Review of related literature and studies Essay

REVIEW OF RELATED LITERATURE AND STUDIESTeenagers and Part-Time Jobs Benefits, Drawbacks and TipsAdolescence is that difficult block of succession when autoe drop off children transition to accountable adults we hope. That is the goal, afterward all, for teens to develop into mature, productive, responsible members of the community. One method for assisting this transition is obtaining part-time practice. A avocation goat help teenagedrs better develop their identities, obtain increased autonomy, achieve forward-looking accomplishments, develop lock experience, and become to a greater extent(prenominal) independent from their pargonnts. According to the U.S. discussion section of Labor, 50 percent of American teenagers hold informal jobs, much(prenominal) as babysitting or yard plough, by age 12. Boys tend to m some other their jobs at younger ages and pasture more hours than girls. By age 15, well-nigh two-thirds of American teens come had some kind of employment. By the time teens down from high developtime, 80% will give up held a part-time job at some time during the aim year.The average high schooldays student works 20 hours per week, and about 10% work profuse time (35 hours or more). at that place ar some(prenominal) obstacles to teens obtaining employment. Finding real transportation is detailed, and that can be difficult if the job is not pen up by and the teens parent(s) work. Fighting stereo attri furtheres that employers have about adolescents, such as poor attitudes or lack of skills, can be challenging. In this particular economy, on that point arent very many job opportunities for teens. Teens inadequacy to work for a variety of reasons, but more than half propound their involvement in work is motivated by the desire to grease ones palms things. Typically, teens spend their money on car expenses, recreational expenses, clothing, educational expenses, saving for college, and helping their families with living expenses (e.g., rent, groceries). interrogationers have studied and debated the benefits and drawbacks of teens and part-time jobs for more than 2 decades. Many tasteers, including those on government panels like the National Commission on Youth, praise part-time work and say it contributes to the transition from youth to adulthood. other(a) studies have found epochal ostracise consequences to students working over 20 hours aweek. We will take a close look at both. Benefits of Teens holding a Part-Time JobThere are many benefits to adolescents obtaining employment, including Obtain valuable work experiences, which are excellent for a resume. delay how to effectively manage finances. Even if the teen is simply using their moolah to pay for their own expenses, they will learn to budget between clothes, mental pictures, and car expenses. May provide networking possibilities and set a child on a rewarding sprightlinesstime career path. Provide constructive use of free time. An after-school job can to a fault provide adult supervision, in particular if you work longer hours than those in a typical school day. duty gives teens less time to engage in risky behaviors. Learn time management skills.Form good work habits.Gain useful, grocery storeable skills such as improving their communication, learning how to handle people, developing interview skills and alter out job applications. Instill new confidence, sense of responsibility and independence. Drawbacks of Teens Holding a Part-Time JobThere are also minus consequences of teen employment that may outweigh the positive benefits, such as Less time for homework. Working students may not have or make the time to complete their work. Higher rates of absenteeism and less school involvement. Employment may place constraints on the students hear and sleep time. Fatigue or lack of preparation for the days academic activities may discourage the working teen from going to school and a job may take the place of extracurricular activities. tear down grades in school. Students who work more than 20 hours a week have grade point averages that are lower than other students who work 10 or less hours a week. More likely to use drugs and alcohol. Research suggests that substance abuse is higher for students who work 20 or more hours per week. Development of electro nix views of work itself. Early entry into a negative or harsh work environment may encourage negative views of work.This would depend greatly on the maturity level of the teenager and the type of job obtained. Increased stress. Balancing work and school can rebel to be too much for anystudent. Research seems to suggest that students that work 10 hours or less a week gain the benefits of employment, tour students that work over 20 hours a week suffer the negative consequences of work mentioned above. Other factors that affect how students handle employment and school life include the tawdriness and difficulty of the work done. pa ss EmploymentSummer employment is an excellent alternative, as it does not interfere with schooling and provides teens with a constructive use of their free time. It allows adolescents to garner all the benefits of employment without overtaxing their expeditious school schedules. Teens should begin looking for summer employment during Spring Break. mathematical jobs for teens are landscaping, delivering newspapers, babysitting, retail stores (such as grocery stores or clothing stores), movie theaters, working at a theme park, being a tent counselor, lifeguarding at a pool, and dog walking. April 2, 2010 by middleearthnjWork careers begin after the completion of formal schooling. This is a fundamental assumption of life pipeline research, which identifies the school to work transition as one of the most critical stages of the early life course. Yet the reality is that most students are also workers. A third or more of high school students are currently employed, as