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This paper explores Spanish adolescents' knowledge of six dimensions of human sexuality: anatomy and sexual physiology; sexual health; sexual behavior and human sexual response; affection and sexuality; sexual identity; and sexuality and society. A questionnaire to evaluate their knowledge was administered to a sample of 3853 adolescents aged between 12 and 18 (M = 14.40, SD = 1.44) from 38 secondary schools throughout Castile and Leon (Spain). The results show that adolescents of both genders, mainly those enrolled in lower-secondary education levels, tend to be misinformed about sexuality. Taking into account all the analyzed dimensions, results reveal that adolescents' knowledge of sexual identity is significantly greater than that of sexuality and society, or of anatomy and sexual physiology. In addition, women show more detailed knowledge than men, although the margin between genders is quite small. Finally, this work highlights the need for sexual education in order to promote more thorough scientific knowledge of sexuality among Spanish adolescents. [ABSTRACT FROM AUTHOR]

Across many advanced economies, changing housing dynamics have destabilized traditional adulthood transitions. This article examines how such transformations, especially in the aftermath of the economic crisis, affect fundamental societal expectations and aspirations surrounding tenure choices and home leaving. Through a series of discussion groups and interviews among young adults in Spain – a salient context of embedded homeownership culture – the study reveals how the crisis has undermined life-course transitions and upended discourses surrounding tenure norms. Homeownership has transformed from a dominant symbol of stability and security to one of dispossession and financial risk. Conversely, where pre-crisis discourses dismissed rental, the tenure is portrayed as providing more security in the face of necessary flexibility. Our research reveals that, although traditional 'homeownership culture' has not disappeared from the collective imaginary and appears nuanced by social class, it has become increasingly detached from leaving the parental home. The paper exposes the extent to which dominant housing discourses may be upended even within the context of a particularly embedded Southern European homeowner society. We contend that when housing dynamics are coupled with underlying transformations in aspirations and norms, there may be significant societal outcomes. [ABSTRACT FROM AUTHOR]

Since the beginning of the economic crisis in Spain young people have migrated abroad looking for job opportunities. In the meantime, after the 15-M movement in 2011, Spanish society created various social movements hoping to make change happen, as well as the pro-independence movement in Catalonia that gathered strength as a response to the Spanish economic and political crisis. This paper analyses how Spanish young people in London, as transmigrants rooted in two different countries, engage with the politics of their home country through two transnational social movements in London: ANC England and the Maroon Wave London. The article describes both local movements (comparing their goals, structure and activities), showing the reasons that young Spanish migrants get involved and their experiences within them. It also rethinks the nature and modalities of young diasporic identities and political engagement in the global age through the experiences of the young people interviewed. [ABSTRACT FROM AUTHOR]

This paper proposes a transactional approach to how the image of a subculture is co-produced through talk in the context of a face-to-face social encounter. A single-case micro-analysis of a talk about the squatting movement in Spain is developed. During the talk an interaction occurs between university students, one of whom is a squatter. Inspired by Goffman's work on the presentation of the self in everyday life, we examined how co-participants engaged in the following: (1) the production of a working definition of squatting and squatters, (2) the critical examination of such definition, and (3) the repair of squatting and squatters' image when it is spoiled. The analysed social encounter is regarded as an example of 'mixed contact' between members and non-members of youth (political) subculture. The discussion stresses the techniques of information control deployed by the subculturalist to manage the public image of squatters while performing dramaturgical loyalty to her membership groups. A transactional understanding of youth subculture is proposed. [ABSTRACT FROM AUTHOR]

This paper discusses the processes of individualisation of work and redefinition of the referential category of worker fostered by youth employability schemes in Spain. Employability measures proposed by the recent Spanish Youth Guarantee Implementation Plan and its antithetical youth representations (as a group 'without qualities' - the 'NEETS'- while at the same time as a referential value and cultural model - 'the young entrepreneur'-) will be analysed. These paradoxes strengthened by employability policies, and further aggravated in the wake of the current economic crisis, do not give rise to political contradictions due to the depolitisation promoted by employability policies: social problems are converted into individual deficits. These processes of psychologisation of work are further discussed on the basis of a recent study on employment counselling and career guidance to help to enhance the employability of jobless people in three Spanish cities, Seville, Madrid and Valencia. These tools are aimed at fostering employability of unemployed people with a high risk of social exclusion and are emblematic concerning the principle of employability (new governance tools, different intervention logics/ principles). Some paradoxes concerning employability policies (entrepreneuriality) in the current labour market crisis will be outlined. [ABSTRACT FROM AUTHOR]

