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Summer Youth Employment Programs (SYEPs) help connect youth to opportunities for career exploration, skill development, and mentorship. Despite heightened investment in SYEPs, research regarding positive impacts is limited. Most of the common SYEP evaluation strategies are rooted in deficit thinking and focus on outcomes such as reducing violent crime, risk behaviors, gaps in unemployment, and increasing educational attainment. Despite recent shifts toward approaches that acknowledge structural oppression in adolescent research more broadly, evaluations of SYEPs often perpetuate a discourse of deficiency about marginalized communities by emphasizing disparities without acknowledging the systemic forces that create them. In this article, we utilize the Five Cs of Positive Youth Development to present an alternative set of outcomes identified from focus groups and surveys with youth ages 16 to 24 who participated in SummerWorks, a 10-week SYEP located in Washtenaw County, Michigan. Specifically, we find that SYEPs may help youth make the transition to adulthood, build community and increase their social capital, and access knowledge, resources, and opportunities. Through this approach, we hope to expand the literature on the impacts of SYEPs and encourage antiracist evaluation strategies that build on these findings and challenge deficit thinking. [ABSTRACT FROM AUTHOR]

Liminal spaces occur separately from everyday life and are important to human development. Due to increased technological connectivity, young people are rarely separated from their home lives. Understanding young adulthood is a transitional time and summer camps can be settings for development, the purpose of this study was to understand the nature of summer camp employment as a liminal space. Individuals from a national (USA) study of summer camp employment (n = 77, M age = 21.3) participated in in-depth interviews. Participants were 77.9% White (n = 60), 9.1% Black or African American, 9.1% Multi-Racial, 2.6% Asian, and 1.3% Latinx. About 64.9% identified as female (n = 50), 33.8% identified as male, and 1.3% identified as gender non-conforming. Interview transcripts were inductively analyzed using thematic coding. Participants described camp as a liminal space with four dimensions of separation: physical, psychological, social, and technological. They also described experiencing a liminal time of life. In combination, the separation and time-of-life dimensions created an experience of liminal intensity manifested through a closed social system, blurred boundaries between work and non-work life, and increased autonomy. A revised conceptualization of liminal space is suggested and considerations regarding liminal intensity for young people are discussed. [ABSTRACT FROM AUTHOR]

I first met Shôn in October 1973. I had just started Part III of the Cambridge Mathematical Tripos – a post-graduate course that was retrospectively awarded a Masters' Degree in Mathematics. After a summer job working with Ted Broadbent on aircraft noise at the Royal Aircraft Establishment in Farnborough, I had decided do a PhD in Aeroacoustics. I asked Sir James Lighthill for advice and he told me that he was now focused on biomechanics but a new professor had recently arrived in the Cambridge Department of Engineering and that I should ask him. I made contact with Shôn, saw him in his office that afternoon, and he agreed to supervise me for a PhD. As quickly and simply as that, I was on a path that for me was transformational, not only an exciting research future, but the start of my transition from mathematics into engineering. Throughout my career, Shôn continued to be a major influence on me as he has for many others. [ABSTRACT FROM AUTHOR]

The article offers information on a study that aimed to identifies the effect of summer job programs on the post-schooling incomes of the intended participants. In the study, 1,447 sophomore girls applied to Falun municipality's (Sweden) summer job program, and it was found that program led to a substantially larger accumulation of income during high school.

Although summer represents an opportune time for adolescents to garner employment and community experiences that may further long-term transition goals, little is known about the expectations and needs of adolescents with disabilities during this break in the academic school year. In this article, the authors explore adolescents’ perceptions about summer employment and community involvement, adult guidance, and factors that facilitate or hinder access to these experiences. They conducted focus group interviews of 16 adolescents with cognitive, emotional/behavioral, and learning disabilities from two distinct communities. Although participants held high expectations for maintaining summer jobs, they pursued work and community experiences independently and with varied success. Despite articulating low expectations for adult guidance, participants expressed a desire and/or need for mentorship or other more indirect support. By drawing on the perspectives of the adolescents themselves, the authors address (a) the value of summer as a vehicle for transition education and (b) the implications for helping teenagers secure fulfilling summer experiences. [ABSTRACT FROM PUBLISHER]

