longitudinal studies. then to look at subjective experiences of change and the and they may be be described as small, nearly imperceptible moments of change or dramatic plot lines.

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DeJaeghere and Arur: and we also paid a notice that the in that girls mobilized rhetorical devices to dramatize change in their lives or lack that off in the storytelling.

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DeJaeghere and Arur: So just to give you a few examples of these narratives, this is an example of a retrospective study interview by sushma, 21 years old, and it's an example of changes dramatic

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DeJaeghere and Arur: So I'm just going to go through this really quickly.

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DeJaeghere and Arur: or I'm just going to highlight the key points. So if you'll notice there are these to earlier she was very hesitant to, you know. So she uses these were in in Mexico. and

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DeJaeghere and Arur: I want to highlight this point. If I hadn't done that, then perhaps I wouldn't be able to do what I'm doing today. being with people interacting, not getting scared. We learned everything there. Yes, that that's what I'm saying because of the Ngo So today that I'm speaking with you, it's also because of the issue. Before that I wouldn't speak with anyone. But after fifth grade. So we can see these temporal rhetorical devices in the way that she's constructing a plot line.

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DeJaeghere and Arur:  This is more of that. I'm just going to go to the next example, which is a pro from the prospective study. So this is Ronnie at the beginning of sixth grade and this is illustrative of changes mundane. So so if you notice her, her responses are very free, right? No. And boys know there are no challenges nodded to indicate or no.

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DeJaeghere and Arur: this is Ri at the beginning of seventh grade. So a year later, and so you'll see it's similar. I don't get 2 girls get facilities. I don't get facilities. Do you get help? No help.

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DeJaeghere and Arur: But there's a little bit more. They're a little bit more responsive. What I support to grow up, girls, do they do the end apart from the and now what would they like to study school? Teacher? Right? So there is. there are a few more responses. and this is

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DeJaeghere and Arur: Ronnie at the beginning of the eighth grade. Right? So What do you think do to boys and those girls to the same kind of work for different kinds of work. And you see now that they are talking a little bit a lot more girls, we more cooks, food, and

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DeJaeghere and Arur:  what do girls get? They get cycles, And we also asked to accept. you know. Ask them about any understandings of cost. And so you or if challenges because of cost, and they said as would just find it difficult to study, regards, manage to study, but nowadays even would just study, you know. So why do you think this is changed? Because now it's demand has increased. So they're also going to study. So that's at the bottom of the interview.

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DeJaeghere and Arur: So just to summarize this What I'm going to highlight is that In the retrospective studies. Older girls were.

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DeJaeghere and Arur: more evaluative. They use more evaluative clauses that tell a point, and participants frame story lines in positive and negative ways, using in Texas and temporal devices. the positive framing highlights, individual agency and resourcefulness. But it also highlights the stickiness of changing gender norms that older girls would collectively change their world and constrained by it.

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DeJaeghere and Arur: In the prospective interviews we've noticed that there were more referential clauses describing what happened and changes in gender and social norms. We're illustrated through girls emerging sense making processes and not to their own stores attending.

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DeJaeghere and Arur: And they were embedded. Change was embedded in Monday and routine activities, and they seemed less traumatic. so. But it what I really also want to highlight that our in this process should be, that is, the directives were Co. Constructed, because it was not only that Ronnie's

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DeJaeghere and Arur: capacities of articulating improved, but also our capacities as interviewed was in asking better questions, help to end in building a conversation also. So it was a combination of multiple things that helped in producing. you know, and narratives that were more detailed over time.

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DeJaeghere and Arur: how am I doing on time?

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Okay.

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DeJaeghere and Arur: I I just have one more team. 5 min. so my second point, the our second, finding that we want to talk about is related to girls, aspiration, that nonlinear and emergent

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DeJaeghere and Arur: Longitudinal qualitative studies are well suited to exploring processual nature of prop personal and social change. These are not just a mere reflection of it, but time is not just. The. It's not a mere reflection of events, and the effects on outcomes and not is change constructed only as one subjective view

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DeJaeghere and Arur: insight. We also put insight into how girls are making their social worlds, acting in relation to changing social and material conditions and changing them at the same time.

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DeJaeghere and Arur: So to give you an instance, to give you some examples, this is from a retrospective study. Karishma married with teaching, and then she was school, and she, when she says, actually, I never thought I would be able to study this far. I was only focus only on the next grade. Slowly I finished all my studies.

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DeJaeghere and Arur: and she said I did not think much at that time. Right? So she was focused more on from just doing things on an everyday basis. need to. Also a retrospective study, said I had only one dream to be a teacher, but when she was at the younger age she said

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DeJaeghere and Arur: all we would do whenever she was asked, she would say, I want to become a teacher to avoid the question, because we didn't really have any. So in a way, it was teacher, was a safe answer. So in a way she didn't really want to. If she didn't, she didn't really have a clarity that she wanted to be a teacher, but they would say it, because that was the safe answer. But then that kind of

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DeJaeghere and Arur: you know, shape to that dream. And and now and retrospectively, she says, oh, I had only one tree, so we can see that, you know it's a it's not necessarily something that's

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DeJaeghere and Arur: land, or or or necessarily something that's rationing in.

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DeJaeghere and Arur: and if you look at the retrospective studies we'll see that Most of the girls are like, I don't know what we want to do. I don't know. Maybe, teacher, I will have to study hard and finish my education and go to college in the same in an. And other students said, please women, I don't know. Maybe your job work hard.

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DeJaeghere and Arur: and this is another example. I like the police. Maybe I will do that or army, maybe college. Maybe Joe Bao worked many girls in a village to it. So what we can see is that there

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DeJaeghere and Arur: at the younger reach? It's at the great they are, we shifting, emerging goals. And this some. It's similar to what the older girls said about how they thought about their goals when they were younger. So if you compare these interviews, we can see that perspective into this show. How goes with thinking and changing their thinking as they got older, they did not necessarily have clear goals or clear plans that they acted upon in a linear manner. They were emerging

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DeJaeghere and Arur: schools and retrospective interviews were constructed, narratives of who they had become at that point in time, with reflection on that trajectory. And it's it's they persisted on weight goals over time, through repeated citations of words or ideas.

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DeJaeghere and Arur: and in that sense aspirations are life, and life problems are shaped by non leave their world in practices and negotiations of sticky norms.

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DeJaeghere and Arur: So in conclusion, we to to relate some of the main points, longitudinal quality to data, exploit and polarity is relational connecting time and space and young people and the contexts.

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DeJaeghere and Arur: or to get analyzing perspective and retrospective interviews together, offers unique insights by destabilizing notions of development, is biological and natural, but as go constructed by participants, actively designing responses and attempting to repair organizational

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DeJaeghere and Arur: Temporality constitutes girls constructions of self and the social world, not a mere backdrop against which events happen, and girls use temporal rhetorical devices differently in prospective and retrospective interviews, and, lastly, earl's aspirations, was cited and repeated and effective and embodied worlding bad practices and materialized through non-linear processes. that's about it. Thank you.

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Thank you very much. Edit. You kept to the time. Thank you. On a wonderful presentation. We have now Anna Meanda from Flax or Argentina.

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Thank you.

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Hi, everyone. First of all, at first of all, I could like you to, sung Julia Cook, Joanne a win and continue mar for the organization of them. They will, and their Manguer to the coordination for the combination.

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I uglas. I could also, thanks to the speaker who are joined, showing me, I disturb some of whom I capture my war for many years.

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This presentation is about the path of the gravity of youth program at flex-oriented.

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His proper is to discuss longitude in our research strategies through a study conducted in the global South.

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I will discuss methodological strategies concerning the conceptual development of youth study, particularly particularly particularly in the youth and traditional property perspective. I have organized my presentation as follows.

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one time. Second certification. The stratification.

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Sorry.

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sir. Reversibility for Federation. 5. Trip. Gender, 6. Scarring and 7 grammar fields.

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First time

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the longitudinal research program ramor of Youth began in Argentina and the end of the nineties in the period of concert. After implementing neoliberal economic policies.

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Sorry.

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Within this concept, we application a quantitative study and conducted a three-year follow up on a cell example of high school graduates.

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Argentina has tremendous economical political crisis. During this time.

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when I refer to

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big crisis.

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I mean that if the country has a a section of 5 Presidents in one month and the youth unemployment rates reach Alm of 50%

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since the crisis play at the septive role in the trajectories of young people. This ratio, this research, allow us to realize the importance of historical, ambient biographical time when studying new transition in the lab in the labor market, and to examine the intersection between opportunity, a structure, and use choices

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sans to lunchitudinal study.

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In this moment we were privileged to have immense collaboration from the I. D. The Sherman Youth Institute, especially to Renab, and did, and the Egress group.

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Foldermore, the war of Carmen. La Cardiff.

