Working Students in High School

Baby- sitting for a few hours on a Friday night or acting in a store on a Saturday afternoon whitethorn capture good do as teen-agers learn "how to relate to supervisors, foster with co melters [or] deal with customers" (Mortimer & Finch 5). But today over four meg students work during the aim year and "ab pop wizard half(prenominal) of seniors, one-third of juniors, and one-fifth of sopho to a greater extent thans" work more than 20 hours per week--the combining weight of a half-time adult job (Viadero). Researchers do non always agree about whether there is "a manifest cutoff with respect to work hours, beyond which adolescents should not work" (Mortimer, Finch, Ryu, Shanahan & Call 1247). But they do agree that at over 20 hours per week there is a rapid "dropoff in the amount of time students spend on homework and ontogeny in their feelings of detachment from condition" (Viadero).

School performance is one of the major areas in which work has a negative effect. Studies go for found that after-school jobs are "peculiarly American" and that students in few other countries who score much better on exchangeable tests tend not to work at all compared to Americans (Viadero). The effects of working are related to both the students' physical shape and the amount of time available to them for school work.

Students who work, especially those who work at night, are "vulnerable to chroni

Mortimer, Jeylan T., and Michael D. Finch. "Work, Family, and Adolescent Development." Adolescents, Work, and Family: An Intergenerational Developmental Analysis. Ed. Jeylan T. Mortimer and Michael D. Finch. Thousand Oaks, CA: Sage, 1996. 1-24.

Two other alpha effects that jobs can have on school relate to current and future attitudes toward education. Students who work often fracture a feeling of detachment from school and consider it unserviceable compared with the possibility of earning money. As one student said in an interview, he did not feel school was not important but "I definitely feel that sometimes when I'm sitting around at school I could get more benefit out of working" (quoted in Viadero).

Some students may also be lured into dropping out of school by the possibility of making more money. Greenberger and Steinberg found that "intensive study during tenth and eleventh grades was associated with increased probability of dropping out" for some groups of students (152).

Greenberger and Steinberg also found that working high school students frequently engaged in other kinds of deviant study port. Negative behaviors associated with the workplace itself may be related to immatureness in the workers. Researchers found that 62 percent of first-time workers committed acts of distortion ranging from calling in sick when they were well to stealing from their jobs. Among the more serious deviations "about 41 percent had committed some form of theft [and] about 45 percent, some [other] guilty or unethical behavior" (Greenberger & Steinberg 144). In some cases this behavior was tied to "releasing anger or reducing tensity" caused by the jobs (and their inability to deal with difficult situations), but "the well-nigh common forms of deviance involve activities that confirm one's ties to the peer culture," such(prenominal) as "working while 'buzzed' on alcohol or drugs" (Greenberger & Steinberg 147). This is a way of defying adult expectations which, i
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