Although summer offers a natural context for adolescents to gain community-based work experience, little is known about the extent to which youth with disabilities are accessing these transition-related opportunities. We examined the summer employment experiences of 220 youth with high-incidence disabilities at two time points. Although more than half of all youth were employed at some point during the summer, youth with emotional/behavioral disorders and intellectual disabilities worked at significantly lower rates than youth with learning disabilities, and all received limited formal support related to finding and maintaining their jobs. Skill-related factors and spring work experience emerged as prominent predictors of summer employment outcomes. We present recommendations for schools, families, and communities to expand summer employment opportunities for youth with disabilities as an avenue for promoting career development. [ABSTRACT FROM PUBLISHER]

Despite the potential contributions of adolescent employment to postschool success, many youth who experience emotional and behavioral difficulties (EBD) do not access these opportunities. This intervention study examined the effects of a package of strategies designed to increase access to summer work experiences. Fifty-seven youth with EBD from seven high schools were randomly assigned to intervention and comparison groups. A significantly higher proportion of youth in the intervention group were employed toward the end of the summer relative to youth from their same schools in the comparison group. Intervention components were rated as feasible to implement and acceptable to relevant stakeholders. Steps to sharpen the intervention’s ability to address the transition-related needs of youth with EBD are discussed. [ABSTRACT FROM AUTHOR]

Although early work experiences during high school represent one of the most consistent predictors of postschool employment for young adults with disabilities, little is known about how these adolescents might access these valuable transition experiences. This study examined the summer employment and community activities of 136 high school students with severe disabilities. The majority of youth was either not working (61.7%) or reported sheltered employment (11.1%). The most prominent predictors of summer employment status were holding a job during the spring semester, and teacher expectations for employment. Recommendations for research and practice focus on increasing the capacity of schools, families, and, communities to support the involvement of youth with severe disabilities in meaningful summer activities. [ABSTRACT FROM AUTHOR]

The article discusses opportunities associated with summer employment for youths with cognitive disabilities. It points out that summer work experiences do not compete with academic work and can prevent social and functional skill regression that can occur during the summer. Lack of services in summer, such as support personnel and transportation services, can contribute to missed opportunities. The article stresses the importance of planning intentionally for summer and of involving youth, teachers and family members in the planning, since these people are best equipped to know the student's strengths and interests. Summer planning, it states, should be linked with the larger goals for the student. Unconventional solutions involving existing supports and resources may sometimes be best.

Although connecting youth with disabilities with early work experiences has emerged as a recommended practice in transition education, little is known about the extent to which the summer months might offer a meaningful context for providing such experiences. To understand the perspectives of special educators regarding promoting summer employment and other community activities for youth with disabilities, the authors interviewed 14 teachers from 10 high schools. Although teachers identified the summer months as a promising avenue for engaging youth in career development experiences, they articulated several school-, family-, and employer-related barriers that may hinder youth from accessing these experiences. This article discusses recommendations for engaging youth more meaningfully during the summer months and offers direction for future research. [ABSTRACT FROM AUTHOR]

The article provides information on a study that investigated how the summer camp experience impacts staff members and whether emotional intelligence is developed through summer camp employment. This study adopted an empirical, quantitative approach to help validate and justify the summer camp employment experience. Study participants included Young Men's Christian Association summer camps in Minneapolis and Saint Paul, Minnesota. The study found significant increases in emotional intelligence for summer camp staff members through examination of pre- and posttest scores. It also demonstrated the ability of the summer camp employment experience to enhance and develop competencies and to serve as an investment in the future.

The article presents an opinion on the availability of jobs for the younger generation. A public-private partnership called the Committee to Support the Philadelphia Public Schools was created to bring together chief executive officers of local corporations and the heads of local universities and colleges to draw into the school system resources. It also worked with the school system to help it improve its internal management to save money. Meanwhile, there are programs for summer school and for summer employment opportunities.

