Introduction. The creation of the State labour reserves in the 1940s was accompanied by the formation of a specific socio-cultural environment that, to date, remains practically unexplored. At the same time, many elements of the subculture were quite distinct from the official image of a student formed by the labour reserves system. 

Aim. To  identify sociocultural markers, i.e. the most significant characteristics of  the subculture, which make it possible to characterise the typical features of the official and informal portrait of students in the state labour reserves. 

Methods. The study employed a  subcultural approach that emphasised the commonality of  intra-subcultural worldview foundations that perform a  “fastening” function of integrating students of state labour reserves into a single and sustainable education. The study used: 1) historical-comparative and historical-system methods aimed at  reconstructing the image of  a student of  the state labour reserves; 2) the synthesis of macro and micro approaches to historical research aimed at identifying the behavioural practices of an individual in a social group; 3) sociological research methods that allow revealing the content essence of  the markers of  the portrait of  students, identified on  the basis of  the analysis of  various sources (official documents, egodocuments, works of fiction, visual and other historical sources). 

Results. Indicators are proposed for the reconstruction of  the “formal” and “informal” portrait of students in the system of state labour reserves (1940-1950s) through the use of four categories of socio-cultural markers (socio-demographic characteristics, cultural values and mental characteristics, behavioural practices and appearance), allowing to recreate the image of students as representatives of the youth subculture in a more succinct manner. 

Scientific novelty. The basis for the reconstruction of  the socio-cultural portrait of students of the state labour reserves in the 1940s-1950s is presented in the optics of markers of “formal” and “informal”. 

Practical significance. The results of  the study can be  applied in  the study of  the evolution of the system of vocational education.

Introduction. Creation of  the State labour reserves in  the 1940s was accompanied by the formation of an “official portrait” of its student. The deviations from it (the “informal portrait”) did not just turn into private deviations, but became a socio-political phenomenon that threatened the most important technologies of social management. 

The aim of the research is to characterise the mechanisms of implementation and limitations of  the potential for renewal of  the State labour reserves system in  the 1940- 1950s, based on the manifestations of the “informal portrait” of students. 

Methods. The theory of modernisation and the actor-based approach associated with the activities of  the educational bureaucracy in  the formation of  new social practices and relations were used as a methodology. In characterising the interaction of the educational bureaucracy with students of  the labour reserves, O. Leibovich’s concept of social conventions that ensure the coexistence in a group of people oriented toward different values was used. 

Results. The main types of  deviations and manifestations of  the “informal” behavior of students that are considered are: runaways, criminal behavior, students’ appeals inside and outside the State labour reserves system. The following conclusions are substantiated: that the renewal took place mainly at the lower and regional levels of the state labour reserve system and was forced and «reactive» in nature and, ultimately, contributed to the humanisation of the system, its slow transformation from a mobilisation and order system into a training and production one. 

Scientific novelty. For the first time, the influence of the “informal portrait” of students on  the potential for updating the system of  State labour reserves was posed as  a research problem. 

Theoretical significance. The results of  the study can be  applied in  the study of  the evolution of the system of vocational education.