Visualising the Challenges and Achievements of Young Men Navigating the Transition to Adulthood

Abstract

The transition from secondary school into the first stages of adulthood is understood to be a daunting and complex process. It is no longer a traditional linear pathway of education, full time employment and marriage. Rather, it is a self-focused time where individuals experiment with different opportunities and actively construct their identity. Education is thought to be essential for social mobility to occur, however this is difficult for those from ethnic minorities and lower socio-economic backgrounds for whom resources and opportunities are not always available or accessible. In taking this into consideration, the aim of this research is to explore how Māori, Pasifika and New Zealand European men from working class backgrounds foster a positive sense of self and place when exiting a sheltered education system; Alcott School, and beyond into adulthood. Participants were engaged through photo elicitation projects to gain an in-depth understanding of the lived experiences of boarding school students and the transition from school to adulthood for four young men (Adam, Ben, Daniel, and Tai). The purpose of photo elicitation was to allow these young men to photograph their lifeworlds to encourage critical thinking, communicate meaning, and share knowledge. The analysis explores each case separately. In Adam’s photo elicitation project we learn the importance of connections and people. These connections are brought together with the help of sport, friends, family, and his technological engagements. In Ben’s case we see how he deals with the hardship and poverty he was exposed to since a young age and the way he rebuilds himself through his social capital and career. Daniel’s case focuses on his connection to his cultural identity and the importance of relationships in his life. Finally, Tai’s case explores the importance of family beyond blood and cultural connections in his life. This research concludes that Alcott School has enabled all these young men to form a positive support network originating from Alcott School however, has deteriorated their connections to their original communities. In doing this research, we have seen how identity construction is an ongoing process that is aided by friends, education, and work.