Archived: The Educational System in the United States: Case Study Findings

Adolescents
Adolescents in the United States juggle many activities, of which academic per-
formance is important but not necessarily central. Many expended a great deal of
time in nonacademic activities, such as socializing with friends and participating
in sports and other types of extracurricular activities.
High value was placed on being well rounded, and most students said they strove
to be good at a number of things, including their schoolwork. Parents, teachers,
and students alike said that colleges expect more from incoming students than
solid academic records; as a result, many students try hard to do well in nonaca-
demic endeavors. Rather than being perceived primarily as places for academic
learning, schools in the United States were seen by both students and their par-
ents as places for social, athletic, and career development.
Many of the high school students we interviewed reported having part-time jobs.
Part-time employment was valued by many students and parents as a way for stu-
dents to begin the transition to adulthood and independence, but part-time jobs
competed with academics for time and energy.
Most adolescents viewed school as a necessary passage to the next stage in their
lives, whether their futures involved additional schooling or seeking a job. Very
few schools we visited were oriented toward preparing students for work, in spite
of the large numbers of students who enter the work force immediately after grad-
uation. Efforts at counseling and guidance and the materials available for students
generally tended to be primarily relevant for college-bound students rather than
for the students in vocational education programs.
Middle-class students were generally positive about school and were especially
enthusiastic about their math classes, which they often mentioned as their favorite
classes. The majority also looked forward to the future and expected that after
completing their education they would be qualified for a well-paying job. Students
from disadvantaged homes, however, were less enthusiastic about their education

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and their future and often questioned whether they would be able to find any
job at all.