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Sastry's 10-year study of New Orleans Katrina evacuees shows demographic differences between returning and nonreturning

Stafford says less educated, smaller investors more likely to sell off stock and lock in losses during market downturn

Chen says job fit, job happiness can be achieved over time

Highlights

Deirdre Bloome wins ASA award for work on racial inequality and intergenerational transmission

Bob Willis awarded 2015 Jacob Mincer Award for Lifetime Contributions to the Field of Labor Economics

David Lam is new director of Institute for Social Research

Elizabeth Bruch wins Robert Merton Prize for paper in analytic sociology

Next Brown Bag

Monday, Oct 12
Joe Grengs, Policy & Planning for Social Equity in Transportation

Jerald Bachman photo

Wishing to Work: New Perspectives on How Adolescents' Part-Time Work Intensity Is Linked to Educational Disengagement, Substance Use, and Other Problem Behaviours

Publication Abstract

Bachman, Jerald, D.J. Safron, S.R. Sy, and John E. Schulenberg. 2003. "Wishing to Work: New Perspectives on How Adolescents' Part-Time Work Intensity Is Linked to Educational Disengagement, Substance Use, and Other Problem Behaviours." International Journal of Behavioral Development, 27:301-315.

This study examines interrelations among students' educational engagement, desired and actual school-year employment, substance use, and other problem behaviours. Cross-sectional findings from representative samples of 8th-, 10th-, and 12th-grade students in the United States, totalling over 300,000 respondents surveyed during the years 1992-1998, include the following: Large majorities of adolescents wish to work part-time during the school year, although most in earlier grades are not actually employed. Those who desire to work long hours tend to have low grades and low college aspirations; they are also more likely than average to use cigarettes, alcohol, and marijuana. Students' preferences for part-time work emerge at younger ages (i.e., earlier grades) than actual work, and the preferences show equal or stronger correlations with educational disengagement and problem behaviours.

DOI:10.1080/01650250244000281 (Full Text)

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