Part-Time Employment and Aesthetic Labor Among Middle-Class Youth

Author(s):  
Yasemin Besen-Cassino

This chapter addresses work experience from the perspective of the young people themselves so as to capture varied lived experiences of youth employment and unemployment. Research to date has provided an incomplete picture of youth unemployment, failing to focus on part-time work. For youth, part-time jobs are becoming scarce and more difficult to locate. With the economic recession, not only are employers in the retail and service sector less likely to hire but young people find themselves in competition with unemployed older workers and immigrant workers, rendering these jobs more competitive than ever before. Moreover, with the rise in youth unemployment and with recently intensifying aesthetic labor requirements, young people do not have the same extent of opportunities for interacting with diverse groups of workers from a range of backgrounds, including those who have been socially and economically disadvantaged.

Author(s):  
Tran Le Huu Nghia ◽  
Phuong Hoang Yen ◽  
Tran Le Kim Huong

Work-integrated learning (WIL) has been found to be effective in developing graduate employability. Working part-time while undertaking undergraduate studies may produce similar effects; however, its contribution to the development of students' employability has not yet been examined adequately. Therefore, this chapter will report a study investigating 22 Vietnamese pre-service teachers' experiences of how working as teaching assistants in commercial English language centers has contributed to their employability. Content analysis of semi-structured interviews revealed that part-time work experience elevated the pre-service teachers' specialized knowledge and skills, equipped them with soft skills, expanded their social networks, enhanced their adaptability to different work cultures, and modified their teacher identity. The chapter calls for universities to award credits for part-time work experience as a type of WIL, develop a mechanism for integrating it into curricula, and help graduates evidence their work experience to their future employers.


2018 ◽  
pp. 1368-1390
Author(s):  
Carsten Schmidtke

Despite numerous attempts over the past few decades to prepare the U.S. workforce for the increasing challenges of a global economy, educators hear the same complaints from industry about how difficult it is to find highly skilled workers. The growing need to have a higher level of education and different knowledge, skills, and attitudes than in the past brought on by globalization makes the task of preparing workers for tomorrow's workplace even more daunting. Whatever the reason for dropping out, many young people have clearly not responded to the attempt to educate them through full-time schooling, no matter how innovative the program. This chapter argues that more adolescents can be educated in a school system that no longer emphasizes full-time schooling but instead combines part-time school with part-time real-world work experience. To carry out such an approach, it may be time to expand our horizons in the search for solutions, and we can find some guidance in a rather unexpected place, the work of Soviet educator Anton Semyonovich Makarenko. Makarenko's success in training young people to become productive workers includes several concepts and methods that may be useful in improving today's workforce education system.


1973 ◽  
Vol 67 (5) ◽  
pp. 219-221
Author(s):  
Dennis J. Huber

Students at a residential school for the blind are provided part-time work experience in the sheltered workshop operated by an agency for the blind. The guidelines by which the program is operated are included, as are the present plans for modifying and improving it.


1970 ◽  
Vol 15 (1) ◽  
Author(s):  
Ronald G. Sultana

This article sets out to explore the nature and extent of the participation of young people - many of them of school-leaving age - in holiday, weekend and after-school casual part-time work It is argued that such a participation in the "twilight economy" of a segmented labour market prepares New Zealand youth for capitalist social relations of production. In conclusion, some of the implications of this study for industrial arbitrators and educators, as well as pointers for future research in this area are discussed.


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