Older generations love to bash the Millennials. But in many ways we are the problem. Here are a few quotes from Huffington Post’s recent article, Generation Screwed:
Mention “millennial” to anyone over 40 and the word “entitlement” will come back at you within seconds, our own intergenerational game of Marco Polo.
This is what it feels like to be young now. Not only are we screwed, but we have to listen to lectures about our laziness and our participation trophies from the people who screwed us.
Since 2010, the economy has added 11.6 million jobs—and 11.5 million of them have gone to workers with at least some college education. In 2016, young workers with a high school diploma had roughly triple the unemployment rate and three and a half times the poverty rate of college grads.
Between 1970 and 2002, the probability that a working-age American would unexpectedly lose at least half her family income more than doubled. And the danger is particularly severe for young people. In the 1970s, when the boomers were our age, young workers had a 24 percent chance of falling below the poverty line. By the 1990s, that had risen to 37 percent. And the numbers only seem to be getting worse. From 1979 to 2014, the poverty rate among young workers with only a high school diploma more than tripled, to 22 percent.
Since the Great Recession, the “good” jobs—secure, non-temp, decent salary—have concentrated in cities like never before. America’s 100 largest metros have added 6 million jobs since the downturn. Rural areas, meanwhile, still have fewer jobs than they did in 2007. For young people trying to find work, moving to a major city is not an indulgence. It is a virtual necessity.
But the soaring rents in big cities are now canceling out the higher wages. Back in 1970, according to a Harvard study, an unskilled worker who moved from a low-income state to a high-income state kept 79 percent of his increased wages after he paid for housing. A worker who made the same move in 2010 kept just 36 percent.
The Boomer-benefiting system we’ve inherited was not inevitable and it is not irreversible. There is still a choice here. For the generations ahead of us, it is whether to pass down some of the opportunities they enjoyed in their youth or to continue hoarding them. Since 1989, the median wealth of families headed by someone over 62 has increased 40 percent. The median wealth of families headed by someone under 40 has decreased by 28 percent. Boomers, it’s up to you: Do you want your children to have decent jobs and places to live and a non-Dickensian old age?
Read the whole thing. Recognize how structural inequities and ongoing policy decisions are systematically disadvantaging younger people. And next time you’re inclined to bash the Millennials, maybe think again…
Thomas Friedman said:
We’re going through a change in the “climate” of globalization — going from an interconnected world to an interdependent one, from a world of walls where you build your wealth by hoarding the most resources to a world of webs where you build your wealth by having the most connections to the flow of ideas, networks, innovators and entrepreneurs. In this interdependent world, connectivity leads to prosperity and isolation leads to poverty. We got rich by being “America Connected” not “America First.”
Finally, we’re going through a change in the “climate” of technology and work. We’re moving into a world where computers and algorithms can analyze (reveal previously hidden patterns); optimize (tell a plane which altitude to fly each mile to get the best fuel efficiency); prophesize (tell you when your elevator will break or what your customer is likely to buy); customize (tailor any product or service for you alone); and digitize and automatize more and more products and services. Any company that doesn’t deploy all six elements will struggle, and this is changing every job and industry.
What do you need when the climate changes? Adaptation — so your citizens can get the most out of these climate changes and cushion the worst. Adaptation has to happen at the individual, community and national levels.
At the individual level, the single most important adaptation is to become a lifelong learner, so you can constantly add value beyond what machines and algorithms can do.
“When work was predictable and the change rate was relatively constant, preparation for work merely required the codification and transfer of existing knowledge and predetermined skills to create a stable and deployable work force,” explains education consultant Heather McGowan. “Now that the velocity of change has accelerated, due to a combination of exponential growth in technology and globalization, learning can no longer be a set dose of education consumed in the first third of one’s life.” In this age of accelerations, “the new killer skill set is an agile mind-set that values learning over knowing.”
I typically try to stay out of politics on this blog, given that I’m trying to work with a wide variety of teachers, administrators, policymakers, and community members to transform learning environments for students. But I also know that many educators woke up Wednesday morning in disbelief about the previous night’s election results. Somehow we elected a racist, xenophobic, conspiracist, serial groper of women to be the next leader of the world’s most powerful nation. Apparently it didn’t matter to enough voters that he has – among other things – mocked people with disabilities, celebrated the use of torture, used coded anti-Semitic language, insulted the parents of deceased soldiers, denied basic science when it comes to climate change, ruminated about the casual use of nuclear weapons, and praised one of the most reviled dictators in the world.