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like the worship persons today, was central to our conceptual development, a special concerning time.

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second, a stratification.

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The result of the longitudinal quantitative quantitative study defined the pathways from the high school to library. We group Itoatipa into a topology.

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The typology identified 5 categories following following contemporary theoretical device, some of the categories were identified as Bonaver.

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that I will show observation from the friend, findings from 2,001, 2,002.

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We with

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can see the a stratification experience of your transition

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use from low-income sector or experience experience crisis more severally, especially if they are women or belong to sexual diversities or non-echemonic ethnic group.

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The study may give you, then, that, worn out of very true, low-income youth.

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face-orotic of muller-ravel trajectories. This situation

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was bitola betoli non-exist among high-income group as one of our of very them use face a bonnet.

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First reversibility.

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The debate about the lost generation was usual during the labor market crisis as the crisis spread

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concept, such as unemployable youth, immersion frequently

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in conceptual terror and based on the Latin American tradition, particularly the pedagogical ideas of Paulo Friday

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we historically criticize, the idea of people became unemployable, and it and I do.

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or which a reversal constructor of occlusion and the existence of a lost generation.

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To confirm these these ideas, we used data from the second longitudinal study, conducted conducted tense young letter

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in which we follow educational a level transition which particular attention to those youth who had experienced trajectories of vulnerability in a crisis.

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we probe that in economic and grow contexts doth use, were able to improve their trajectories and get the stable shops

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we develop a new

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quality type is sample in 2,012, which a select based on the itineraries defined in the first features during a favorable economic context.

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Consequently

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we absurd that the expanded inclusive grow model in other America meant that the failed restorative of many youths live neat, had reversed.

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This evidence underlines the importance of a structural aspect in the development use transition

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thatly chopped the stability and autonomy in Latin America.

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The navigation metaphors are limited to describe, to describe in use transition in concepts, in context of high macroeconomic instability

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for generation.

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In a well psychological study, we follow 2 chords, bias on base, on 2 different research strategies.

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one relation, late-generation X.

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These youths were born in 1,981, and reached 18 years of age in 1,999,

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a period of market. By unemployment and economic recession we interview the use of our previous research. In their 20 s. Are reconstructed their biographies

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2 generation y.

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These youths were born in Weimber in 1,993, and reached 18 years of age at

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2,011, a moment of more significant level opportunities and social protection. In Latin America

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we initiated a

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quantitatively and longitude, analysis studies similar to the one conducive with the previous research. You can compare this.

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those a generation.

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this quantity, type, and

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public material, allow us to compare the transition between 2 social generation differentiated by transition context.

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These contexts were highly highly different in economic, social, and political stones.

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We

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found market differences between 2 courts regarding the socio-, the social role of education and use expectation.

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For example, the generation why the context of the Expandive Rice Association protection implying critter is calling these youth. It is essential to mention the study conducted by Shuana Wynne and her concept of Soius-generation that werecrossed, that were cartial by our region

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beautiful gender.

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Since 2,011, we have include the gender perspective in our research.

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Using the youth youth as transitional perspective, we conducted bi-biographical research on young women migrating from parallel to to Argentina.

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to critical transition, according in youth. education, to love, to labor, and family, to autonomous household.

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Among these youths who immigrate there is at first sharply from the price of origin and the place, their their destination. Our richer was able to theoretical reach. The conceptualization of time and space through which we carry out the transition analysis to the labor market.

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We develop our work by conducting restrictive interviews on youth transition in a context of economic migration growth. But gender families, families and global character.

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including a gender perpet, was a fundamental category of analysis

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in Latin America. Transition to other who to otherhood are make are marked

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bark. I've given tax for Very early in life.

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The importance of family by gender regimes produce an early gender division of flavor that is called the transition of young women.

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Gender transitions

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about gendrostat strategies is the term we coin to conceptualize the differences

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in youth trans issues between men and women.

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We believe that you, the study, are still in dead with inclusion of a gender perspective on the study of inequality, intersectionalized gender class and rights.

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It's going.

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We have been working intensely on studying the social projectories of youth, living emotionally in nationalized neighborhoods since 2,018 sent to support of the Idrc.

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In this case

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we worked on action research, so, surveying restro effectively young people between 18 and 30,

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35 years of age.

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This restrictive survey show

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Yusu labor's rashid.

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like trajectories marked by in a stability, informality and long period of inactivity.

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The result also revealed that due the important unemployment at job insecurity.

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nationalized neighborhood grow. There were drugs. Market had suspended

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this difficulty along with the persistent of traditional gender model. and they increase dancers, violence.

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Stefan Mis. Literature. She is in youth group, exposed to continued segregation.

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thus

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discuss the scars. Market trajectories of use exposed to segregation from the early age became evident.

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Additionally, additionally, the action.

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the action, research evidence, the importance of considering.

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of considering the expendation of diversity with the youth Raman, different from the sheemonic normatic model.

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This axiom, Dicks, action, research developed, was develop in the school, the school of public sociology.

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channel, right communication for another audience, and not only the university audience, including the production on audio-visual material

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and

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7.

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To conclude the presentation, I could like to emphasize that the idea of the grammar of youth is intent to address the areas that contextualize, use experience and analyze the form of use. Ancient agency of this structure and determination.

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the conceptolation, the conceptualization of youth, grammar sustain the existence of the structure, and a hem and a Hemonicus rule that established the successfully successful trajectories and allowed the labelling and estimatization of those used with different biographical trajectories, but in both in content and timing.

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L. She always lost longitudinal research, has became a primary tool

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for products production and evidence regarding to the reproduction process of inequalities as socio-economic segregation

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strategies that integrate methodology, methodologies of unchange and reproduction process through the a chronic approach promote loyalistic views of youth, and situated and studied with contemporary aviation missions of social justice.

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Thank you.

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Thank you very much.

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And now we have

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okay.

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so good evening, and thank you for coming along. Quentin, I are going to be presenting this. Then Joanna is going to come up and answer questions with us at the end. So we request that you save any particularly difficult ones for that time.

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so we're talking about the unfulfilled promise of education, longitudinal analysis of young adults, life satisfaction across 2 generations in Australia.

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And we're focusing on what we found to be a kind of tension between a generational trend and an enduring pattern in Western countries. So the generational trend being that women have

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kind of stood at the forefront of the educational revolution when it comes to higher education, enrollments and completions. And yet as I'm

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sure that many of you are very well aware from your own research, there's persistent kind of structural gender inequalities in both paid works and in relationships and care.

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This is in the context of a transition to financialized capitalism. So we have the the trend and the pattern. So

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that led us to focusing on women's subjective experiences, of achieving their desired outcomes, their their kind of life satisfaction. And so the hypothesis that we're exploring in this paper is the that the kind of unfolding

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generational trend that we see under unequal structural conditions exacerbated by financialized financial capitalism is associated with the comparatively negative kind of sort of life satisfaction for for young women, and to give you a preview of our our findings.

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Our hypothesis is correct. there is an unfulfilled promise of educational investment for the recent generations of women we focus on who of broadly can be thought about as Gen. X. And Gen. Why, alcohol, one and 2. And

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there's evidence of some interesting interactions in generational and gendered effects that Quentin is going to talk you through in a much more competent way.

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So in terms of the literature that we're drawing on, I'll go through this some relatively quickly. But where

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drawing from literature, in education, looking at women's educational attainment over recent decades,

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we're drawing on gender research that's looking at inequalities in both unpaid and paid work and looking at the issues of time, poverty, work, life, balanced kind of gendered aspects of time more generally, which

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I know some of the people in this room have worked on. And we're also obviously drawing from youth studies research on the importance of using a generational lens and looking at some transitions, work on education to labour market outcomes.

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and I'll now

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hand over to Quentin.

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Thank you, Judah. I I'm probably going to bring some of the boring parts around methods, and then some some quants data. I know we had a great presentation earlier, telling us.

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some of the advantages of qualitative research. So sorry I'm going to go back to some old-fashioned stuff with some statistical results. But I just want to start by mentioning the fact that this is research in progress. So it's not published yet. So we welcome any

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any feedback on the way we, we are analyzing the data and also kind of interpreting what we find. So we do focus on the experiences of transitions to adulthood through the prism of life satisfaction. So we have a range of a bank of questions around life satisfaction in the survey. And we look at this information.

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And this is part of the life patterns project which has been mentioned earlier, which is an in-house multi-cohort and multi-methered longitudinal research program that we have at the University of Melbourne.

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and in this particular

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presentation, withdraw on our first 2 courts. So the first one finished high school in the early 19 nineties. So that's our chord one and the second one finished high school in the mid 2,000 s. And so we're going to compare the experiences and the the subjective sense of life satisfaction for these 2 groups.

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So we have some quant part first, and then I'll hand over back to Julia for the call. analysis.

