Class, ethnicity and individualisation: young adult narratives of transition in two European cities

Abstract

Some commentators suggest that the individualisation of life stories reflects a discursive shift in the ways people talk about their lives rather than a substantive change in life patterns. However, elsewhere it is argued the individualisation of life experiences is one of the defining features of the contemporary era. This paper draws on biographical interviews carried out with 48 young adults (aged 20–35) living in Bristol and Gothenburg in 2000/3 to address these claims. The analysis explores whether transitions are framed as a consequence of personal choice and individuality or whether collectivities—specifically class and/or ethnicity—are acknowledged as structuring available opportunities and shaping choices. The material presented is situated within a broader study into young adult orientations to work and the changing nature of adulthood in post‐industrial, European cities at the beginning of the twenty‐first century.

Notes

1. Steve Fenton, Harriet Bradley, Jackie West, Will Guy and Ranji Devadason, all of the Department of Sociology, University of Bristol, formed the research team for this project (ESRC number: R000238215).

2. During this time, I was hosted as a guest researcher at the Department of Sociology, Gothenburg University, where I received practical and academic support in carrying out the Swedish fieldwork. Many thanks to Bengt Furåker, Jan Carle, Lennart Svensson, Tomas Berglund and many others at the Department of Sociology, Gothenburg University, for their assistance during this period.

3. Anshu is of Indian descent, Henry Black Caribbean, Nadine Croatian and Paulo Bolivian. With the exception of Paulo whose parents migrated when he was 5, they were all born in Britain/Sweden.

4. Gymnasium is the standard institution for upper‐secondary education in Sweden; 95% of 15–16‐year‐olds went directly to gymnasium after compulsory schooling in 1999 (Ungdomsstyrelsen, 2001).

5. As an artist, Per works in his studio during the week, living on unemployment insurance and his part‐time ‘extra’ (illegal) shop job. As long as he is able to maintain his insurance status, with temporary episodes of full‐time employment, social insurance enables him to spend time on art.

6. Middle school, 13–16 years.