Conference Program

Inequalities in educational and professional paths are a central theme in sociological analysis, as they reflect the interaction between social structure, institutional processes, and individual agency. Educational and professional aspirations are not simply the expression of personal preferences, but are situated social products, influenced by cultural capital, available resources, and perceived opportunities (Bourdieu, 1986; Appadurai, 2004). Empirical studies highlight that social origin contributes to differentiating individual expectations, guiding educational and professional paths and influencing occupational trajectories (Schoon & Parsons, 2002; Carlana, La Ferrara, & Pinotti, 2022). From this perspective, career guidance can be interpreted as a social device that operates at the intersection of three main domains: the education system, the transition between school and work, and the employment context. In the school context, guidance supports the construction of identity and representations of the future, contributing to the formation of aspirations and the perception of available opportunities (Sen, 1999). During the school-to-work transition, guidance acts as a mediator between the individual and the social structure, facilitating the understanding of opportunities, the definition of career paths, and the negotiation of expectations in a context influenced by social norms, prestige, and remuneration criteria (La Ferrara, 2019). In the employment context, guidance supports the adaptation and development of career paths, accompanying individuals' ability to navigate changes and transitions throughout the working life cycle (OECD, 2021). Common elements emerge in all three contexts: guidance fosters reflexivity, the elaboration of aspirations, and the construction of individual trajectories consistent with available opportunities (Hooley, Sultana, & Thomsen, 2018; Musset & Kurekova, 2018). Differences between contexts primarily concern the purposes, tools, and timing of intervention, which vary according to the individual's stage of development and structural conditions. From a sociological perspective, guidance is a strategic social practice that contributes to the construction of opportunities and the definition of individual trajectories, intervening in the processes through which inequalities are reproduced or mitigated (Emirbayer & Mische, 1998; Thomsen, 2017). Analyzing the interaction between school, school-to-work transition, and work allows us to understand the role of guidance in supporting social mobility, promoting informed choices, and building integrated lifelong learning policies. In conclusion, strengthening lifelong guidance is a key tool for reducing educational and occupational inequalities, ensuring that future aspirations are supported by real opportunities and long-term strategies. An integrated perspective across these three domains allows for the design of more effective interventions, capable of supporting individuals throughout their educational and working lives, fostering inclusion, equity, and personal development.