Greenberger, S. (1982). Effects of working on adolescent development. Development Psychology, 18(3), 385-395.

OVERVIEW

How does working during adolescence affect the development of the individual? This is a vital issue for youth today, considering that over 80% will have had formal work experience before graduation. This study examines the effect of early employment on the development of the adolescent.

In past years, adolescent work has been viewed as a positive influence in the development of responsibility (Carnegie Commission on Policy Studies in Higher Education, 1980; National Commission on Youth, 1980; National Panel on High School and Adolescent Education, 1976; President’s Science Advisory Committee, 1973). This report not only looks at the development of responsibility but also studies other areas previously ignored: the impact of work on involvement with and commitment to other activities and people, and the impact on the socialization of various attitudes and behaviors.

DESIGN

3,101 Students from four high schools in Orange County (California) completed a survey indicating previous work experience. From this group, 531 were interviewed and used as the basis of this survey (212 were first-time workers; 319 had never worked, and 71% of those 319 were also tested again one year later.) Two independent factors were observed with respect to the following variables:

• • Personal and social responsibility.
  • Involvement with and commitment to school, family, and peers.
  • Negative by-products of working.

FINDINGS

Personal Responsibility. As indicated by other studies, work is associated with greater personal responsibility. Levels of punctuality, dependability, and self-reliance rose. Social Responsibility. Measures of social tolerance and social commitment are unaffected by working. School Involvement And Performance. Involvement in the workplace negatively affects time spent on homework, time spent on extracurricular activities, and school enjoyment. Yet, it has little impact on school performance (as reflected in grade point averages). Family Relations. Working affects the family closeness of girls much more than boys. Girls who spend a great deal of time in the workplace experience a sharp decline in family closeness. Peer Relations. Because of the importance that the adolescent puts on peer relationships, working does not seem to affect the amount of time spent with peers, but it decreases the emotional closeness. Negative Impacts.

Materialism, and acceptance of unethical business practices. Working leads to the development of more materialistic attitudes (affecting boys greater than girls) and acceptance of unethical business practices (especially among white-collar youth). Marijuana, cigarette, and alcohol use. Marijuana use increases relative to the time spent at the workplace. Cigarette use increases, but it depends on social class and age. Alcohol consumption is not impacted.

CONCLUSIONS

The authors agree with previous studies indicating that part-time work fosters development of personal responsibilities, but must be balanced by what may be viewed as real costs. In general, it appears that early employment diminishes youngsters’ involvement in non-work activities and relationships. This is important in that other studies have shown that learning, contact with adults, and social relationships with peers are exceedingly limited in the adolescent’s workplace. (Youth and Society, 12, 1981, pp. 403-422) Working may detract from other important developmental activities at home and school without replacing them.

A second possible cost is to the adolescent’s personal health and well-being as measured by the increased marijuana and cigarette use.

The study concludes that working in excess of 15 to 20 hours weekly during the school year is more than the average adolescent can handle without negatively affecting personal health and participation in non-work activities including school, family, extracurricular events, and peers. Working over this amount to negatively impacts the above mentioned areas.

EVALUATION

The data in this survey are supported by other studies on adolescent employment. The amount of time spent at work seems to directly affect the adolescent (15 to 20 hours each week is the dividing line).

Researchers should now study the effects of youth employment on materialism, greed, credit, and similar issues. Bachman (1983) believes that money earned and only consumed on self reduces the adolescent’s ability to delay gratification and that practices learned in teen years are difficult to eliminate during adulthood. "Working leads less often to the accumulation of savings or financial contributions to the family than to higher level of luxury consumer spending." (Education Digest, 53, 1987, pp. 29-31)

This study summarizes the general effects of adolescent employment on individual development. Specific studies scoping individual aspects of adolescent development have been implemented.

IMPLICATIONS

1. It is important to seriously study the effects of adolescent employment for two reasons:
2. The large number of adolescents entering the workforce.
3. The comprehensive effect employment seems to have on adolescents.
4. Using the study and other references, youth leaders can more effectively reach youth:

• • By better understanding the effects of employment on kids’ personal lives and development. "Teen jobs may prolong attachment to peers, not promote advancement to adulthood." (Ibid., Education Digest)
  • By helping to monitor and guide them in the amount of time spent at work (a seemingly critical factor in a healthy work experience).
  • By helping parents understand the values and dangers involved in their children working.
  • By working through materialistic and greed issues with the adolescent. The more a youth counselor understands about the negative effects of hoarding and instant gratification, the more one can help kids maintain financial health.
  • By helping to monitor the student’s balance between work and other aspects of life.

Adolescents continue to enter the workforce at increasing rates, for a variety of reasons. Youth leaders can better care for kids by knowing the possible results of their entrance into the workforce.