| dc.description.abstract | In the Netherlands, vocational education and training (VET) plays an important societal role. It forms the basis of important sectors such as housing and healthcare. Without well-trained professionals, important sectors would come to a standstill. However, VET-students often seem to face lower societal recognition compared to students in higher education. This study investigates how Dutch VET-students experience recognition and misrecognition, and how these experiences are shaped by their social networks. The research addresses the question: In what ways do social networks shape Dutch vocational education students’ experiences of recognition related to their educational background? A qualitative design was used, combining Honneth’s recognition theory and Granovetter’s social network theory. Semi-structured interviews were conducted with 15 VET-students aged 16-25. The interviews were analysed by using a hybrid grounded theory approach. Findings show that both strong and weak ties contribute to experiences of recognition related to their educational background. Participants experience recognition via verbal and emotional support, involvement and practical support and appreciation as a professional. However, misrecognition, mostly in institutional settings or due to societal stigma, was also prevalent. However, participants showed resilience to misrecognition through what seems to be protective factors, such as intrinsic motivation, family support and a perceived shift in societal attitudes towards VET. This research concludes that recognition of Dutch VET-students is a dynamic and based on relational process which is shaped by multiple social levels. The insights emphasize the importance of reinforcing recognition among VET-students mostly within broader institutional settings and societal perceptions. | |
