Green, D.L. (1990, Summer). High school student employment in social context: Adolescents’ perceptions of the role of part-time work. Adolescence, XXV(98), 425-434.

OVERVIEW

Why do high school students find it necessary to work? Is it for social reasons, economic need, or simple lack of anything better to occupy their time? As a youth worker concerned about the needs of young people, it is essential to be aware of all aspects of their lives, including their desire to work.

BACKGROUND

Following a study in the early 1970s, James Coleman recommended that schools integrate more government sponsored programs to provide work experience for high school students. In 1981, Perrone reported that employment among high school students had become commonplace. Perrone’s statements were supported by the National Longitudinal Survey (1980) which reported 58,000 high school students were employed for an average of 20 hours per week.

With student part-time employment increasing, researchers became interested in finding a correlation between work and various behavioral factors. A large scale research project in Orange County, California, during the early 1980s, focused on 10th and 11th grade students in naturally occurring (as opposed to school or government sponsored) employment. According to a book based on this research (Greenberger and Steinberg, 1986), part-time employment has harmful effects on a student’s general attitude, academic career, addictive behavior, and attitudes toward work itself. Greenberger and Steinberg also argued that part-time work deters from the time necessary to develop one’s "inner life" for healthy psychosocial development.

AIM

This study was implemented to determine if earlier reports regarding the effect of high school employment on behavior characteristics still hold true.

DESIGN

In response to the above information, an additional study was conducted in the fall of 1985 using the senior class (138 students) of a North Carolina high school. Each senior went though an extensive interview, from which a quota sampling of students was chosen for further study.

The researchers sought the following information concerning employment and the students’ social environment:

• • The workplace and history of employment.
  • The family.
  • Social life and peer relations.
  • Schooling.
  • Extracurricular activities, interest, hobbies.
  • The marketplace (spending and serving).
  • The future (educational and occupational goals).

After further study of the sample grouping, the researchers subdivided the students into the following categories:

• • Regular workers (21 students).
  • Transition from school to work (8 students).
  • Parental expectations and school environment (6 students).
  • Social exploration (7 students).
  • Seasonal workers (5 students).
  • Irregular workers (4 students).
  • Nonworkers (5 students).

FINDINGS

• Regular workers.
• Transition from school to work. Of all groups, these students feel the most stress. Concerns regarding their position in the "real world" weigh heavily on their mind.

Parental expectations and school environment. They view their jobs as natural learning tools that complement their academic career. With parental guidance, these students balance their work, academics, and extracurricular activities. Social exploration. Emphasis is on the social benefits accompanying employment. Some view the social skills gained from working as the major benefit. Others focus solely on the extra freedom they acquire from their earnings. Seasonal workers. These students choose seasonal employment so that work does not interfere with their academics. They feel that work is beneficial, but see no need to grow up "too fast" or take on financial burdens "too soon." Irregular workers. These students have not had bad experiences with work, but see no need to let it interfere with any of their other interests. They are cautious not to do too much, or view themselves as simply "sellable products." Nonworkers. Their reasons for not working are similar to those discussed by seasonal and irregular workers. However, two students did state that they felt "overprotected" or "sheltered" due to lack of experience in the workplace.

CONCLUSION

High school employment can no longer be simplified as either good or bad. One must individually consider each student. The motivations of employment as well as the general characteristics of the student (school involvement, future goals, cultural back ground) affect whether teenage employment is a positive or negative experience.

CRITIQUE AND EVALUATION

This study provides an updated look at how part-time employment affects the high school student. By recognizing differences in each student and their motivations to work, the study broadens the view of part-time employment and its effects on the adolescent. The sampling of 35 students offers a proper representation of gender and job category. Still, it does not provide a national representation of the adolescent youth community. It should be noted that the school from which the sampling was gathered is in a small rural community supported by farming, mills, and small business. This area is characterized by low economic growth.

QUESTIONS FOR REFLECTION AND DISCUSSION

1. As a youth worker, consider the different work needs of your young people and how you can best integrate them with various activities. How can you improve in this area?
2. What are some paid jobs that the community or church could provide to young people to best fit their needs?
3. How does the adult work ethic affect the way young people view their employment status?
4. How can society relieve adolescents of the financial burdens they feel? Does society need to examine the amount of financial responsibility placed on adolescents?

IMPLICATIONS

1. Work is a constructive source for providing adolescents opportunities that they would not otherwise experience.
2. Work increases life skills for adolescents such as responsibility, loyalty, and organizational habits. These skills are more than beneficial to the adolescent; they are necessary for a continued positive work experience.
3. Adolescents require help and guidance from parents, teachers, and significant others (youth workers) for work to be beneficial in their particular situation.
4. Adolescence is a time for growth and nurturing. Concerned adults need to be careful not to automatically expect work to be a profitable, positive experience for a student.
5. It is essential to observe if an adolescent has access to some basic support systems (i.e., family and school). In cooperation with these systems, it is the responsibility of the youth worker to help adolescents build into their life values beyond materialism and provide additional options of how they can have self-meaning and value.
6. Concerned adults should provide practical outlets for youth to use their gifts and grow further (i.e., mission projects, geriatric home visits, and soup kitchens).