‘No time for dreams’: Young adults’ educational expectations and aspirations

Abstract

Background In Europe’s current socioeconomic and educational landscape of economic volatility, intensified by global events like COVID19, conflicts and societal barriers, new generations face a clash between their aspirations, and expectations. This tension is stark in countries like Portugal, where poverty and inequality persist, and educational attainment remains low despite progress. Housing insecurity, precarious employment, and limited career prospects have reshaped what is achievable, making social citizenship rights such as stable employment, emotional stability, and parenthood elusive. Purpose This article draws on the concepts of Bourdieu’s capital, Yosso’s ‘aspirational capital’, and Moensted’s ‘social citizenship aspiration’ to explore how structural factors intersect with individual agency. It examines the (mis)alignment between young adults’ educational aspirations and expectations, asking two research questions: 1) What are the educational and occupational aspirations of young Portuguese adults at risk of leaving education early? 2) How do structural factors shape these young adults’ possibility to aspire and to pursue futures they have reason to value? Methods Drawing on 24 qualitative face-to-face interviews with Portuguese young adults aged 17–24, from early school leavers to those in mainstream and vocational education, this study uncovers the diverse paths they consider. Findings Young adults’ educational aspirations and expectations often converge, with many unable to envision a future beyond basic survival. Previously attainable goals such as stable employment or parenthood seem distant; limited prospects accelerate school disengagement and push young adults into precarious labour markets. Three distinct perspectives emerged: pragmatic views prioritising employment prospects; disillusioned views regarding education’s transformative potential; and hopeful perspectives seeing education as a potential enabler of social mobility. Conclusions For the young adults in our study, fundamental citizenship rights had been transformed into aspirational goals. This suggests that, to ensure young adults can pursue fulfilling lives, policymakers and educators must address structural barriers linked to the connection between education and labour markets, and the influence of socioeconomic conditions in shaping aspirational capacities.