Austria research highlights higher‑education inequality and youth welfare participation barriers

A recent study combines Pierre Bourdieu’s relational theory with the ‘conduct of everyday life’ concept to examine the experiences of underrepresented students in Austrian higher education. It argues that socioeconomic background and broader life contexts shape access to university studies and academic success, and suggests the theoretical blend can make hidden inequality processes more visible.

Another paper investigates how emotions and power relations affect participation in Austria’s child and youth welfare services. Based on interviews and workshops with young service users, it identifies structurally generated emotional barriers, overly formalised procedures, and expert‑driven decision‑making as obstacles to genuine participation, and offers recommendations to reduce these barriers and improve responsiveness.