1. Pre-Industrial 19th Century 20th Century 21st Century
Mechanization reduced need for labour. Child labour was abolished and schooling introduced.
Adolescence coined by G. Stanley Hall to describe children who had reached puberty, but not yet in the workforce.
Although learning and leisure increased, work and boarding still existed for poor and rural families.
Families moved to the city and children worked from home. At 17, they became boarders and worked for themselves.
Upper class girls were educated from home, boys were sent away to school.
Youth had more time to socialize and the age of marriage dropped.
Youth (age 7 to marriage) in lower class families sent to work as domestic servants
Upper class youth were educated.
Functionalists would say that sending children away was a practical solution to 1. Increase chance of adult heir, 2. Provide work for child.
Major changes from the last century continue.
However, the length of adolescence grows (early puberty, longer education).
The amount of time to find oneself has led to a new life stage called “emerging adulthood” (age 18-30).
HISTORY OF BECOMING AN ADULT
HISTORY OF EDUCATION
No schooling. Rather, children learned gender-specific skills.
In the middle ages, wealthy boys were sent to “Latin school” in order to be separated from girls.
With the invention of the printing press, literacy became a defining difference between child and adult.
With a focus on language and math, primary schools were established, with resistance from parents.
At the end of the 19th and beginning of the 20th, education became more accepted, but on-the-job training was still preferred.
Before WWII, most left school at 14 to work.
50s – Belief that education would lead youth to well paying jobs
60s and 70s – streams introduced; universities and colleges expand
80’s – shift to transferable skills
Education is viewed as the key to success
Credentialism (the belief that the purpose of education is for job training) is the prevailing philosophy
Education Inflation: youth today require more education to qualify for some jobs now than was required of the same job in the past (status)

2. Early 20th Century 1920's and 1930's 1960's and 1970's 1980's
Late 20th Century
Today
EARLY 20TH CENTURY
Employment segregated by gender, age, race, and social class.
Women = domestic, African Canadian = servant, porters, but no trades. Chinese = labourer, aboriginal = forestry and fishing
1960’S AND 1970’S
Thriving economies of 60’s and early 70’s meant that young people moved up the corporate ladder fast, and could stay there.
LATE 20TH CENTURY
Traditional jobs in manufacturing and agriculture, and now more focus on service and trades.
HISTORY OF THE WORKFORCE
TODAY
As the industries shift, the ladder of success shifts
Underemployment or the “student work market” (clerical, sales, and service) becoming more common
Current pattern is to take 5 years to transition from education to high paying job
1920’s AND 1930’s
General abuse of youth, who were low paid, and moved around in entry level positions.
1980’s
In the 80’s, no room for generation X

3. EDUCATION BY COUNTRY AND GENDER
1. Why were the age groups of 25 to 34 and 45 to 54 chosen for comparison in this analysis?
2. How do rates for women compare with those for men in Canada?
3. How do the rates for Canada differ from other countries?
4. What do you speculate will be the rates Canada and the OECD averages in 2016?

4. UNEMPLOYMENT RATES BY EDUCATION
1. Which level of employment has the most stable employment?
2. What happens to the gaps in unemployment rates between individuals with high school diplomas, those with post-secondary certificate or diplomas, and those with bachelor degrees when overall unemployment rate increases?

5. EDUCATION BY DEMOGRAPHICS
1. For each of the four demographic factors, compare the levels of educational attainment
2. For each factor, suggest possible reasons for the differences.
3. Based on your analysis, do you think the results should change in the future?
4. How could the changes be accomplished?

6. INCOME BY EDUCATION
1. How does the average income for male and female graduate compare at each level of educational attainment?
2. How does the average income change with increasing educational attainment?
3. These are incomes at ages 26 to 28, not starting incomes. What do you predict would be the average incomes eight years after graduation at each level?

7. LEAVING HOME

8. Grown-up Relationships

9. Relationships
In adulthood, relationships are no longer provided, but chosen Although working is the most important factor in becoming independent, relationships is the highest priority -Considered most important to happiness -Enhances self-esteem -Offers emotional support -Helps with problem solving

10. How do young adults and their parents adjust their relationship to reflect the adult status of children?
Individuals encouraged to become independent (as opposed to obedient) are more likely to have a positive relationship with parents
From a systems theory perspective:
-Arguing (form of feedback) breaks down existing strategies and new ones are adopted.
-But what could happen if adolescents didn’t confront their parents?
Challenges facing parents? Accepting that their child is responsible and can contribute
Challenges facing adult children? Finding a balance between family needs and personal priorities
Key is coming up with new rules and routines, rituals through healthy communication

11. Workplace Relationships
Relationships in a “student job” are different than relationships in a “career workplace”
Must find a balance between co-operative behavior vs. competitive behavior
Diversity of personalities and work ethics in the workplace, who do you align with?
Workplace relationships are about accomplishing goals of the organisation and to further individual careers. This means:
-Networking is very important
-Finding friendships and love take a backseat at the workplace
Important to career success if having a mentor. A mentor:
-Is an older, more experience person, usually of the same gender
-Explains the people, values and behavior in the workplace
-Teaches the necessary knowledge and skill to succeed
-Uses influence to advance mentee
-Provides support and influence
Women are less likely to have mentors, maybe because there are less female mentors