They have given me people skills, taught me responsibility, self-discipline, and independence. Have learned the value of a dollar by working for my money and saving for things I want. Edition’s argument is not valid for several reasons. One being that he has never worked at the establishment he is fighting against. He portrays teen working environments in extremes. Teens are either being trained to work the register like a robot or left to his/her own devices that lead to moral corruption. There have been many studies showing both drawbacks and benefits of teens holding a part-time job.
Many people praise part-time work saying it contributes to the transition from childhood to adulthood. Some benefits include, learning how to effectively manage finances, learn time management skills, form good work habits, and instill a sense of responsibility and independence. As well as benefits, there are also some drawbacks to teens holding part-time jobs, which include less time for homework, less school involvement, and increased stress. Researchers suggest that students who work less than twenty hours a week gain the benefits of employment while students who work more than that suffer from the drawbacks.
Students’ having a part-time job also gives them their first real dose of reality. They get to learn how to maintain good grades in school while working. Some may struggle with this and need to set limitations for work so they can keep their grades up while others may have no problem. Christopher Rum (1995) writes in his article “The Extent and Consequences of High School Employment,” “that employment in teens plays an important role for students as they near the end of their high school career”. Rum found that “No evidence is uncovered of detrimental effects of low-to- moderate amounts of student employment.
He also states that, “High school students who work generally have higher levels of future economic attainment than those who do not. ” He concludes by saying that light to moderate work commitments should be encouraged towards the end of their high school career. Researchers did a study where they found that working students are less likely to partake in alcohol and drugs. Edition’s argument appears to have sound logic behind it, but his reasoning is faulty. He offers no bibliography or footnotes for further research and vaguely mentions some studies but does not provide further information for investigation by the reader.
Edition also throws around statistics without mentioning any study at all. The reader doesn’t know if the statistics originated in a reliable study. He claims that no skills of any value are obtained through working in a fast food restaurant. Edition assumes that the only skills learned are those necessary to run a cash register or food- preparation machine; he overlooks the numerous valuable skills that are learned through working in fast food or elsewhere. Almost every job teenagers can have requires customer service skills: the ability to work with people and to assist the customer effectively.
If an employee cannot handle customers, does it matter that he or she can work the cash register? Edition ignores this aspect of customer service. Teens also learn other skills such as multi-tasking time management, and adaptability. Edition assumes that working a cash register means that the employee only does that one task and is unable to do anything else; however, this assumption is incorrect. Teens must be able to adapt to different situations and cover various positions, sometimes at a minute’s notice. These “highly routine,” (Edition 1) unskilled jobs Edition refers to must be a thing of the past.