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So again, I don't want to go into detail too much, but you can ask questions at the end. So in terms of measuring life satisfaction, we have questions about life satisfaction and like to scale questions across 7 areas of life which we analyze separately at some point. But also we bring them together using factor analysis to create kind of a one, construct that we can measure for the for the regression.

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All right. That's it for the method. So just a bit of context when we talk about that kind of educational revolution.

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and the fact that we need to think about it in gender terms as an Amir and I mentioned just earlier.

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and these are our 2 chords mapped onto the kind of participation, higher education, participation in Australia, and where they fit in that kind of temporal

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framework. So we can see that in the early eighties there were about 8% of women who had graduated from university

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and 40 years later that that rate is 50%. So over half of the court now completes a higher education degree.

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And and of course, that that growth has happened for young men as well and but definitely, not to the same extent. So we've seen a reversal of the gendered hierarchy in completion of higher education. And we think that's quite significant for thinking about what's been happening happening across across the generations

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and on the right hand side. I won't spend too much time on that. But it's the underutilization rate which you can understand as, and the proportion of unemployed people, plus the proportion of people who are employed but would like to work more. Don't have as many hours of work as they would want to.

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and you can see here that the the kind of

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a period effects. So the the conjunctual effects are quite significant. So the trains are quite similar for men and women, but what is quite interesting as well is that the under utilization rate has remained higher for women, even though they have increased their participation in the completion of higher education degree. So they've invested far more in it in higher education than men. And yet, The labor market outcomes are still inferior.

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And so these previous results were from the Austrian Bureau of Statistics. database the census information as well. But here, this is data from our own project. So the life patterns project. And you can see some of these trends here

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in the proportion of respondents who are currently working.

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So this is where we try to bring the gender and the generational lenses together.

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so you can see not the differences are not that significant for men between code one and core 2. So over 90%

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are currently working in our survey responses.

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but you can see. Obviously gender differences. So with with women as they approach their late twenties there is a decline in participation in paid work.

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But there's also a generation that I mentioned there. So a cord effect with that dip

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toward the late 20 s. Early 30 s. Being more marked for the first cohort. So the older all the women are women who were in their 20 s. At an earlier period of time compared to cohort 2.

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And we we also see that in in

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and the interpretation of the full time work participation rate. Also you can see the gender effect there. and and the chord effects, although the convergence for for women must be interpreted in the context of the differential in participation rate workforce participation rate.

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Alright. So with this out of the way, this is the part that I think is quite interesting. I hope it's not going to be too annoying to read, but I'm going to try to summarize what I think is important there. So we looked at at reported levels of flight satisfaction at the end of their twenties. So in kind of young adulthood period, and we have 821 cases, and we brought that together across the 2 chords.

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So what do we see through the hierarchical regression models?

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 if you look at just a gender effect. Is there a general effect without looking at cohort effects?

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And that's not significant. So there's not marked differences in life, satisfaction between men and women. If you pour all the participants together across the 2 coords. once you include the chord variable cohort 2, which is the the more recent cohort has a negative association replaced satisfaction which tells you,

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People who who were in their twenties more recently, or in the late 20 s. More recently, had a lower level of life satisfaction overall. And that's controlling for gender, right? So this kind of tells the story of a generational story. a generational effect there.

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but once you include an interaction effect in Model 3 there, and I think that's the part that's quite interesting.

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It is only for the younger cohort of women that life satisfaction is negative. So that's the main effect.

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and that states is the same in then models 4 and 5 when you include other covariates.

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And the point there is to say that what can be interpreted from a generational lens needs to be gendered. And that's the point that Anna was making earlier, and these differences between our first and second chords have been

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The the trajectories and the experiences have been very different for men and for women.

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And we. So we can see that here. I'm actually going to start on the right-hand side, which is that scale that I mentioned earlier. So when we when we take this 7 areas of life where we ask questions about life satisfaction, we ask participants to rate at life satisfaction, and we bring that together into a unique scale.

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And

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you can see that in the first cohort women actually reported a higher level of life satisfaction overall in our sample compared to men. So point 17 versus negative 0 point 0 7

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But if you compare for call 2, now, it's minus 0 point 0 one for men

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and minus one to for women. So the implication is that the drop in life satisfaction

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for women has been far more significant.

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And that's really important, because that's been in the context of far greater investment in higher education. And I return to that because that's that's where we talk about the the unfulfilled promise of higher education for women. So they have poured into the idea of of

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better opportunities through investment in higher education. And this shows that in terms of overall life satisfaction that has not paid off for the more recent generation of women.

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And then how are we doing with time? Do we have a lot of it? Okay. So I hand back to to Judith to discuss the rest.

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Okay, so moving on to some of the quoll data. This is data that we've drawn from our our survey comments which are really kind of quite fascinating to look through on a really rich source of data. So

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unsurprisingly, we found that women in cohort 2, our younger cohort. experience quite significant difficulties, balancing work and childbearing, and this was especially the case for those who invested quite highly in quite heavily in higher education. So we can see from this quote here that. There's, you know, some investigation of this tension between career advancement and wanting to grow a family.

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And it's summarized very well here as a balancing act and

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We can also say, though, that the the challenges that the women in this cohort experienced were

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we're quite complex and could not really, if we're thinking about life, satisfaction, and aspects of life, satisfaction can't be reduced to just concerns about, you know, paid, paid, and unpaid work, or you know, work and care. There were also concerns around you know, renting cost of living issues around being single and trying to find a partner, and

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particularly stresses around friendship and relationships and social connections. So that came out as a really big issue issues around kind of low satisfaction around social connection and also around kind of health and well-being. So I think we need to think of that as part of this wider puzzle.

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And then moving on to look a bit at cohort one our older cohort.

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We found that there was an interesting kind of shift in in the language between cohort 2 and cohort one, and how the women in these cohorts were speaking about the the difficulties of balancing work and care. So

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the cohort. One participants were more likely to de-emphasize work to talk about no longer seeing career as a priority as this participant does, whereas that was really quite different to cohort 2 who referenced the terms like juggle balance, some

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in those, you know, combining kind of terms.

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But I think it's also really important to acknowledge, for especially the cohort one women, but I'm sure also cohort 2 women, that there was a dynamic in which some of them were essentially kind of pushed out of the labour market. So it wasn't

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really anything that was purely their their kind of views of work. There was also structural dynamics at play, obviously.

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and there was also much like the

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the younger cohort cohort. 2, the cohort. One. Participants also commented on lack of time and opportunity to have a fulfilling social life. So again. That was a a persistent challenge that was reflected across some, both of the generations. So there's this participant here talking about meaningful personal relationships.

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and so to bring it all together. Our

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conclusions are that there's some very clear trade-offs going on between life aspirations and different areas of lives and different goals for our participants.

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and in the literature, the primary focus has been on work and family life. But it's also important to look at other pieces of this puzzle, because there's clearly, you know, a lot at play here.

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and we we therefore advocate for studies of this nature which can examine these things all at once. Look at them over time and uncover some of this complexity have a less compartmentalized approach. And

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yes, essentially, life patents has allowed us to to look at the the kind of contradictions between working career aspirations. And you know other areas of life that play play out across generations and across gender as well.

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and yep. Just to kind of summarize the

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the trade-offs. Yeah, look slightly different and

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important to emphasize social life. So

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I'll leave it there. But again, this is a work in progress. So we we very much welcome your feedback. Thank you for listening.

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You're here. I'm pointing now. We have a cigarette from Echenia, from Lithuania.

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Good evening, or good afternoon. first it. It's very nice to be here, and I am thankful for organizers to inviting me here.

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 okay.

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 My research is related to the transition of young people to adulthood in Lithuania from the second half of the twentieth century. Until now this topic is a part of the broader you to do a live history study, as you can see on the slide

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that my colleagues and I have been conducting since 1,995, and that has gained momentum since 2,010. Therefore, in the beginning I will briefly present this longitudinal study and their youth related topic.

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and later I will talk about my analysis and results and the questions I am rising.

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Our longitudinal study comprises several projects in between. After the political, economic, and social system transformation. When the country gained independence after the collapse of Soviet Union and the beginning of the 1990 S.

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Along with generation identity and social memory issues with study and people's experiences of social change related to socialization and integration into so society before the 1990 S. And after.

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And now we are working on the last project, and an allies and cohorts born from 1,980, still 2,000.

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 We are interested in 2 interrelated forms of change, first, macro or historical changes that enable the emergence of a new generation of young adults, whose experiences

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are significantly different from those of the appearance and grandparents and second process by which members of different breed cohorts present the alive history's identities, expectations, and practices

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that opens the door to exploring research designs that seek to understand the interplay between time, age, agenda, geographic location, historical period, individual agency, adaptive and structural factors.

