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Adolescent behavior is often negatively viewed especially regarding work experience. By introducing a concept of prosocial behavior, our study attempts to provide an alternative view on the effects of teenage job and work experience. We hypothesized that work experience could generate more prosocial behaviors. By surveying a large group of working-class youth (N = 2,860) from eight Chinese vocational schools and using structural equation modeling, we confirmed that the pattern of "having less, giving more" could be found in our sample. Our findings revealed that work experience could facilitate prosocial behavior via the increase of knowledge of both contract-based rights and labor action. By understanding working-class youth's prosocial behavior as a positive outcome of work experience, this study calls for further research on other positive outcomes, such as cooperation, civic engagement, and solidarity, among working-class youth. [ABSTRACT FROM AUTHOR]

In contrast to the existing argument that the logic of capital has monetised almost every aspect of human relationships to the realm of exchange value, this article explores the social values that are practised by Chinese working-class youth as an alternative form of agency and everyday practice. Instead of understanding social values as a realm of value operating entirely outside the logic of exchange value, this article takes social values as the constitutive other of exchange value embodied in the neoliberalised form of capitalism. It attempts to develop a micro-foundation of social values or a social mechanism of values for understanding social protection and class solidarity. Employing in-depth interviews and ethnographic observations in vocational schools in China, at sites for the education and nurture of working-class youth, we ask what social values are, how they are perceived and exercised, and by whom. From students' practices of care in schools, cooperation in the workplace and solidarity in the community, our goal is to build a micro-foundation of social values that challenges and goes beyond the logic of exchange value. [ABSTRACT FROM AUTHOR]

A growing number of 'return migrant children', who have lived in cities where they had access to the compulsory education system, are sent back to their rural hometowns to prepare for higher education in China. This study explores the resources that are available to return migrant students for further educational development and examines their difficulties with activating their educational capitals and translating them into human capital, in the form of academic knowledge and educational success after their remigration (a change in their field of practice). Using a framework based on the work of Bourdieu, this article conceptualizes the educational resources available to migrant families in terms of economic, social and cultural capitals. This article contributes to a better understanding of the transformation and deployment of educational capitals by revitalizing the importance of the concepts of 'habitus' and 'field' inherent in Bourdieu's work. [ABSTRACT FROM AUTHOR]