In this chapter we consider childhood employment in a life course perspective. We seek to understand how family background, childhood experiences and orientations, and macrolevel changes (e.g., economic shocks such as the Great Recession) influence the timing of entry into the world of work and the characteristics of first jobs; how childhood and adolescent work experiences are linked to school achievement, other work activities, and problem behaviors; and the potential long‐term consequences of early involvements in paid work for health and well‐being, as well as engagement and success in work, school, and family. The chapter is divided into three parts: In the first part we discuss research on the correlates and consequences of youth work in the United States, highlighting four major perspectives on this topic. In the second section, we review the literature on child and adolescent employment in an international context, discussing some major themes in this diverse literature. Our goal here is not to provide an exhaustive review of this literature, but instead to highlight some of the unique situations that young workers in developing countries face as they leave school and enter the labor market. In the final section, we discuss potential areas of new research on youth employment, such as the impact of the global recession on child and youth work in both the United States and worldwide, further examination of how different types and qualities of work relate to children and adolescent outcomes, and more studies that consider diverse trajectories of school and work involvement during the early occupational career.
INTRODUÇÃOE stratificação educacional refere-se à relação entre as origens sociais e o alcance educacional dos estudantes. Quanto mais mobilidade social permite uma sociedade, mais aberta e possivelmente democrática ela é, e assim um sistema escolar é mais aberto ou democráti-co quanto menor for a correlação entre a origem social do aluno e seu desempenho durante o processo escolar (Silva, 2003).A importância da escola como mecanismo de mobilidade é destacada pela teoria da modernização (Parsons, 1970;Treiman, 1970), que projeta a educação como principal mecanismo de equalização das oportunidades sociais, capaz de superar as velhas e rígidas estruturas de transmissão direta de status entre gerações.Visões menos otimistas sobre o papel da escola na sociedade também têm recebido destaque no campo de pesquisas educacionais. As principais são as teorias reprodutivistas (Bowles e Gintes, 1976;Bourdieu e Passeron, 1977), que percebem a educação na sociedade moderna como um instrumento de reprodução e dominação social, usado pelas classes dominantes para transmitirem seu capital cultural e assegurar que seus filhos atinjam ao menos posições sociais semelhantes às suas.
Expansion of higher education and long-term economic growth have fostered high aspirations among adolescents. Recently, however, deteriorating labor force opportunities, particularly since the “Great Recession,” and rising inequality have challenged the “American Dream.” To assess how parental and adolescent outlooks have evolved over time, we examine shifts in future orientations across three generations of Midwest American families. Our unique data archive from the Youth Development Study includes 266 Generation 1 and Generation 2 parent-child dyads and 422 Generation 3 children. We assess change over two decades in parental expectations for their children’s educational attainments (comparing G1 and G2) and in adolescents’ socioeconomic aspirations, life course optimism, and anticipated work-family conflict (comparing G2 and G3). An initial between-families analysis examines aggregate change across generations; a second fixed-effects analysis assesses attitudinal differences between parents and children in the same families and the extent to which generational shifts in family circumstances and adolescents’ educational performance account for change in adolescents’ future orientations. We find that “millennial” adolescents had more positive outlooks than “Gen X” parents did at the same age. Generational increase in adolescent socioeconomic aspirations held even when socioeconomic origin, parent-child relationship quality, adolescent school performance, and other predictors were controlled. We find evidence that growing adolescent optimism across generations is attributable to rising parental educational expectations, increasing adolescent grades in school, and higher-quality parent-child relationships. We conclude that the “American Dream” is still alive for many contemporary parents and their adolescent children.
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