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The general methodological framework of our research has been developed by combining different approaches, as you can see here, and I also use the live course, approach and mixed matters approach

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our research project primarily, draw on qualitative empirical materials, specifically live history interviews or written autobiographies. I also use quantitative data, secondary quantitative information or historography, and more, on that later

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 our research, acquired a longitudinal character by repeating the equality of life. History interviews with different 20 and 20 first century cohorts, but cohorts in Luthina. This allows us to analyze the experience and practices

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of different bird cohorts and age cohorts and different live stages. So we have examined, examined youth diachronically and synchronically. In the first case, as a stage of life, lived by all the generations and its experience. In the second case, as the experience and situation of the current youth

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for young people, we seek to understand how social changes we lived, how they were created, and how people's attitudes and actions changed over time.

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The structure of all life history interviews is relatively uniform across our projects, organized around a series of topics related to childhood, education, work, family life, plans, transitional events, expectations, and practices. The life experiences of parents and grandparents.

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However, each project has some automatic questions adjusted accordingly to their study-specific. Focus on their cohort interviewed.

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Oh.

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 My research topics is the life course changes in the transition to adulthood. In Lithuania, and along with already mentioned approaches, I use the live course and mixed method approaches in my research

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the life course approach integrates theoretical components which make up for the conditions for longitudinal studies. Gland elder with colleagues, described that it seeks to understand social pathways, the development effects

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and their relations to personal as social historical conditions and draw draws upon both quantitative and qualitative data and mixed methods approach based on that I have been using live history interview data alongside data from quantitative research studies, live history timetables from representative samples of different bird cohorts.

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And my analysis also often includes demographic information or historical historiography to reveal there such a historical context of cohorts under analysis.

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 and some of my findings after the collapse of the Soviet Union in 1990 s. The transition to adulthood processes in the former Soviet countries took a chorus. to the standardization, the institutionalization.

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and these processes become similar to those in the West. With such changes commenced a few decades earlier. By then extensive standardisation and intensive institutionalisation. We are characteristic of the youth transition to adulthood in Soviet and Eastern bloc societies.

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the quantitative examination of standardization and of the standardization to adulthood refer to definitions provided by Brooklyn and Meyer

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And was based on the data from representative samples which included this detailed live histories across across large series of both of Burg cohort from 1,930 to 1,989

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and 6 main indicators that mark the timing of the transition to adults who we analyzed, as you can see here.

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changes in the Median Median age of this transition. We are one of the main measurement, criteria of standardization and de-standardization as Brooklyn. And may I define it? The standardization of the live course refers to processes by which specific states, events, and the sequences in which they occur became more universal, forgiving population, or that the diamond became more uniform.

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and the graph shows that high standardization was typical for for cohorts born approximately from 1950 s. To 90, 69.

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And this data also shows that from beginning of the Soviet here I, you state in educational institution, prolonger longer time. Education gradually became the principal occupation. Until the age of 18, the beginning of work, and the certain extent financial independence was gradually shifted to the late age.

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and much more and procreative decisions. We are accelerated during the Soviet era and postponed after that

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and standardization and the standardization I empirically expressed not only through quantitative parameters, but also as homogeneous or heterogeneous individual transitional experience in the live history interviews, as you can see here, and, for example, the live histories of generations. That experienced taste of civilization in the Soviet system in detail, disclose the astronautization experience, sometimes briefly summing it up.

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you know, you can see that in this, in the slide, and from a longitudinal perspective, is interesting to see how specific meanings change or they remain stable across cohorts.

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Here! So the standardization of a life is discussed

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by reflecting on uncertainties through the idea of social security.

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or, as you can see here through the idea of totalitarian captivity and constraint upon an individual agency.

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01:01:10.940 --> 01:01:18.900
and these ideas often were summarized as the shared experience of certain generation.

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I'll let you read

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01:01:24.620 --> 01:01:27.360
for yourself a

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Bagel

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water. Okay?

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01:01:32.330 --> 01:01:55.130
 Similar ideas can be seen in post-soviet reflections on the the standardization of the life force as well as ideas already characteristic of the risks society of late modernity about the the diversity of life and utilization and individual agency.

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This is one reflection about that.

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This is men from my generation

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and the last

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generation which we are now currently analyzing.

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You can see here the quotation.

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And now I'm continuing research on the transition to adulthood in the cohorts born from 1,980 until 2,000.

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the quantitative data of the Median age of the cohorts born from 1,980 to 1,989 shows that the transition to adulthood and Lithuania continues to experience not only the standardization and individualisation, but also some standardization in educational and work transition.

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The current cohort and the study provides an opportunity to analyze the transition to adulthood and sense of adulthood. Almost in this present moment many respondents are still experiencing these events, as you can see in this quote.

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01:03:20.100 --> 01:03:43.709
It is important for me to understand and explain what this standardization or standardization means in Lithuania, in the context of late maternity, and how this standardization relates to a person's sense of being not fully grown up or not grown up at all as live history interviews are showing.

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01:03:45.280 --> 01:03:54.140
And I have not conclusions, because this project is ongoing, but questions such questions.

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01:03:54.410 --> 01:04:20.820
 I intend to examine and examine what the feeling of not quite an adult heights in the case of Lithuania. Considering the country specific characteristics, not only a society that has entered late modernity, but also as a post-transitional society that has not so long ago experienced and substantial political and economic transformations.

322
01:04:20.820 --> 01:04:35.129
The sense and definition of adulthood in late modernity are relative and contextual. However, I think important question and the Lithuanian keys are these, that what determines the feeling of summer

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01:04:35.130 --> 01:05:00.980
adulthood of young people, and the reluctance to grow up the lack of social recognition as Harry Blletter. defined in his excellent analysis of adults who it in late modern society, or their unclear, age-related identity, and the desire to remain young is a response to specific uncertainties or affordances of a regional nature.

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01:05:01.250 --> 01:05:30.249
As the Estonian sociologist, Erelyn Noogan wrote about ambiguous H identity, it not only deserves, derives from uncertainties of late modernity that cause individualization and and and references of identity, but it also could be ascribed to the peculiarities of post-communist society, such as the highest social mobility of the young. During the change of elite following the fall of Communism.

325
01:05:30.780 --> 01:05:56.850
It was then that, being young means being successful member of the new society, and not and not negative related to the past or for my regime as one belonging to adults. So it is possible that this specific regional discourse of age identity potentially affects the age identity of today's young people in Athena.

326
01:05:57.340 --> 01:06:02.500
in any case, and I agree with Helen Kyle and Julia Cook.

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It is important to determine the power dynamics that shape the actualization of social recognition, of adulthood and society.

328
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Thank you.

329
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Sorry about it. you know. Meant

330
01:06:25.120 --> 01:06:26.320
decided.

331
01:06:40.330 --> 01:06:51.739
So first of all, I am very glad to be here today and share with you. I would say already the results of a

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01:06:51.780 --> 01:06:54.050
longitudinal research.

333
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which, as I will explain.

334
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has been carried out at the Department of Sociology during the last

335
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4 years. Now is the year for writing. So we are writing the results in Italian. But we do hope that in the future they will be translated into English.

336
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So it's not the place and the time in which you can explain. Of course

337
01:07:23.940 --> 01:07:27.269
it has already been done before me

338
01:07:27.340 --> 01:07:38.519
the importance of temporality in studying you for transitions, and you've lives and experiences.

339
01:07:38.590 --> 01:07:59.210
I simply would say that besides, of course, of a greater time. Horizons! As regards These longitudinal studies on you, we have also, as already underlined previously.

340
01:07:59.270 --> 01:08:10.689
different levels of temporality intertwining. Here we have, of course. Historical, biographic, and everyday life times.

341
01:08:11.130 --> 01:08:18.850
So also I cannot enter into the issue of suspending transitions.

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because it's a very well-known topic among the the the scholars who are involved in your studies and researches

343
01:08:30.820 --> 01:08:32.770
in particular.

344
01:08:33.060 --> 01:08:49.989
So this means that the direction of the transition seems very, very. How can I say, uncertain, not only in the forms, but also in the goals.

345
01:08:50.170 --> 01:09:15.719
in in its goals. This is also the reason why, for example, our Melbourne Colleagues. the Youth Center colleagues. And yeah, Melbourne University talk about a new attitude. Yes, with a question mark, because perhaps this idea of the transition is now over. However, I cannot, of course, enter

346
01:09:15.800 --> 01:09:18.620
today. This top it

347
01:09:18.860 --> 01:09:23.349
Of course, also individual paths.

348
01:09:23.800 --> 01:09:35.520
More and more important in this context, and also, of course, also, inequalities become clearer and clearer.

