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Research Article
Social class background and the school-to-work transition
Article first published online: 10 MAR 2008
DOI: 10.1002/cd.209
Copyright © 2008 Wiley Periodicals, Inc., A Wiley Company
Issue
1534-8687/asset/cover.gif?v=1&s=836fa558bd1a66636368ee94d3dda5a0004db71f "New Directions for Child and Adolescent Development")
New Directions for Child and Adolescent Development
Special Issue: Social Class and Transitions to Adulthood
Volume 2008, Issue 119, pages 55–69, Spring 2008
Additional Information
How to Cite
Staff, J. and Mortimer, J. T. (2008), Social class background and the school-to-work transition. New Directions for Child and Adolescent Development, 2008: 55–69. doi: 10.1002/cd.209
Publication History
- Issue published online: 10 MAR 2008
- Article first published online: 10 MAR 2008
- Abstract
- References
- Cited By
Abstract
Whereas in years past, young people typically made a discrete transition from school to work, two ideal typical routes now characterize the sharing of school and work roles during adolescence and the transition to adulthood. Longitudinal data from the Youth Development Study show that one route involves less intensive employment during high school, followed by continued part-time employment and postsecondary educational investment. This pathway, more common for youth of higher-class origins, is especially beneficial for young people from lower socioeconomic backgrounds. A second route is early intensive work experience during high school that is less conducive to longer-term educational and wage attainments.