LEADER 03750nam 22007694a 450 001 9910967840603321 005 20200520144314.0 010 $a9780674041240 010 $a0674041240 024 7 $a10.4159/9780674041240 035 $a(CKB)2560000000051223 035 $a(SSID)ssj0000273984 035 $a(PQKBManifestationID)12061402 035 $a(PQKBTitleCode)TC0000273984 035 $a(PQKBWorkID)10315900 035 $a(PQKB)10923965 035 $a(SSID)ssj0000488512 035 $a(PQKBManifestationID)11332615 035 $a(PQKBTitleCode)TC0000488512 035 $a(PQKBWorkID)10450430 035 $a(PQKB)11415075 035 $a(MiAaPQ)EBC3300589 035 $a(Au-PeEL)EBL3300589 035 $a(CaPaEBR)ebr10326134 035 $a(OCoLC)923112263 035 $a(DE-B1597)590398 035 $a(DE-B1597)9780674041240 035 $a(OCoLC)1294424661 035 $a(Perlego)1147110 035 $a(EXLCZ)992560000000051223 100 $a20020703d2003 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWorking and growing up in America /$fJeylan T. Mortimer 205 $a1st ed. 210 $aCambridge, Mass. $cHarvard University Press$d2003 215 $axi, 283 p. $cill 225 1 $aAdolescent lives ;$v2 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780674016149 311 08$a0674016149 311 08$a9780674009233 311 08$a0674009231 320 $aIncludes bibliographical references (p. [249]-269) and index. 327 $tFrontmatter -- $tCONTENTS -- $tACKNOWLEDGMENTS -- $t1. SHOULD ADOLESCENTS WORK? -- $t2. THE YOUTH DEVELOPMENT STUDY -- $t3. TIME ALLOCATION AND QUALITY OF WORK -- $t4. THE ECOLOGY OF YOUTH WORK -- $t5. PRECURSORS OF INVESTMENT IN WORK -- $t6. WORKING AND ADOLESCENT DEVELOPMENT -- $t7. THE TRANSITION TO ADULTHOOD -- $t8. WORKING AND BECOMING ADULT -- $tAPPENDIX. Panel Selection -- $tNOTES -- $tREFERENCES -- $tINDEX 330 $aShould teenagers have jobs while they're in high school? Doesn't working distract them from schoolwork, cause long-term problem behaviors, and precipitate a "precocious" transition to adulthood? This report from a remarkable longitudinal study of 1,000 students, followed from the beginning of high school through their mid-twenties, answers, resoundingly, no. Examining a broad range of teenagers, Jeylan Mortimer concludes that high school students who work even as much as half-time are in fact better off in many ways than students who don't have jobs at all. Having part-time jobs can increase confidence and time management skills, promote vocational exploration, and enhance subsequent academic success. The wider social circle of adults they meet through their jobs can also buffer strains at home, and some of what young people learn on the job--not least responsibility and confidence--gives them an advantage in later work life. 410 0$aAdolescent lives ;$v2. 606 $aYouth$xEmployment$zUnited States$vLongitudinal studies 606 $aYouth$zUnited States$xAttitudes$vLongitudinal studies 606 $aSchool-to-work transition$zUnited States$vLongitudinal studies 606 $aYouth$xEmployment$zUnited States$xPsychological aspects 615 0$aYouth$xEmployment 615 0$aYouth$xAttitudes 615 0$aSchool-to-work transition 615 0$aYouth$xEmployment$xPsychological aspects. 676 $a331.3/47/0973 700 $aMortimer$b Jeylan T.$f1943-$0252336 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910967840603321 996 $aWorking and growing up in America$94365927 997 $aUNINA