349
01:09:36.000 --> 01:09:54.799
So I made use not only our as a responsible of the research team at the Milano Bicoka University, but I would say, all the colleagues of the team. They have been

350
01:09:54.800 --> 01:10:24.219
also working of this existential vocabulary. Yeah, I I quote Queuvent Cook. And in this version 2,019. I don't know why it disappeared, anyway. I quoted their article as well as other articles. So also Cahill, for example, and cook on the topic one year later. Anyway.

351
01:10:24.450 --> 01:10:27.650
this research.

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focused especially

353
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on the negotiations young people do between their own desires, their own expectances. And yeah, on the other hand, the how can I say they are obliged also to cope with the very difficult?

354
01:10:57.180 --> 01:11:15.610
The very, very, very difficult landscape in Italy and Southern Europe, I would say, on a general level related to very high unemployment rates, and in particular, as regard to my country.

355
01:11:15.620 --> 01:11:21.270
a very high rate of people still living with the parents.

356
01:11:21.440 --> 01:11:42.369
This is due also. I don't want to enter the issue of so-called transitions, because in this case they are, in my view, not so important, but they are especially so precarious. Life conditions are more important

357
01:11:42.370 --> 01:12:00.480
erez agmoni, in explaining, of course, this cohabitation, because most of them, of course they would like to leave alone with their peers, or, if not with a partner, and so on, but they cannot, because they have not enough money.

358
01:12:00.720 --> 01:12:12.210
So, yeah, I would like due also to the lack of time. I have a lot of things to say. But perhaps in the discussion to focus

359
01:12:12.260 --> 01:12:33.420
on this is this is not a T, but a P. It's it's a mistake. Anyway. There are also spade. There is also a big space for methodological innovations in qualitative longitudinal research. We may use

360
01:12:33.420 --> 01:12:48.119
at Milano Bicoka, also of one innovation produced by the Melbourne colleagues, which, on a qualitative level, related to the so-called

361
01:12:48.140 --> 01:12:54.540
dialogical workshops. We see it in a minute. So

362
01:12:55.300 --> 01:13:19.009
here, I would simply focus on a concept which has been especially useful to us, and this is flowerty in particular's concept. He is an American sociologist working with time, since many, many years, and the concept is time work. He means that

363
01:13:19.010 --> 01:13:41.399
every human being, I would say men and women younger and older. They make use of time as an instrument also. They not only try to cope with institutions and their normativity, but make use of institutions themselves

364
01:13:41.540 --> 01:13:44.630
to express their subjectivities.

365
01:13:44.850 --> 01:14:03.740
So, all in all, I would say that we did not find. And now I will go through very quickly. The design of this longitude. In our research we did not find discouragement or renunciation.

366
01:14:04.540 --> 01:14:07.370
On the contrary. so

367
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why, in my view, is this? research important from a also analytical and theoretical point of view.

368
01:14:17.730 --> 01:14:36.709
not only description, because it happened to us. This is by chance so serendipity. It's again here in a way that we started this research before the pandemic.

369
01:14:36.870 --> 01:14:53.540
And then we carried out the the research in during the pandemic. And also we have been so lucky, so to say, to end the research after the pandemic.

370
01:14:53.540 --> 01:15:07.200
So we picked up 3 levels of also reflexivities and time work by these people. So what are they?

371
01:15:07.530 --> 01:15:26.399
They are aged. 2329. They come from North Center and South Italy, and most of them are university students, most of them. We didn't search

372
01:15:26.520 --> 01:15:42.369
and specifically for university students. However, it's now too long to go through all the problems. This longitude in our research showed

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01:15:42.530 --> 01:15:44.380
us, anyway.

374
01:15:44.610 --> 01:16:05.180
 We had in total, at the end of the work 310 interviews, and most of these interviews have been conducted through. yeah, online online possibilities. Because.

375
01:16:05.300 --> 01:16:07.180
yeah,

376
01:16:07.480 --> 01:16:14.260
we have been locked down for very, very, for a very, very long time.

377
01:16:14.460 --> 01:16:15.470
So

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quote here, dialogical workshops. Just one word now, because we had the idea of

379
01:16:26.720 --> 01:16:28.180
that

380
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besides the other narrative interviews, I I quoted Yoshits. Because he was this German sociologist

381
01:16:38.930 --> 01:16:54.820
in a way. Referring to Haberma's area as a critical sociologist, he had the idea in already, a long time ago. But beside him to to make this specific narrative interview.

382
01:16:54.860 --> 01:16:59.099
But here these dialogical workshops

383
01:16:59.220 --> 01:17:03.450
have been specifically important

384
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because we had the idea to focus on free university one in the northern one in the center, one in the South South Naple Center, Rome. hmm.

385
01:17:18.060 --> 01:17:22.109
North Milan, I would say

386
01:17:22.450 --> 01:17:35.699
big universities, and besides that, to construct different focus groups with students belonging to

387
01:17:36.010 --> 01:17:41.350
so-called hard sciences department and

388
01:17:41.460 --> 01:17:57.700
sorry students connected with humanities and social sciences. Why that? Because we had in mind that perhaps telling about our own experiences.

389
01:17:57.810 --> 01:18:02.640
the social and the social

390
01:18:03.110 --> 01:18:13.370
sorry, the students related more to social sciences, could make use as guidance already underline.

391
01:18:13.570 --> 01:18:36.990
Some years ago, of the vocabulary of social sciences, in expressing about their desires, and so on. So we wanted to, in a way, make a comparison between hard sciences, students and the other students.

392
01:18:37.000 --> 01:18:58.969
I have to hurry up. I know. Yeah, yeah, thank you. So we had the eighteen-focus group, that is to say, dialogical workshops which are not simply focused group. But this is not so important now, one

393
01:18:59.220 --> 01:19:07.800
And now come, I wish to come shortly to the key aspects.

394
01:19:08.240 --> 01:19:13.049
So In the first wave.

395
01:19:13.520 --> 01:19:17.739
June 19, May 2,020,

396
01:19:18.010 --> 01:19:23.599
we had to face a situation

397
01:19:24.040 --> 01:19:29.919
unexpected. So what I underlined as

398
01:19:30.130 --> 01:19:50.260
this precariousness, this condition of difficulties in constructing a project life project in particular, and this cohabitation with the parents in most cases

399
01:19:50.350 --> 01:19:55.820
In a way exploded because

400
01:19:56.020 --> 01:20:13.249
they had to stay 24 h a day with these parents, and as As normally, I would say, my country, there is the stereotype at the moment that there is no real conflict

401
01:20:13.280 --> 01:20:15.510
between generations.

402
01:20:15.540 --> 01:20:27.100
This is a really a stereotypes, and we could discover how this stereotype could shape. Also the idea of youth

403
01:20:27.250 --> 01:20:31.700
nowadays. So

404
01:20:31.960 --> 01:20:46.679
one of the main problems in the first wave was to cope this negotiation and the ways in which young people tried to manage the conflict.

405
01:20:46.940 --> 01:20:51.579
The second wave. Just think about

406
01:20:51.590 --> 01:20:56.610
the social situation in Italy. A terrible one. We had

407
01:20:56.870 --> 01:20:58.080
a

408
01:20:58.160 --> 01:21:01.699
130 causalties.

409
01:21:02.180 --> 01:21:07.460
Yes, because we have been the first country in Europe

410
01:21:07.480 --> 01:21:10.210
to cope with this pandemic.

411
01:21:10.290 --> 01:21:19.079
So here is the, the, in my view, perhaps the most interesting part of the research.

412
01:21:20.810 --> 01:21:24.339
This is related to the fact that

413
01:21:24.860 --> 01:21:32.729
as a time also scholar, I am very much interested in acceleration society.

414
01:21:33.500 --> 01:21:53.890
and what happened during this many lockdown that people had to cope with the so-called not only suspended tradition, but suspended time in their everyday life. They could not even meet their peers, and

415
01:21:53.990 --> 01:21:56.360
they had to

416
01:21:56.730 --> 01:22:04.109
ask questions to whom or to which institute to themselves they were those

417
01:22:04.150 --> 01:22:10.240
who the everyday lifetime is suspended time. but also

418
01:22:10.470 --> 01:22:15.709
well try the sort of decompression

419
01:22:15.750 --> 01:22:17.610
in the sense that

420
01:22:17.650 --> 01:22:20.760
they started thinking

421
01:22:20.950 --> 01:22:38.780
about what you have been talking before life satisfaction. Am I really satisfied with my life? Is that really a good life? Because good life, as we all know, is a rather philosophical concept.

422
01:22:38.820 --> 01:22:44.240
But in this case am I satisfied? Touched? Every

423
01:22:44.340 --> 01:22:51.899
would say, important institution in their life, starting from the family, of course.

424
01:22:52.010 --> 01:22:55.920
and an education and work. So

425
01:22:56.120 --> 01:23:04.720
 In a moment I will come to the conclusions. And this kind of

426
01:23:04.740 --> 01:23:16.919
super-reflexivity. can perhaps also reconstruct our idea of what a moratorium is, according to Erickson.

