Kids At Work by Emir Estrada

   Few American teenagers have jobs these days; some blame it on the decline of retail, and others blame it on kids having too much homework. Emir Estrada, in an extensive study, finds that this is not the case with the children of Hispanic immigrants, often in this country illegally. In Los Angeles, a sizeable number of Hispanic kids work as vendors, under their parents’ tutelage, and still graduate high school. Though they attend school full-time, they spend afternoons and weekends minding the stalls (rarely licensed) and contribute to the household income, rarely cutting into their schoolwork. Though he believes the ethnic and cultural backgrounds are not the sole explanation for this phenomenon, he does find that it exists almost entirely among the Hispanic population, not the Chinese, Indians, Armenians, or Koreans in Los Angeles.

    This book got me thinking about the work-versus-school choice in this world, often debated in the UN. The image of third-world kids working instead of going to school always leaves us outraged, and why wouldn’t it? Why would anyone think it fair, that a teenager should have to work instead of going to school, losing any chance of a good future, and probably not even getting to enjoy the money he/she makes? But on the streets of LA, Hispanic teens are working and doing well in school. The author interviews a 13-year-old girl, who says that her peers have too much time on their hands, and it gets them in trouble. Her afterschool vending teaches her to communicate, focus, be aware, measure, keep accounts, be responsible for the goods, and stick to a schedule. While she (and other teen vendors) acknowledge that there are rude customers, the kids learn a valuable skill – communicating with adult professionals – which will serve the kids well in college applications and job interviews.

   One of the teen vendors, Adriana, allowed Estrada to print her schedule, listing her school arrival/departure times, he daily location of her stall (staggered, probably to avoid the cops) and the revenue for each day. While some kids make fun of her, most of them envy her. The chapter titled If I Don’t Help, Then Who Will is all about juggling work, school, and caring for siblings, and it can be highly educational. Some of the teens, like 18 year old Martha, lament the lack of leisure in their lives, especially since her classmates are all rich! She goes to a Catholic school, which her father pays for in full, and her vending gig allows him to devote his whole paycheck to her tuition and the mortgage. Her classmates assume her father is a drug dealer because she won’t say what he does, but at the same time, she has no idea how screwed up the Valley kids can be!

    I’d like to recount from personal experience, how I saw the results of kids having no work at all. A thirteen-year-old, from a rich family, had everything except skills. When it came time to apply to high schools, the essays were all about “afterschool activities that show dedication to learning” or “a skill that you could teach to others,” or “solving a serious problem on your own.” Now let’s see, what could this boy do? Playing Fortnite online was not going to impress the principal, nor would softball. He couldn’t cook, do laundry, or shop for groceries. In every upper-class family, it was the same thing; they spent all their time at school and homework, the housekeeper did the chores, and they spent their time playing video games, skateboarding, online, or in front of the tv. But then I had a student, Maria, who lived in a crammed apartment with her extended family, and had to help out in her father’s store. She wrote her essay about taking inventory, keeping the books, signing for deliveries, stacking the rack, cleaning floors, cleaning the sidewalk, getting rid of the bums, painting over graffiti, and sorting the produce. Needless to say, she had offers from a lot of good high schools.

    Remember the scene from Back to School, where Rodney Dangerfield schools the snobby professor on how to really run a business? Remember how the other students all turn to him and start taking notes, while he talks about all the under-the-table wrangling needed to build a factory? The reason he knows more than the professor of business is that he’s the only one there who’s ever been in business! If you go to an Ivy League school, the professors are all lifelong academics, but in a working class community college, the professors are all industry professionals. Your local junior college has instructors who have current work experience with the subjects they teach, and they know the score. This book dwells on the question of whether or not a young American can juggle work and good grades, and after reading this book, I say the answer is yes, they can! The reason they do well in school is that they have more to write about. They do well in math because they have to keep the accounts. They do well in social studies because they experience every known personality. They impress their teachers because they are not lazy. Let’s face it folks, work makes your schoolwork better.