NCJ Number
47677
Date Published
1978
Length
13 pages
Annotation
THE ORIGINS AND IMPLICATIONS OF SOCIAL AND CULTURAL HANDICAPS THAT INHIBIT MANY YOUTHS IN THEIR EFFORTS TO FIND LEGITIMATE EMPLOYMENT ARE DISCUSSED, AND WAYS TO MITIGATE THE HANDICAPS ARE CONSIDERED.
Abstract
BOTH THE OFFENSES AND JOB PROBLEMS OF YOUNG PEOPLE RESULT FROM SEPARATION OF THE ACTIVITIES OF JUVENILES FROM THOSE OF OLDER PERSONS, ALIENATION OF STUDENTS FROM SCHOOL, AND YOUTHS' INEXPERIENCE WITH FORMAL GROUPS. CHILDREN AND ADOLESCENTS ARE SPENDING MORE AND MORE TIME IN PERSONAL INTERACTIONS LIMITED TO THEIR OWN AGE GROUPS. IN ADDITION, THE PERIOD OF ADOLESCENCE IS GROWING LONGER. AS YOUTHS BECOME MORE SEPARATED FROM ADULTS, THEIR BEHAVIOR BECOMES MORE AUTONOMOUS. YOUTHS WHO HAVE POOR GRADES OR OTHERWISE PREDOMINANTLY UNPLEASANT EXPERIENCES IN SCHOOL TEND TO SEEK RESPECT THROUGH ALTERNATIVE ACTIVITIES. RESEARCH INDICATES THAT DISLIKE OF SCHOOL, POOR GRADES, AND CLASSROOM MISCONDUCT ARE PREDICTIVE OF LATER LAW VIOLATIONS. YOUTHS WHO HATE SCHOOL GENERALLY DO NOT JOIN FORMAL ORGANIZATIONS, PREFERRING TO RELATE TO OTHERS WITHIN INFORMAL GROUPS CHARACTERIZED BY IMPULSIVE DECISIONMAKING, NO CLEAR RECOGNITION OF AUTHORITY, AND LITTLE SCHEDULING OR OTHER PREDICTABLE CONDUCT. THESE YOUTHS TEND NOT TO BE PREPARED TO BRIDGE THE GAP BETWEEN INFORMAL AND FORMAL GROUP CONDUCT, A STEP THAT IS IMPORTANT FOR SUCCESS IN MOST JOBS. IT IS ARGUED THAT VOCATIONAL TRAINING OR JOB EXPERIENCE PROGRAMS FOR UNEMPLOYED YOUTHS WILL BE MORE LIKELY TO SUCCEED IF YOUTHS ARE SOCIALLY INTEGRATED WITH PERSONS OF OTHER AGE GROUPS, IF THE SYSTEM FOR REWARDING PERFORMANCE IS SUBSTANTIALLY DIFFERENT FROM THAT IN MOST SCHOOLS, AND IF YOUTHS GAIN SKILLS AND EXPERIENCES NEEDED IN FORMAL GROUPS, PARTICULARLY FORMAL DEMOCRATIC GROUPS. STRATEGIES FOR CARRYING OUT THESE OBJECTIVES ARE SUGGESTED. A LIST OF REFERENCES IS INCLUDED. (LKM)