Working and Growing Up in America (Adolescent Lives) PDF
Preview Working and Growing Up in America (Adolescent Lives)
A D O L E S C E N T L I V E S 2 A series edited by Jeanne Brooks-Gunn W O R K I N G A N D G R O W I N G U P I N A M E R I C A J E Y L A N T. M O R T I M E R HARVARD UNIVERSITY PRESS Cambridge, Massachusetts London, England 2003 Copyright © 2003 by the President and Fellows of Harvard College All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Data Mortimer, Jeylan T., 1943– Working and growing up in America / Jeylan T. Mortimer. p. cm. — (Adolescent lives ; 2) Includes bibliographical references and index. ISBN 0-674-00923-1 (alk. paper) 1. Youth—Employment—United States—Longitudinal studies. 2. Youth—United States—Attitudes—Longitudinal studies. 3. School-to-work transition—United States— Longitudinal studies. 4. Youth—Employment—United States—Psychological aspects. I. Title. II. Series. HD6273 .M67 2002 331.3⬘47⬘0973—dc21 2002027604 To my mother, Roselle Martin Tekiner CONTENTS Acknowledgments ix 1 Should Adolescents Work? 1 2 The Youth Development Study 29 3 Time Allocation and Quality of Work 44 4 The Ecology of Youthwork 81 5 Precursors of Investment in Work 111 6 Working and Adolescent Development 140 7 The Transition to Adulthood 182 8 Working and Becoming Adult 206 Appendix: Panel Selection 239 Notes 243 References 249 ACKNOWLEIDGnMENTdS ex 271 ACKNOWLEDGMENTS The planning and execution of the Youth Development Study have spanned two decades. Throughout this period, I have been greatly blessed with creative and energetic mentors, collaborators, and stu- dents. Mike Finch helped to frame the study conceptually and theo- retically and contributed to its fruition in manifold ways. I owe him much gratitude for his intellectual insights, methodological guidance, and friendship through all phases of the research. I would also like to thank my other faculty collaborators, including Christopher Uggen, who guided the study during my sabbatical year, as I was writing this book. The University of Minnesota professors Dennis Ahlburg, Tim- othy Dunnigan, Douglas Hartmann, Scott Eliason, Erin Kelly, Ross Macmillan, and Brian McCall took part in various phases of the study and inºuenced my thinking as it progressed. I also would like to thank the graduate students who worked on this project as research assistants, including Pamela Aronson, Timo- thy Beebe, Kathleen Call, Ronda Copher, Kathleen Dennehy, Lorie Schabo Grabowski, Carolyn Harley, Monica Kirkpatrick Johnson, Chaimun Lee, Daniel Martin, Miles McNall, Sarah Phillips, Laura Puchtell, Seongryeol Ryu, Kent Sandstrom, Michael Shanahan, Con- nie Stevens, Deming Wang, and Cathy Wisner. I am especially in- debted to Timothy Owens, the ªrst YDS project manager, who estab- lished a sound framework for all subsequent surveys; and to Sabrina Oesterle and Jeremy Staff, who conducted many of the data analyses and made valuable suggestions. I am also grateful to the undergradu- ate research assistants for their continuous tracking of the YDS youth and capable collection of data. They include Jill Adler, Annikka
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