6.6: Education and Work

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Learning Outcomes

Describe educational trends in early adulthood
Explain the relationship between education and work in early adulthood

Education in Early Adulthood

According to the U.S. Census Bureau (2017), 90 percent of the American population 25 and older have completed high school or higher level of education—compare this to just 24 percent in 1940!^[1] Each generation tends to earn (and perhaps need) increased levels of formal education. As we can see in the graph, approximately one-third of the American adult population has a bachelor’s degree or higher, as compared with less than 5 percent in 1940. Educational attainment rates vary by gender and race. All races combined, women are slightly more likely to have graduated from college than men; that gap widens with graduate and professional degrees. However, wide racial disparities still exist. For example, 23 percent of African-Americans have a college degree and only 16.4 percent of Hispanic Americans have a college degree, compared to 37 percent of non-Hispanic white Americans. The college graduation rates of African-Americans and Hispanic Americans have been growing in recent years, however (the rate has doubled since 1991 for African-Americans and it has increased 60 percent in the last two decades for Hispanic-Americans).

Line graph showing highest educational attainment levels since 1940. In 1940 4.6% of adults over 25 had a bachelor's degree. This percentage steadily increased (though data was not collected in all years before 1964) and in 2016 the percentage was 33.4%. — Figure 1. Since 1940, there has been a significant rise in educational attainment for adults over age 25.

What about those young or emerging adults graduating high school today—is the majority of that group going to college? According to the U.S. Bureau of Labor Statistics (2017), 66.7 percent of youth ages 16-24 who graduated high school between January and October 2017 were enrolled in colleges or universities in October 2017. There were gender differences (71.7 percent of females vs. 61.1 percent of males) and racial differences (83 percent of Asians, 67.1 percent of non-Hispanic whites, 61 percent Hispanics, and 59.4 percent Blacks). Not all of these students will persist and earn college degrees, however.^[2]

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Education and the Workplace

With the rising costs of higher education, various news headlines have asked if a college education is worth the cost. One way to address this question is in terms of the earning potential associated with various levels of educational achievement. In 2016, the average earnings for Americans 25 and older with only a high school education was $35,615, compared with $65,482 for those with a bachelor’s degree, compared with $92,525 for those with more advanced degrees. Average earnings vary by gender, race, and geographical location in the United States.^[3]

Of concern in recent years is the relationship between higher education and the workplace. In 2005, American educator and then Harvard University President, Derek Bok, called for a closer alignment between the goals of educators and the demands of the economy. Companies outsource much of their work, not only to save costs but to find workers with the skills they need. What is required to do well in today’s economy? Colleges and universities, he argued, need to promote global awareness, critical thinking skills, the ability to communicate, moral reasoning, and responsibility in their students. Regional accrediting agencies and state organizations provide similar guidelines for educators. Workers need skills in listening, reading, writing, speaking, global awareness, critical thinking, civility, and computer literacy—all skills that enhance success in the workplace.

More than a decade later, the question remains: does formal education prepare young adults for the workplace? It depends on whom you ask. In an article referring to information from the National Association of Colleges and Employers’ 2018 Job Outlook Survey, Bauer-Wolf (2018) explains that employers perceive gaps in students’ competencies but many graduating college seniors are overly confident. The biggest difference was in perceived professionalism and work ethic (only 43 percent of employers thought that students are competent in this area compared to 90 percent of the students).^[4] Similar differences were also found in terms of oral communication, written communication, and critical thinking skills. Only in terms of digital technology skills were more employers confident about students’ competencies than were the students (66 percent compared to 60 percent).

Glass workers move a pane of glass. — Figure 2. A college education helps students learn job skills and develop soft skills to prepare them for the workplace, but there are still many career paths that do not necessitate a college degree.

It appears that students need to learn what some call “soft skills,” as well as the particular knowledge and skills within their college major. As education researcher Loni Bordoloi Pazich (2018) noted, most American college students today are enrolling in business or other pre-professional programs and to be effective and successful workers and leaders, they would benefit from the communication, teamwork, and critical thinking skills, as well as the content knowledge, gained from liberal arts education.^[5]In fact, two-thirds of children starting primary school now will be employed in jobs in the future that currently do not exist. Therefore, students cannot learn every single skill or fact that they may need to know, but they can learn how to learn, think, research, and communicate well so that they are prepared to continually learn new things and adapt effectively in their careers and lives since the economy, technology, and global markets will continue to evolve.^[6]

Career Choices in Early Adulthood

Hopefully, we are each becoming lifelong learners, particularly since we are living longer and will most likely change jobs multiple times during our lives. However, for many, our job changes will be within the same general occupational field, so our initial career choice is still significant. We’ve seen with Erikson that identity largely involves occupation and, as we will learn in the next section, Levinson found that young adults typically form a dream about work (though females may have to choose to focus relatively more on work or family initially with “split” dreams). The American School Counselor Association recommends that school counselors aid students in their career development beginning as early as kindergarten and continue this development throughout their education. ^[7]

Link to Learning: What’s Your Right Career?

To complete a free online career questionnaire and identify potential careers based on your preferences, go to:

Career One Stop Questionnaire

Did you find out anything interesting? Think of this activity as a starting point to your career exploration. Other great ways for young adults to research careers include informational interviewing, job shadowing, volunteering, practicums, and internships. Once you have a few careers in mind that you want to find out more about, go to the Occupational Outlook Handbook from the U.S. Bureau of Labor Statistics to learn about job tasks, required education, average pay, and projected outlook for the future.

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US Census Bureau (2017, March). Highest Educational Levels Reached by Adults in the U.S. Since 1940. Retrieved from https://www.census.gov/newsroom/press-releases/2017/cb17-51.html ↵
US Census Bureau. (2017, March). Highest Educational Levels Reached by Adults in the U.S. Since 1940. Retrieved from https://www.census.gov/newsroom/press-releases/2017/cb17-51.html ↵
US Census Bureau. (2017, March). Highest Educational Levels Reached by Adults in the U.S. Since 1940. Retrieved from https://www.census.gov/newsroom/press-releases/2017/cb17-51.html ↵
Bauer-Wolf, J. (2018, February 23). Study: students believe they are prepared for the workplace; employers disagree. Inside Higher Ed. https://www.insidehighered.com/print/news/2018/02/23/study-student ↵
Bordoloi Pazich, L. (2018, September 26). The power of academic friendship. Inside Higher Ed. https://www.insidehighered.com/views/2018/09/26/need-combine-business ↵
Henseler, C. (2017, September 6). Liberal arts is the foundation for professional success in the 21st century. Huffington Post. ↵
The School Counselor and Career Development (2017). American School Counselor Association. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_CareerDevelopment.pdf ↵
Holland, J.L. (1985). Making vocational choices: A theory of vocational personalities and work environments. Englewood Cliffs, NJ: Prentice-Hall. ↵

Contributors and Attributions

Psyc 200 Lifespan Psychology. Authored by: Laura Overstreet. Located at: http://opencourselibrary.org/econ-201/. License: CC BY: Attribution
Modification, adaptation, and original content. Authored by: Margaret Clark-Plaskie for Lumen Learning. Provided by: Lumen Learning. License: CC BY: Attribution

Glass workers. Provided by: Pixabay. Located at: https://pixabay.com/photos/glass-work-workers-carrying-glass-3770982/. License: Public Domain: No Known Copyright

Highest Educational Levels Reached by Adults in the U.S. Since 1940. Provided by: U.S. Census Bureau. Located at: https://www.census.gov/library/visualizations/2017/comm/cb17-51_educational_attainment.html. License: All Rights Reserved

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