As someone who cares deeply about social justice issues, I was dismayed yesterday to hear a man behind me on the airplane say that he was ‘incredibly pumped about the GOP clean sweep – President, Senate, House, and Supreme Court – game, set, and match’ and that he was looking forward to rolling back ‘all of the BS that’s happened over the past 8 years.’ ‘Game, set, and match’: those are not words of unity and togetherness. Those are words of anger and power and revenge, words that I’m sure are frightening to women, persons of color, immigrants, and people of other faiths (just to name a few). Let’s be clear: this may be the reality in our country but the vitriolic hate and utter dismissal of basic human dignities that have been major political themes during this election represent the worst of human nature and American society. It shouldn’t be surprising that anyone who is not a conservative white male might be a little worried right now. When someone preaches so much hate for so many months, it’s an uphill road to now be a unifier.
Many educators are trying to figure out how to respond and what to say to students who are concerned and afraid. Or what to do when the hate comes into the school. Two thoughts come to me during these first days after the election…
First, we must continue to model the kindness, empathy, civility, acceptance, and inclusiveness that are the hallmarks of most schooling environments. Educators know how important it is to honor each and every child, regardless of skin color, religious faith, or family background. The hateful statements and physical violence that have sprouted during the past year are antithetical in every school and classroom that I know. We must continue to explicitly and visibly model for our communities (and the nation at large) how to treat each other with grace, respect, and dignity, particularly when we disagree with each other.
Second, one of the key themes of the election was the insurgence of non-college-educated white voters who feel that they are being left behind by our economy. ‘It’s about jobs’ has been a key mantra. But job growth since the recession has been quite steady:
The challenge is that many (most?) of those new jobs are either very low-paying or in sectors for which a college degree is a foundational requirement. The job prospects for employees who aren’t able to engage in higher-level, non-routine mental work have been declining for decades now:
We also have to pay attention to college attendance and persistence. The majority of American workers do not have a college degree, and even younger graduates are not making it through college. For instance, here are the numbers from Colorado, despite our desire that high school graduates “demonstrate the knowledge and skills (competencies) needed to succeed in postsecondary settings”:
74.6% Colorado high school graduation rate, Class of 2009
52.6% acquired some kind of postsecondary credential by 2015 (page 22)
64% their credential was a 4-year diploma
(approximately; it’s probably a little lower than the 2011 rate; page 22)
25% of the Colorado High School Class of 2009 has a 4-year degree by 2015
Schools are complicit with other societal institutions when it comes to individuals’ economic malaise and the inadequate preparation of our workforce. Research studies consistently show that most students spend about 80% to 85% of their school day doing routine mental work, despite the fact that the only substantive, long-term job growth in America is in professions that require non-routine mental work. Our dogged perpetuation of low-level learning environments helps foster economic insecurity and political revolts. While we continue to emphasize in our classrooms the kind of stuff that can be done in 3 seconds with voice-activated apps, search engines, or software like PhotoMath, our graduates are suffering. Schools are not just about preparing worker bees but they are necessary and vitally important components of our country’s workforce preparation pipeline. We have to own this as educators. And we must do better or we will continue to doom millions of graduates to prolonged economic hardship because they don’t have the preparation and the skills to do something different.
[I’m back. I took an actual winter break. It was awesome. I highly encourage it!]
Freelancing is on the rise, with perhaps as many as a third of American workers now engaged in some kind of freelancing work. Of course this has enormous implications for overall employment, health benefits, and workforce and job stability. Dennis Yang, CEO of Udemy, notes that
this conversation will [soon] reach critical mass, especially around how freelancers continue to learn and upskill in such a fluid work environment. In the absence of corporate support, these independent workers need to keep hustling to stay ahead of the curve and prove they can out-innovate their peers. In short, as more companies choose to depend on contract workers for key parts of their business, those freelancers will see increasing competition for those gigs and, therefore, more pressure to differentiate themselves and their skills.
Are most schools helping students learn how to leverage their individual interests and skill sets to ‘out-innovate their peers’ and differentiate themselves from the crowd? Are most schools helping students learn how to adopt entrepreneurial mindsets, workflows, and financing techniques in order to be both self-sufficient and competitive in a highly-complex, rapidly-shifting work landscape? Are most schools teaching students how to ‘learn and upskill’ themselves so that they optimize their chances to be selected for the next gig that they’re seeking?
Are most schools still primarily running students through a ‘one size fits all’ model, assessing students in standardized ways, discounting students’ unique strengths and talents, and completely ignoring the economic and workforce realities into which they’re sending their supposedly-qualified graduates?
Image credit: 20100504-available-for-freelance, Chris Piascik
The latest results from Phi Delta Kappa’s annual poll… Check out standardized tests versus real-world projects in the image below.