are the major( ip)ity of college students (Bureau of Labor Statistics, 2005a). The paucity of research on the overlap of student and worker roles and on the occupational organise of teenage workers is almost certainly due to the assumption that most students work in part-time jobs that are un link up to post-schooling work careers. Indeed, one of the major problems of the first Occupational Change in a Generation critique (the data source for Blau and Duncan, 1967) was that the measurement of first job may have conflated student employment and post-student employment (Duncan, Featherman, & Duncan, 1972 210224).1 However, the high level of grind force participation among students, and the fact that teenagers comprise four percent of the American workforce, suggest the need for more research on the prevalence of work and the body structure of employment among adolescents prior to the completion of schooling. In this study, we explore patterns of affable stratification of teenage workers. Prior r esearch on teenage employment has focused almostexclusively on the impact of work on educational outcomes, including grades and dropping out. The primary theoretical and policy issue is the scheme that the roles of worker and student are contrary, or at least incompatible with educational success (Greenberger & Steinberg, 1986). Yet most studies have concluded that in that location is little observable harm if students work a moderate play of hours per week indeed, students who work less than 15 h/week mostly have better educational outcomes than students who do not work at all (Carr, Wright, & Brody, 1996 McNeil, 1997 Mortimer & Finch, 1986). Students who work longer hours, especially more than 20 or 25 h/week, do have lower grades and are more likely to drop out of school (DAmico, 1984), however, it is unclear whether high intensity work is a cause, a consequence, or just a gibe of poorer educational outcomes.The hypothesized causal impact of teenage employment on educationa l outcomes hinges, in large part, on the selectivity of students into employment and different types of jobs. Before addressing this question, we get out the occupational structure of teenage employment and its relationship to the adult application market. With in the teenage grasp market structure, we attempt to identify the dimensions of occupational status and preferable job characteristics. Then we address the question of selectivity of students to jobs in spite of issueance the classic analytical framework of social stratification research. Specifically, we ask if family downplay and ascriptive characteristics, such as gender, and race and ethnicity, influence teenage employment and the skill of higher status jobs. Although we refer to teenage employment in general, our confirmable focus is on the employment patterns held by several cohorts of high school seniors in a West Coast metropolitan area.Although this is a exceptional geographical and temporal sample, the patt erns reported here are likely to be representative of teenagers more broadly. We find that there is a clear structure between the social backgrounds of students and the jobs they hold. Advantages of family origins and school achievement are positively associated with give employment, and advantaged students are especially more likely to hold good jobs right(prenominal) of prototypical teenage concentration in the fast fodder orbit and related service sector jobs. 2. Why do teenagers work?Although there are many reasons why people work, economic necessity ranks pricey the top of the list. Most high school students, however, live as dependents in parental households, and very few teenagers have to work to provide their food and shelter. Indeed, state laws protect adolescents from becoming regular workers by limiting the hours and temperament of paid employment. The one gray area is family employment, especially when families run crushed businesses. Families that run small busine sses generally depend on the unpaid labor of all family members, including school age children and adolescents, as part of a outline of economic survival. If teenagers are not working to support their families, the most credible alternative interpretation is that most students work to support their consumption and related lifestyle activities, such as saving for clothing, a car, or other extras beyond their familys economic resources or willingness to provide.Another potential chronicle is that students work in order to invest in their future. Students may seek jobs that provide opportunities for achievement, exposure to possible career choices, or to develop ties with persons who could officiate as mentors. These explanations are not mutually exclusive, and many teenagers may be motivated by both objectives. Regardless of the motivations of students, there must be a job market in which employers seek to, or are at least willing to, hire teenagers. Many teenagers may be working i n part-time jobs in the general labor market where there is an insufficient supply of relatively cheap and flexible workers. In these jobs, teenagers can be considered as supplemental workers for adults who are the predominate workforce.For example, teenagers oftentimes work as receptionists in offices and as cashiers in grocery stores, but teenagers comprise only a small minority of workers in these positions. There may also be niches of teenage jobs where adolescents comprise a significant share of all workers in an occupation or industry. For example, teenage workers appear to be the mainstay of fast food establishments. The proportional representation of teenage workers (ages 1619) in the major occupational categories, and their relative share of all workers (employed persons age 16 and above) in each occupation, is presented in Table 1 based on data from the 2005 Current Population Survey. These data do not differentiate teenagers by their enrollment status.