This article presents empirical results from a study (2015–2018) on young people leaving care in Luxembourg. A special focus deals with the processes of transitioning from care to work. Education appears to be crucial for a successful transition, as it determines life chances, such as labour market chances, but so far inequality studies have neither researched transitions from care nor have the theoretical concepts developed in inequality research been used to understand the situation of care leavers. They might help to explain the different mechanisms behind the disadvantages of students in foster and residential care and their educational attainment. This paper thus attempts to theorise leaving care from an inequality perspective and the interdependencies with concepts of relational agency, taking into account the heterogeneity among care leavers, their trajectories and achievements (see also Göbel et al. 2020). The main objective of our analysis is to investigate how agency is achieved in the transition from school to work among care leavers, taking into consideration institutional pathways (continuities and discontinuities) in the care and the educational system.

本文介绍了一项有关卢森堡年轻人离开医疗机构的研究（2015-2018年）的实证结果。特别关注处理从护理到工作的过渡过程。教育对于成功的过渡至关重要，因为它决定了生活机会，例如劳动力市场的机会，但是到目前为止，不平等研究还没有研究过照护的过渡，也没有利用不平等研究中发展的理论概念来理解照护的情况。离开者。它们可能有助于解释学生在寄养和寄养方面的劣势背后的不同机制，以及他们的教育程度。因此，本文试图从不平等视角以及与关系代理概念的相互依赖关系上对离开护理进行理论化，考虑到护理人员之间的异质性，他们的轨迹和成就（另见Göbel等人，2020年）。我们分析的主要目的是研究在护理人员中从学校到工作的过渡过程中如何实现代理，同时考虑护理和教育系统中的制度性途径（连续性和不连续性）。