October 1998
Acquiring Education Part 2: Preparing for Adult Roles
What do you want to be when you grow up? It is a question that children are asked at very early ages.
During adolescence, young people begin to wrestle with this question seriously; we begin to gain
realistic knowledge about the roles we will play as adults. In addition to learning what it means to be a
spouse or parent, teenagers for the first time begin to think seriously about their work and career
interests. Thoughts about the future can often be frustrating for youth. For some, parents push too hard
toward one career path; others may be concerned that they don't have a clear career path in mind,
particularly if their peers have definite goals for the future. Adults should keep in mind that thoughts
about work and the future are often troubling for youth as well as adults!
One of the most obvious ways that youth prepare for adult working roles is through their employment
experiences. At any given time of the school year, over 6 million high school students in the U.S. are
working. Through work experiences, teenagers can gain autonomy and independence, and can learn
important skills that will help them in adulthood.
Research on adolescent work indicates that employment does not always have positive benefits.
While adolescent work does lead to increases in self-reliance, it is also associated with cynical attitudes
about work and less concern with the welfare of others. In fact, youth who work more than 20 hours a
week often spend less time in family and school activities, and use tobacco and alcohol more often than
non-working peers. It is believed that these negative outcomes are due to the time spend in jobs that are
rarely challenging or interesting, and therefore usually do not prepare youth for adult occupations.
What role can adults play in the working lives of adolescents? Parents may want to consider
negotiating with their teenagers to limit the hours that they work during the school year. If access to
discretionary income is the goal of youth employment, communication between parents and children
about money and the values the family places on money and material objects may be very important.
We rarely talk seriously about our financial values; adolescence is a good time to begin.
Most of all, parents and teachers should allow youth a wide range of choices
for work and future
careers. Adolescence is the best time for examining all the possibilities of work life. Parents often have
hopes for future careers for their children. At a time when youth are struggling to develop autonomous
identities, pressure from parents to do or become any one thing will often lead to frustration. Young
people should be encouraged to take advantage of as many opportunities as possible to learn what they
are good at, and what they might want to do with their adult working lives.
- Stephen T. Russell, Ph.D.
- Dept. of Family & Consumer Sciences
- 114 Home Economics Building
- P.O. Box 0801
- Lincoln, NE 68583-0801
- (402) 472-3098
- srussell@unlvm.unl.edu
Parents and Youth Career Goals
Once there was child that was facing the decision of making a choice about college and careers.
This child didn't know for sure what to do or what field of study to follow. Nevertheless, the child left
home to learn about getting along with roommates, classes, lack of money, and balancing part-time jobs
with studies and interest groups. One day during a summer break several years later, the child, now
older, was participating in a hobby competition. The parents were there for moral support and
assistance. "I just love doing this so much, I wish I could do it for the rest of my life!" exclaimed the
student. "Then why don't you?", asked the parent. With a look of revelation and surprise, the child
realized that following what you loved the best could be a career option! All it took was the parental
love and permission to pursue an area of talent and continued learning.
Suggestions from recent college graduates
How can adults guide adolescents into career decisions or fields of study? How can we ease young
adults into the real world of balancing work and personal relationships?
- Encourage youth to take classes that interest them, and support them in their decisions.
- Encourage their participation in non-school related organizations -- they will learn about interacting with and getting along with different kinds of people.
- Encourage them to weather out the storms of conflict or pressure, and encourage building responsibility and perseverance through problem solving.
- Encourage them to get a part-time job, but remember that their main job is being a student. The goal of the part-time job should be to gain experience and develop a sense of pride in work, to develop responsibility to be on time and do a good job, to learn to follow directions, and to earn a sense of accomplishment from a job well done.
- Encourage cooperative living at home through chores and duty assignments.
- Teach positive health and weight management by being a positive role model with healthy food habits and exercise programs.
- Accent the positive. Help them explore options to solve problems rather than run from them. This will help them practice decision making, and builds self-esteem.
- Sources:
- Steinberg (1996) Adolescence. 4th Edition.
This Back Page was contributed by Lynda Radant, Extension Educator, Cherry County, Nebraska and her college graduate daughter, Erin Radant.
If you have any questions about this newsletter, would like a printed copy or more information you may contact
Dr. Stephen T. Russell, Adolescent Development Specialist
Stephen Russell