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[null,"1.","Record Nr.",null,"UNINA9910791410303321"]
[null,null,"Autore",null,"Mortimer Jeylan T. <1943->"]
[null,null,"Titolo",null,"Working and growing up in America [[electronic resource] /] / Jeylan T. Mortimer"]
[null,null,"Pubbl/distr/stampa",null,"Cambridge, Mass., : Harvard University Press, 2003"]
[null,null,"ISBN",null,"0-674-04124-0"]
[null,null,"Descrizione fisica",null,"xi, 283 p. : ill"]
[null,null,"Collana",null,"Adolescent lives ; ; 2"]
[null,null,"Disciplina",null,"331.3/47/0973"]
[null,null,"Soggetti",null,"Youth - Employment - United States"]
[{"$nulls":4},"Youth - United States - Attitudes"]
[{"$nulls":4},"School-to-work transition - United States"]
[{"$nulls":4},"Youth - Employment - United States - Psychological aspects"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. [249]-269) and index."]
[null,null,"Nota di contenuto",null,"Frontmatter -- CONTENTS -- ACKNOWLEDGMENTS -- 1. SHOULD ADOLESCENTS WORK? -- 2. THE YOUTH DEVELOPMENT STUDY -- 3. TIME ALLOCATION AND QUALITY OF WORK -- 4. THE ECOLOGY OF YOUTH WORK -- 5. PRECURSORS OF INVESTMENT IN WORK -- 6. WORKING AND ADOLESCENT DEVELOPMENT -- 7. THE TRANSITION TO ADULTHOOD -- 8. WORKING AND BECOMING ADULT -- APPENDIX. Panel Selection -- NOTES -- REFERENCES -- INDEX"]
[null,null,null,"Sommario/riassunto","Should 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."]