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A major social change in the last 20 years is in the number of adolescents who are part of the labor
force while still attending school. During the 1978–1979 school year, over two-thirds of all 16- and
17-year-old students in the United States were employed. The employment rate for students that
age in other countries was much lower—37 percent in Canada, 20 percent in Sweden, and less than
2 percent in Japan. These differences are explained partly by the lack of availability of jobs for
teenagers in other countries, but also by more demanding school schedules and homework
assignments. Although it is often assumed that working helps teenagers develop a sense of
responsibility and learn to handle money, the actual pattern of costs and benefits created by
employment is a bit more complicated. Discuss the many costs and benefits of adolescent
employment. What influence does the type of job and work conditions have in determining whether
an adolescent’s employment experience is a positive or negative experience? Some state
legislatures have passed laws severely limiting the conditions under which adolescents may work
during the school year. Do you support or oppose these measures? What kinds of limitations on
adolescent employment would you support?
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