427
01:23:17.030 --> 01:23:20.550
but in a minute, so to speed up

428
01:23:21.370 --> 01:23:39.839
well? As soon as, of course. vaccinated. P. The number of vaccinated people increased. Also the death rates decreased, and luckily, at the beginning of

429
01:23:39.890 --> 01:23:47.350
2,022, the emergence, emergent situations

430
01:23:47.370 --> 01:23:51.210
or emergency, I would say, stopped.

431
01:23:51.560 --> 01:23:58.779
And we, we could, in the last part of this longitudinal research.

432
01:23:59.590 --> 01:24:27.400
enter in the reconstruction after the pandemic of everyday life, relation with institution, and so on. So there was this question many, many times asked to everybody by above all journalists, do you think that to young people. Do you think that after the pandemic your life will be different

433
01:24:27.400 --> 01:24:32.919
also to add that? But as regards the young people

434
01:24:33.110 --> 01:24:41.570
well, most of them could not say, it will change, it won't change. Simply

435
01:24:41.580 --> 01:24:44.840
they were uncertain. But after

436
01:24:44.870 --> 01:24:50.350
the the pandemic stopped they could see that

437
01:24:50.580 --> 01:24:58.460
everything was running, at least on an objective level, as it was

438
01:24:58.580 --> 01:25:02.010
especially running, running, running.

439
01:25:02.050 --> 01:25:05.660
Yes, I go to the conclusions, and

440
01:25:06.010 --> 01:25:25.549
that happened. But people, young people, many of them answered, I am no longer who I was. So now the relate the question related to life, satisfaction, good life

441
01:25:26.010 --> 01:25:38.640
increased, and of course this is one face of the coin on the other face there are anxieties. There are fears, and

442
01:25:38.850 --> 01:25:42.670
I think, as youth researchers.

443
01:25:42.680 --> 01:25:51.720
we should be aware of the importance of ambivalence in social research. So I conclude.

444
01:25:52.470 --> 01:25:54.890
and well.

445
01:25:55.260 --> 01:26:09.050
I've already focused on the mutations in this, on the changes in this biographical construction related to the pandemic.

446
01:26:09.320 --> 01:26:29.529
But I have no space now here to go deeper into, you know, gender issues. But I simply would like, of course, to stress that there is a more sophisticated biographical construction

447
01:26:29.530 --> 01:26:40.679
by young women we are talking. It is important. Don't forget the topic we are talking about young adults here, 23 to 29,

448
01:26:40.810 --> 01:26:53.920
so they are very well aware that their life is in, on the one hand, richer. because there are different temporal level

449
01:26:53.980 --> 01:26:59.569
that have to be in a way intertwined.

450
01:26:59.840 --> 01:27:22.480
So, of course, giving worth is a very, very important topic in the temporality, but not only, of course, the professional in in relation to higher education level, professional relation of the labor market

451
01:27:22.510 --> 01:27:28.109
so important. But I would like to stress here a third level

452
01:27:28.570 --> 01:27:42.220
that is related to the body times. They are so conscious of the importance of that dimension much more than than their mates.

453
01:27:43.360 --> 01:27:45.940
So this is the last one.

454
01:27:46.100 --> 01:27:52.550
Yeah. And the last one would take perhaps 10 min, but I cannot.

455
01:27:52.630 --> 01:28:16.640
because it is so important from a theoretical point of view, the fact that we discover the sort of new moratorium. We can remember at least the the older among us the importance, the idea of Eric Erickson moratorium had as an extra time

456
01:28:16.640 --> 01:28:36.959
to check about one's desires, one's expectancy, and so on, and so forth. But I would like also to add the name here, which is not written, but of course it's in my mind of Kenneth Cannon. He he was also a social psychologist.

457
01:28:36.960 --> 01:28:47.820
but he wrote that book in 1,968, and the title of the book has been Young Radicals.

458
01:28:48.110 --> 01:28:59.359
Young Radicals have been those when Kenneth Caniston wrote that very, very interesting book, translated also in many languages.

459
01:28:59.430 --> 01:29:05.629
that the young people taking part in the Vietnam summer

460
01:29:06.060 --> 01:29:26.899
have been able to use the moratorium also for participation and political dimension, which today, as Valentina Kut. So Claire and others showed. We have new forms of participation.

461
01:29:26.900 --> 01:29:42.580
Then it could be interesting to see how temporal deceleration. But not only this new reflexivity could play a role also in this scenario. Thank you very much.

462
01:29:48.050 --> 01:29:52.880
I would like to invite on the some test here to the table, please.

463
01:29:56.170 --> 01:29:57.750
I wish I

464
01:30:14.030 --> 01:30:15.350
and

465
01:30:15.950 --> 01:30:19.490
thank you very much. Thank you all for coming.

466
01:30:19.650 --> 01:30:46.199
We're gonna have a Q&A before we start. And as you collect your thoughts on your questions. I just want to acknowledge the 3 distributed papers. I think some of them you can download them from the program, and One is from Leslie Andres, from British Columbia, Canada. Then we also have a paper from Tanya, striker and colleagues from University, that the Yeda, and then we have sorry

467
01:30:46.860 --> 01:30:48.729
she's she's there

468
01:30:48.800 --> 01:31:18.409
and then we have also distributed paper from Evelyn Lans that I'm colleagues from Sweden. Evelyn is here in the audience and has a handout for those that wish. Now we're gonna have a questions from the audience and from the people on Zoom, for the people in the audience here present in Melbourne. Please come to the microphone. Maybe we'll leave it there and say your name for the sake of the people in on Zoom, so they can know who is speaking.

469
01:31:18.470 --> 01:31:22.600
so I'll invite anybody to come forward and ask a question.

470
01:31:26.590 --> 01:31:37.060
I'll I'll I'll start with. come along, Adam, but I'll start with the Tanya question for presentation. One that is, for for Additi

471
01:31:37.400 --> 01:32:06.630
is a follow up with the participants from the prospective study plan. It would be interesting to compare if they come to speak about their experiences in a similar way as the participants from the second study and a question for Sigita! To think about? Is it also from Tanya? Is is there a reluctance to become adults, or did the paradigm change, and what all the generations experience when they were younger and older

472
01:32:06.630 --> 01:32:15.900
has changed, and young people will never leave the security and peace of all the generations. Experience, and they know right now no link to adulthood.

473
01:32:16.460 --> 01:32:23.669
So for a a Dt online, sorry, Heidi, how do we get to the basis?

474
01:32:24.320 --> 01:32:25.220
DeJaeghere and Arur: Hello.

475
01:32:25.830 --> 01:32:27.799
yes, no. I had an issue, please.

476
01:32:28.070 --> 01:32:45.600
DeJaeghere and Arur: Yeah. thank you for that. question. yes, we have. we have so initiated the discussions with the Ngo and the We. And we just recently got permission to kind of you know, to get you to the

477
01:32:45.600 --> 01:33:04.379
DeJaeghere and Arur: girls, and they would have they will complete the twelfth grade or they would have completed their twelfth grade this year. but most likely we will be able to speak to them one year after they have completed their twelfth grade. So in that sense, so we will be able to get

478
01:33:04.530 --> 01:33:05.370
competitive.

479
01:33:07.370 --> 01:33:09.390
Thank you very much. Signingita.

480
01:33:10.110 --> 01:33:10.960
And

481
01:33:13.480 --> 01:33:18.200
question about yes.

482
01:33:18.450 --> 01:33:20.100
the

483
01:33:22.580 --> 01:33:23.440
yeah.

484
01:33:24.500 --> 01:33:29.229
 The answer for this question.

485
01:33:29.810 --> 01:33:42.919
I don't have at the moment, because we didn't ask the previous generation about that, because they already were others. And this question

486
01:33:42.920 --> 01:34:01.079
became actual for this current project, because we asked this younger young people about the current life. And but we have still This written autobiographies. so!

487
01:34:01.630 --> 01:34:21.930
And I remember now that, for example, in Soviet From Soviet time one biography about Soviet time it was written that a woman can feel grown up enough because she still should live with her appearance.

488
01:34:21.950 --> 01:34:51.040
Yes, she should cohabitate with them because of shortage of Soviet flats. So it was also somehow related, so to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to, to

489
01:34:51.340 --> 01:34:59.810
so experiences, all events. So I I still should

490
01:35:00.190 --> 01:35:05.859
find to answer this to this question. But I am certain that it is different.

491
01:35:06.480 --> 01:35:07.749
And here's Vita.