The significant increase in youth unemployment in different parts of Europe caused by the economic crisis has led to the European Council Recommendation on Establishing a Youth Guarantee (2013). This Guarantee addresses the so-called ‘NEET’ (Not in Education, Employment, or Training) younger than 25 years of age and stipulates that employment, education or training shall be provided within a period of 4 months. As the initiative is relatively recent, in-depth analyses of its contents and implantation in the Member States are still missing. This paper analyses the European Recommendation and its implementation in Spain, evaluating its potential to improve the situation of the young people and society as a whole and its risks in provoking undesired side-effects. Our results question if the whole target group will be reached and highlight the measures’ low potential to promote a real and durable change. Increasing precariousness and insecurity and the tendency to only redistribute existing labour make it conceivable that the Guarantee may contribute to converting precariousness into a new labour paradigm for the whole population. The insufficient and retroactive funding of the Youth Guarantee can provoke negative side-effects for other social policies and the country's development. We conclude with several recommendations on how to improve the Youth Guarantee and its implementation. [ABSTRACT FROM AUTHOR]

This article analyses patterns of persistence in both vertical and horizontal educational mismatch in the early career of university graduates in Spain, with particular emphasis on the mediating role of job mobility. We explore whether educational mismatch is a stepping stone towards better-matched positions or whether graduates get trapped in mismatched jobs. Our results show that job mobility partially corrects educational mismatch (supporting the stepping stone hypothesis), but there is still a strong persistence in educational mismatches four years after graduation (the trap hypothesis). Vertical mismatch is, overall, less persistent than horizontal mismatch, in part because some horizontally mismatched graduates lack incentives to make corrective movements across employers because of compensating job features that keep them in their first jobs. Job rotation and poor accumulation of employment experience challenge the correcting role of job mobility in educational mismatch risk. These results reflect relevant features of the Spanish labour market: segmentation, intensive job turnover and high youth unemployment. [ABSTRACT FROM AUTHOR]

Youth in Catalonia are caught in the middle of a hotly contested political conflict over the region's possible independence from Spain. Focusing on a large sample of secondary school students (n = 1550; 24.6% immigrants) from 30 schools, we use multilevel modelling to investigate identification with competing national identities and their implications for xenophobia. The larger social context is reflected in native students viewing Catalan and Spanish identifications as incompatible with one another, whereas this is not the case for immigrant students, who are much more likely to identify as both Catalan and Spanish, albeit at a lower level. Investigating the perceived basis of what makes someone Catalan, native students viewed their national identity to be a matter of both ascription (e.g. birth, legal status) and practice (e.g. embracing traditions, personal feelings), whereas the identifications of both Muslim and non-Muslim immigrants were exclusively based on viewing Catalan identity as a matter of practice. Conceiving of Catalan identity as a matter of practice was also linked to lower levels of xenophobia. Our findings are consistent with the conception of Catalan national identity as cosmopolitan and welcoming to immigrants, in line with outreach of the Catalan independence movement seeking to attract support. [ABSTRACT FROM AUTHOR]

The mass arrival of immigrants to Catalonia (Spain) in the last two decades has led to a change in the socio-demographic composition of a society which de facto is characteristically bilingual and bicultural. The acculturation process undergone by young descendants of migrants and how they identify in this context are essential in order to overcome the social challenges arising in different societies. We have carried out a mixed study in order to identify the acculturation profile of descendants of migrants in the context of Catalan schools, correlating these processes with identification by considering Catalan-Spanish group membership, identification with the culture, and identification with the language. A survey was completed by 212 young people of migrant origin (14–18 years old) in secondary education; as well as 9 life stories from them and 6 semi-structured interviews with teachers. These results suggest the development of complex acculturation strategies fitting a complex socio-cultural context where identification with Catalonia and Spain plays a key role in its construction. [ABSTRACT FROM AUTHOR]

The processes of educational exclusion are multiple and diverse. Research has shown that exclusion from school goes far beyond access. It is associated with crucial issues related to educational processes (belonging, recognition or representation) and results (knowledge or certificates). The objective of this article is to delve into the analysis of factors in educational exclusion, including the voice of the youth, as a key element in understanding these factors. The article begins with a literature review addressing the meaning, mechanisms and profiles of educational exclusion. It then presents qualitative fieldwork, consisting of six focus groups of young people (aged 14-24) who have been excluded from mainstream educational institutions in Barcelona, Spain. The results of the empirical analysis point to four critical elements in the process of educational exclusion as experienced by the youth: educational transitions; the role of teachers; the impact of grouping practices and disciplinary mechanisms; and the contrast between mainstream educational institutions and alternative learning arenas. By including the voice of the youth, the article provides a better understanding of the factors contributing to educational exclusion so as to advance in the construction of an educational system able to guarantee students’ right to learn and succeed in school. [ABSTRACT FROM AUTHOR]