As the economy continues its slow recovery and the unemployment rate hovers around 9.5 percent (9.4% as of January 2011), substantive discussions on how to help the emerging adult student population prepare for a global economy when jobs are scarce is absent from the discussions at the federal and state government level.
When the unemployment rate reached 9.5% in 2009, there was outrage about how high would the rate reach and what the federal government must do to lower the rate and get unemployed Americans back to work. However, when the youth unemployment rate reached 53.4%, in the summer of 2009, its highest since World War II (Wilner, 2009), there was no outrage or sense of urgency from federal and state government to intervene on behalf of emerging adult students to lower their rate unemployment. Wilner further stated:
“…millions of Americans are staring at the likelihood that their
lifetime earning potential will be diminished and…their transition
into productive members of society could be put on hold for an
For those emerging adult students who chose not to pursue a post-secondary education program and are looking to enter the workforce when they leave school (via graduation or drop out), this data can be disheartening. Since they are not receiving the skills they need to compete for jobs in a global economy upon leaving school, they may find their development into adulthood severely delayed because of they are unable to find work. The lack of skills combined with the inability to find work upon leaving school may have long term affects on the occupational opportunities of many emerging adult students and their ability to access the American Dream.
The educational debate should begin with how public education can provide emerging adult students with the skills to compete in a global economy and access the American Dream. However, the debate at the federal and state level continues to be a rehashing of the same ideas: increasing standards, standardized testing, and investment in math and science.
Note: The author considers high school students ages 16-21 (including early leavers and recent graduates) as emerging adults because while in high school and upon leaving high school many will be actively looking to enter the workforce on a permanent basis and will be competing with experienced adults who have participated in the workforce.
References
Doane, Seth . “Recessions’s High Schoolers Scale Back Life Goals. CBS News Online.
24 June. 2010. www.cbsnews.com/stories/2010/06/24/eveningnews
Wilner, Richard . “Dead End Kids.” New York Post Online. 29 June 2009. www.nypost.com/dead_end_kids
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