492
01:35:08.710 --> 01:35:24.340
Thank you all for those that was really rich, and I think, as a collective, it's such a lot to take in across the world and question for Quinton and Julia and Johanna. Maybe I missed it, but the difference in earnings and gender-wise was that

493
01:35:24.340 --> 01:35:42.689
taking into was it due to people taking breaks, women taking breaks from the labour market and not earning during that time? or was it due to labour, market earning power and gender discrepancies in that? I don't know if you've done that analysis.

494
01:35:42.690 --> 01:35:48.350
but I suppose the answer to that effect, how you theorize what it is

495
01:35:48.350 --> 01:35:57.839
that's continuing to reduce these gender differences, and I also wondered, just as an aside.

496
01:35:57.840 --> 01:36:18.620
seeing how powerful the kind of tertiary education industry is in Australia and the campuses down downtown and across the world. Now, if you guys are going to be saying that, you know increased education isn't necessarily translating into labour market outcomes, will you get some kind of backlash from the education industry here.

497
01:36:18.620 --> 01:36:34.410
and then just quickly. Sorry. I'm taking a little bit of time. But Anna Miranda, in terms of You mentioned the social uses of education and their role in transitions. Maybe you could just say a little bit more about how that's facilitating those transitions. But thank you.

498
01:36:35.180 --> 01:36:37.760
Julia Quentin and Jonah.

499
01:36:45.060 --> 01:37:02.810
Thank you for the questions. I'll answer quickly. We actually did not look at earnings at this stage. We looked at participation in the labor forts and the proportion of participants who engage in full time work. But that'd be definitely kind of an important, I think, for our dimension.

500
01:37:02.840 --> 01:37:26.549
because earnings would be an important aspect of satisfaction with your labour market participation. So that's yeah, definitely something to look into. in the future in terms of our corporate responsibilities as members of universities who export a lot of education, and we haven't been censored yet, so I think we'll continue until we are. Probably

501
01:37:27.410 --> 01:37:28.790
we just add

502
01:37:28.860 --> 01:37:33.069
that we've been mapping the differential returns

503
01:37:33.240 --> 01:37:39.570
by gender. So women do much less well out of their investment. We've been mapping this for quite a long time.

504
01:37:39.650 --> 01:37:46.220
and it has not dulled the enthusiasm of women to engage in education at all.

505
01:37:46.360 --> 01:37:53.590
So there is the evidence there. But it is not actually being reflected in how people are making their choices at this stage

506
01:37:54.640 --> 01:37:58.369
there is still hope that some will prevail.

507
01:37:58.970 --> 01:38:00.540
Thank you.

508
01:38:04.410 --> 01:38:07.050
Thank you for the question.

509
01:38:07.080 --> 01:38:11.300
At the end of the night he young in the context of her.

510
01:38:12.100 --> 01:38:24.949
a big crisis in in Argentina and in my research team. We worked a lot about the relationship between education and labor market

511
01:38:25.570 --> 01:38:48.389
because, the creates unemployment right in yeah, in young people. And the terminate that the the education. has the social function or social? Yeah, so so so. Relative to the

512
01:38:48.690 --> 01:38:50.279
no! It's Queen.

513
01:38:50.430 --> 01:38:54.460
or to the to the line

514
01:38:55.190 --> 01:39:01.800
to us, in the, to the, to the

515
01:39:02.400 --> 01:39:04.949
they look like a.

516
01:39:05.290 --> 01:39:07.260
they're looking for the shop.

517
01:39:07.410 --> 01:39:10.880
But then, when the economic

518
01:39:10.930 --> 01:39:34.769
context change and change a lot. Because this is this is our point in in Argentina. And luckily we have to. We, we can research in the the relationship between education and the labour market and labor labor market transition in really, really different contexts.

519
01:39:34.890 --> 01:39:39.850
So in in, in this contents. in this context.

520
01:39:39.860 --> 01:39:44.770
was the meaning of the social.

521
01:39:44.910 --> 01:39:49.629
so as a function of education. This, this is my part.

522
01:39:51.640 --> 01:39:57.129
luckily like a unluckily, luckily nowadays, we return

523
01:39:57.250 --> 01:40:08.970
that the the situation similar that at the end of the night is, and we are starting a new and

524
01:40:09.190 --> 01:40:13.130
and you got, I think, like.

525
01:40:13.470 --> 01:40:18.560
so we expect that we

526
01:40:20.730 --> 01:40:26.780
that we expect that our our result. The

527
01:40:27.690 --> 01:40:33.430
it's not good that, but that that the end of the writing. But we don't know.

528
01:40:34.470 --> 01:40:35.490
Thank you, Anna.

529
01:40:36.280 --> 01:40:41.570
Yes, please come forward. Please say your name for the audience at home. Thank you.

530
01:40:49.950 --> 01:40:56.319
I have the question to the presentation. Also, by Quentin! Julia!

531
01:40:56.860 --> 01:41:12.189
I I wanted to ask about social class. Did you look at the potential correlation between a social class class background actually and life satisfaction? Because, as we know, the effort to pursue the education and to graduate

532
01:41:12.230 --> 01:41:16.399
is defense, reducting class background. And also

533
01:41:16.680 --> 01:41:23.480
and yeah, but material and financial resources of family

534
01:41:23.590 --> 01:41:39.720
and also dealing with a situation after the education can be different regarding of parental support. So that's that's my question. And actually, also, the question about social C is to the last presentation. if you see some differences regarding dealing with the Unsa painting

535
01:41:39.770 --> 01:41:43.800
when we look at crash back out of those participants. Thank you

536
01:41:44.480 --> 01:41:48.609
you very much. They would like to.

537
01:41:50.220 --> 01:41:52.439
I'll I'll answer quickly.

538
01:41:52.510 --> 01:42:13.889
That's a great great question in terms of the analysis. we did look at one measure of class background which is above parent or education, and in our sample, which obviously has its limitations. But in our sample, and there was an effect for class before we included a participant's own highest educational achievement

539
01:42:13.890 --> 01:42:39.660
and that participants own education, achievement mediated the role of class to a large extent with making the role of parental background. in non significant after the inclusion of their own education. But in saying that we know that in some of the qualitative research that My colleagues have led here. These notions of intergenerational support are actually really significant as well. So that's definitely an area that that matters.

540
01:42:41.430 --> 01:42:42.090
Hmm.

541
01:42:44.629 --> 01:42:45.290
yeah.

542
01:42:47.780 --> 01:42:48.860
thank you very much.

543
01:42:49.280 --> 01:43:02.499
 thank you also for your question, because it's rather important. If we go back to the idea of moratorium as expressed by Erickson

544
01:43:02.830 --> 01:43:20.320
already at the end of the 60 s. We could really define it. And it is defined like that time out. Yeah, it is a sort of ability to reconstruct.

545
01:43:20.350 --> 01:43:35.630
life chances in taking mortar. and we will do that also. Now, analyzing the data collected who is really able to do that.

546
01:43:36.180 --> 01:43:50.080
The the fact is that young people coming from higher classes. they do that in the sense that they are in a position

547
01:43:50.540 --> 01:43:54.520
in relation to this time out

548
01:43:54.930 --> 01:43:59.160
to life this time out completely.

549
01:43:59.570 --> 01:44:00.750
but

550
01:44:00.870 --> 01:44:06.790
their lives, their lives. are protected in a way

551
01:44:06.820 --> 01:44:17.280
from yeah, of course. experien negative experiences or Norway paths, and so on

552
01:44:17.510 --> 01:44:30.760
that the that the most interesting topic nowadays according to this data, is that the same experiences are required. Time out experiences

553
01:44:30.969 --> 01:44:35.020
by young people on a general level.

554
01:44:35.200 --> 01:44:46.129
independently from their belonging to this or that class. So we can in a way expect that

555
01:44:46.250 --> 01:44:50.339
this new awareness, for example.

556
01:44:50.480 --> 01:44:57.150
of the dangers of a life which does not

557
01:44:57.180 --> 01:45:01.289
transform itself in a good life.

558
01:45:01.350 --> 01:45:08.140
but only in a life in which performance is required, is growing.

559
01:45:08.500 --> 01:45:20.179
But lower class young people they have. They don't have special life chances to

560
01:45:20.299 --> 01:45:23.290
transform those experiences

561
01:45:23.330 --> 01:45:27.219
on the material level. So I think this

562
01:45:27.430 --> 01:45:34.000
is another issue related to the growing inequalities

563
01:45:34.050 --> 01:45:38.760
between different social classes in my country.

564
01:45:38.860 --> 01:45:39.739
you think?

565
01:45:40.800 --> 01:45:42.820
Thank you very much for the Charlene. Please

566
01:45:43.430 --> 01:46:12.030
thank you very much. A methodological question for Anna for Quinton, I think, but also, I think, others discreet labour market positions. I how did you decide and make that decision? Because in some of the studies that I've been involved in. Young people have got 3 labour market positions simultaneously. They are studying, they are working. They've got a side hustle. And so that for me is always very like, how did you get discreet labour market positions? What was your, what informed your decision?