The article focuses on issues related to encouraging science teachers in the U.S. to seek science-related summer jobs in industry. The risks and hazards of encouraging science teachers to seek industrial summer jobs are becoming clarified. Some teachers who cannot find an appropriate job become disappointed. Another hazard that is less clearly defined but nonetheless real involves the teachers' confidence in seeking and going to work on an industrial job. Teachers seem to have an exaggerated opinion of the difficulty and complexity of the jobs that are ahead of them. They sometimes underestimate the willingness of their employer to check them out in new skills. Another hazard has a slightly different twist. Industrial people who are willing to hire teachers are sometimes disappointed when they have no applicants. Underlying this whole program is, of course, the very real problem of providing teachers who can give the kind of instruction that will keep more boys and girls interested in technical, scientific, and engineering careers.

The article reports that most colleges and universities in the U.S. maintain employment bureaus which provide opportunities for students needing jobs. How successful these bureaus have been in supplementing the students' own efforts to seek work is evident from the U.S. Bureau of Education report. According to the report out of a total enrollment of 738211 students, 265208 were employed during the college terms and earned a total of $32500000. This figure does not include the money students earned during summer sessions when they were able to give their full time to jobs.

Presents a view on the summer life of children in cities in the U.S. Objective of a summer school; Opposition of advocates of education to summer play or the summer employment of children; Campaign for the education of children during summer; Initiative of the government in response to the issue.

The article focuses on supervised student employment in collegiate schools of commerce and business administration in the U.S. Several commerce schools require three months of practice work before graduation, usually in a summer vacation. A detailed written report must be submitted and accepted by the dean before school graduation although no academic credit is allowed.

The article reports on the increase in the number of Harvard College students in Massachusetts who earn money needed for their expenses in college. Those students work during their vacation. Frank Bolles, secretary of the college, has established a bureau of employment for the benefit of the class. Based on a study of the preferences expressed by the students as to the work they want to do, teaching and tutoring rank high on the list.

The article reports on the move of the U.S. Shipping Board to disallow college students from working as deckhands during vacation periods. The board stressed that said regulation is aimed at Americanizing the crew, building an efficient shipping personnel and eradicating demoralization among crew members.

The article reports the effort done by 20 students of Lincoln Memorial University in Harrogate, Tennessee who dig ditches during summer nights to provide funds for their education. They worked on a pipeline in Cumberland Gap where they received twenty cents per hour. One day they worked thirteen and one-half hours so the Gap would not be without water overnight.

The article presents facts about high school students who worked during the summer in Illinois in 1912. Earnings of boys in the Lane Technical high school in Chicago were approximately $32,000. Average daily wage of a Rockford high school boy with three years manual training experience was $3.50. Girls earned money by using their knowledge of domestic science.

The article reports that an estimate by the Children's Bureau of the Department of Labor revealed that more than 4, 000, 000 children between 14 and seventeen years old at work in the summer of 1943. Furthermore, majority of the summer employment and school season work by the young persons is covered by state unemployment insurance laws.

The article reports that selling rattlesnake has sent college student Lewis Fisher to Los Angeles Junior College in California. Although he is exposed to danger every time he catches rattlers he has emergency kit for his protection. Most of all, his income from this small business has paid for his tuition fee.

The article reports on the improvement of student applicants in England. According to the chief employment officer of the London Chamber of Commerce, the quality of students seeking for jobs during the summer has improved than ever before. He added that applicants are of better physique. Nevertheless, a northern mill company complained that boys seemed to have learned less from school, that they were vague when asked about their ambitions.

The article reports that the summer occupations of New York City College students ranged from supervision of construction jobs to serving as models for artists. This data was gathered by the college employment bureau. Furthermore, the bureau revealed that more than eighty percent of the students filled summer jobs while half of the undergraduates supported themselves completely.

The article provides several information for teachers in considering summer work in the U.S. The proposition to be sold should be honest and worth while. The company which is backing the proposition is responsible, and that its working arrangements are fair and honest. A teacher will always be efficient when connected with a good live school system.

The article reports on the vacation employment offered by F.E. Compton and Company. The company offers employment to teachers during vacation for extra income and for those teachers who do not want to spend their summer doing nothing. This employment also gives the teachers an opportunity to travel and meet other teachers and learn from their methods of teaching.

The article reports on the complex problem in relation to education. It mentions that the modern city school is the most complex in its relations with its community wherein the school administrators have more opportunities to advise and counsel, to give character to a section and others than any other group. It also mentions the valuable works being done including the influence of summer work to students in their school work, determination of the student's physical health and others.