567
01:46:12.030 --> 01:46:15.410
And then common for you? I'm interested in the

568
01:46:15.410 --> 01:46:24.189
the love lives of the young people during covert, because I know that in Italy young people had to nominate a stable affection.

569
01:46:24.210 --> 01:46:29.930
so either they stayed with their parents or they cohabited when they weren't yet.

570
01:46:30.040 --> 01:46:40.119
So I'm interested with, you know what impact the pandemic had on cohabitation, marriage childbearing those kinds of issues. Thank you.

571
01:46:43.900 --> 01:47:02.850
Thank you. I don't want to speak too much, so I'll try to really do this one in one sentence. But we use self report. So we use participants own assessment of their own situation. We know that they are. We see limitations with that as well. But yeah, to get around the issue of these objective markets. We use self reported situation. Yeah.

572
01:47:09.160 --> 01:47:15.120
thank you, Charlene. One and one situation that for

573
01:47:15.190 --> 01:47:18.330
for us was really

574
01:47:19.050 --> 01:47:24.779
really bad, or or I don't know. But in into court.

575
01:47:24.920 --> 01:47:29.420
independently, the economic context.

576
01:47:29.960 --> 01:47:33.379
the the employee that

577
01:47:33.530 --> 01:47:41.569
that the kind of question of the of of unemployment that the young people get was break. I use

578
01:47:42.130 --> 01:47:47.510
the for for us, was it was a

579
01:47:47.750 --> 01:47:58.719
was was a surprise, because we expect that the when the the economic change in the good way, the the, the.

580
01:47:59.030 --> 01:48:05.280
the employment that the the the young people get

581
01:48:05.640 --> 01:48:14.590
were a better, but no, continually continue, be precarious until the

582
01:48:15.500 --> 01:48:23.230
2829 years of age. In this moment that the situation changed, but at

583
01:48:23.710 --> 01:48:27.840
2526, deployment that.

584
01:48:27.890 --> 01:48:33.480
and independently that the the the social media starts.

585
01:48:33.780 --> 01:48:36.409
that the people below?

586
01:48:38.190 --> 01:48:53.410
We probably have a time for 2 questions, Evelina. You had a question on Mary Carlos. It doesn't matter very quickly, then, Charlene, thank you for this question, because.

587
01:48:53.510 --> 01:49:07.120
yeah, you touched upon a very important point. However, ours is a qualitative research. So we could enter mostly in the

588
01:49:07.250 --> 01:49:24.539
sort of subjective representation of life satisfaction, that is to say, of course, it is not at all satisfactory leaving with parents when you are 29, you need

589
01:49:24.560 --> 01:49:38.700
your own also living autonomy. And that was especially important for young women, because, according to national statistics, of course.

590
01:49:38.700 --> 01:50:08.590
Women are able. They desire to leave the family of the original family sooner than boys, not only because they want to marry, or they want to give birth or whatever, but because they need to experiment more and more. So. What we, from a qualitative point of view.

591
01:50:08.650 --> 01:50:16.070
who noticed was that these family issues, broader family issues.

592
01:50:16.110 --> 01:50:20.480
So at partnership

593
01:50:21.060 --> 01:50:33.529
experiences, for example, of cooperation with peer and so on, and so forth, more and more central in young people's lives.

594
01:50:37.430 --> 01:50:54.339
I will do that. This. I'm a tall Scandinavian. I'm Evelina from Sweden. I thank you so much. This is so interesting. And I I I especially I think it's interesting that you've all like at least almost all of you have the possibility to compare

595
01:50:54.380 --> 01:51:05.120
cohorts and compare the experiences of of generations. Which is highly valuable, I reckon, but I also think that that it's important to look at change within courts, like, for example.

596
01:51:05.130 --> 01:51:21.270
changes in life, satisfaction, not only looking at the mean you have that develops across time, but also where you can identify changes within, across time and what conditions. So circumstances that can be.

597
01:51:21.320 --> 01:51:31.389
We are related to that. I'm thinking that this is also important in relation to you know, policy. And what kind of you know. Yeah, you, you see my point. So I'm handing it over to you guys.

598
01:51:31.520 --> 01:51:32.369
Thank you.

599
01:51:37.550 --> 01:51:42.010
Twenty-

600
01:51:42.040 --> 01:51:50.989
yeah, I would just add to that, not for this paper, but in previous work, I think I remember we did look at

601
01:51:51.040 --> 01:51:54.399
life satisfaction in a fine-grained way. I think that

602
01:51:54.450 --> 01:51:57.770
memory that was the work of very healthy news, and

603
01:51:58.060 --> 01:52:05.970
the taking message that I always remember from that one is that the people experiencing the least life satisfaction were

604
01:52:06.080 --> 01:52:13.189
women who had young children and very heavy caring responsibilities, which is probably unsurprising, but I think

605
01:52:13.250 --> 01:52:16.060
goes to the hot about how kind of faces.

606
01:52:17.000 --> 01:52:20.790
So I'll add that and say, that's something for us to explore.

607
01:52:21.880 --> 01:52:31.570
You get well. We have time for one more for some covers. Oh, the gentleman! I don't one or the other, because we gotta let Heidi go home. So

608
01:52:31.970 --> 01:52:40.240
yeah, sure. Thank you very much. My name is Lloyd. I'm from Tajikistan, which is in Central Asia. My question is about

609
01:52:40.370 --> 01:53:02.309
regarding use research in Lithuania. Thank you very much for very wonderful presentation you mentioned a lot of words of for all the generation regarding, let's say, in a Sogia to Soviet period, and do things that it was something like, let's say, positive nasturgia to day 150

610
01:53:02.440 --> 01:53:12.549
young ages or standardized. Transition to adulthood! It was really a better choice

611
01:53:12.740 --> 01:53:21.720
for Lithuania. And what what is a share of use now, before this kind of planet transition

612
01:53:21.850 --> 01:53:31.839
better than this kind of, let's say, modern transition, which is the level of uncertainty, is very high. That's it. Thank you.

613
01:53:33.790 --> 01:53:38.049
Thank you for your question. It's a really

614
01:53:38.100 --> 01:53:39.700
interesting question.

615
01:53:39.790 --> 01:53:49.510
in Lithuania the question of Soviet nostalgia is already so somehow answered, because.

616
01:53:50.100 --> 01:54:07.199
 we understand that it could be different views to the past. And it's it's okay with that, because not all people gained from how to say

617
01:54:07.250 --> 01:54:16.799
 how to say it it in English after independence, and not

618
01:54:17.010 --> 01:54:26.859
it was a lot of economical shortages for for for it, especially for

619
01:54:27.470 --> 01:54:35.780
older generation. And this standardization of life course, of course.

620
01:54:36.000 --> 01:54:39.880
what? And so the time some

621
01:54:39.910 --> 01:54:51.540
A clearness about what to expect, how to plan your life, and it, as a better

622
01:54:51.770 --> 01:55:10.820
said about the same thing about, for example, this Golden Age generation who also had this quite clear. life! Plan ahead after the Second World War in West Europe. But now in the Kenya. I think that

623
01:55:11.080 --> 01:55:24.789
young people experiencing the same problems like here in Australia, for example, the young women also had these issues.

624
01:55:24.840 --> 01:55:34.140
but they are not nostalgic for this old all times and old rules, and

625
01:55:34.480 --> 01:55:42.349
yes, they are are pushed somehow from the normative

626
01:55:43.180 --> 01:56:07.449
normativity, maybe from society to quicker gain education and to quicker. Have jobs, but they are free to experiment, and they are doing this quite, quite. bravely experimenting. And yes, there is another issue, our social security system. That's

627
01:56:07.480 --> 01:56:13.799
it's pushing young people to to find Job quicker. But

628
01:56:14.460 --> 01:56:18.969
but from another point of view that this

629
01:56:19.040 --> 01:56:24.589
matrimonial decisions. It's like, like in Western

630
01:56:24.890 --> 01:56:36.730
the same. They are postponing that because of this decisions about Jalper, because they should. how to say

631
01:56:37.280 --> 01:56:38.650
fine job

632
01:56:38.760 --> 01:56:50.649
to to find a living space, to, to make an order, they life. And then they decided to to to have a family.

633
01:56:50.670 --> 01:56:52.869
So if I answered.

634
01:56:54.230 --> 01:56:58.560
Well, that's all that we have for today. Please join me to thank the panel

635
01:57:01.780 --> 01:57:11.020
and thank you, Aditi. Thank you. Also the distributed paper and our volunteer Heidi. Thank you so much for being here so late. Have a great night.

636
01:57:11.710 --> 01:57:13.129
Thank you so much.