138
10.9.2 Youth Demographics Reveal
Different Patterns
of Acquiring Skills by Age
and Gender
Researchers analyzed data based on youth demographics to determine whether certain groups
benefit from YSE programs more than others. No
clear patterns emerged; however, a few nuances
are worth noting.
In comparing work readiness scores by gender, both young men and young women became
proficient in a similar number of items. However,
young women were initially generally more proficient. Though both young women and young
men experienced similar levels of improvement,
areas with initial statistically significant differences included:
• Young women (n = 161) were more likely to
initially be rated proficient or exemplary on
punctuality, workplace appearance, communication skills, and problem-solving/
critical- thinking at the beginning of the
program.
• Young men (n = 123) were less likely to initially be rated proficient or exemplary on indicators of punctuality; quality of work;
workplace culture, policy, and safety; and
problem-solving/critical-thinking at the beginning of the program, giving young men more
room to improve.
10.9.3 Acquisition of Skills by Age
of Youth
Youth age 16–17 experienced the most growth
when compared to younger youth (age 14–15)
and young adults (18–24). In part, youth age
16–17 were rated proficient on a fewer number of
items initially, on average, meaning they had the
most room to grow.
• Younger youth (n = 127 age 14–15) were
more likely to initially be rated proficient or
exemplary on indicators of punctuality; workplace appearance; quality of work; workplace
culture, policy, and safety; and problemsolving/critical-thinking.
• Older youth (n = 105 age 16–17) were more
likely to improve in attendance; punctuality;
workplace appearance; quality of work; workplace culture, policy, and safety; and problemsolving/critical-thinking.
• Young adults (n = 34 age 18–24) were less
likely to improve; however they were more
likely to demonstrate initial proficiency.
Despite being proficient on 10 of 12 items
after participating, in general, they were less
likely to be proficient on indicators of workplace appearance, response to supervision,
and teamwork.
African-American/Black and white youth in
general demonstrated improvements in work
readiness skills over the course of their involvement in their respective programs. Below are a
few notable variations:
• Black and Asian youth were more likely to
improve in workplace culture, policy and
safety, and taking initiative.
• Asian youth were more likely to initially be
rated proficient or exemplary on indicators
of workplace appearance, quality of work,
communication skills, and problem-solving/
critical-thinking.
• White youth were more likely to decline on
indicators of punctuality, workplace appearance, taking initiative, and response to
supervision.
10.9.4 Impacts Reported on SocialEmotional Development
Across the 11 programs participating in the
23-month study, 519 youth completed the
Youth Retrospective Survey. Youth rated their
level of agreement or disagreement with each
survey item twice: once based on how they felt
at the initial time taking the survey, and once at
the end of the program reflecting back to how
they felt prior to joining their respective
program.
P. Thomas et al.
10.9.2 Youth Demographics Reveal
Different Patterns
of Acquiring Skills by Age
and Gender
Researchers analyzed data based on youth demographics to determine whether certain groups
benefit from YSE programs more than others. No
clear patterns emerged; however, a few nuances
are worth noting.
In comparing work readiness scores by gender, both young men and young women became
proficient in a similar number of items. However,
young women were initially generally more proficient. Though both young women and young
men experienced similar levels of improvement,
areas with initial statistically significant differences included:
• Young women (n = 161) were more likely to
initially be rated proficient or exemplary on
punctuality, workplace appearance, communication skills, and problem-solving/
critical- thinking at the beginning of the
program.
• Young men (n = 123) were less likely to initially be rated proficient or exemplary on indicators of punctuality; quality of work;
workplace culture, policy, and safety; and
problem-solving/critical-thinking at the beginning of the program, giving young men more
room to improve.
10.9.3 Acquisition of Skills by Age
of Youth
Youth age 16–17 experienced the most growth
when compared to younger youth (age 14–15)
and young adults (18–24). In part, youth age
16–17 were rated proficient on a fewer number of
items initially, on average, meaning they had the
most room to grow.
• Younger youth (n = 127 age 14–15) were
more likely to initially be rated proficient or
exemplary on indicators of punctuality; workplace appearance; quality of work; workplace
culture, policy, and safety; and problemsolving/critical-thinking.
• Older youth (n = 105 age 16–17) were more
likely to improve in attendance; punctuality;
workplace appearance; quality of work; workplace culture, policy, and safety; and problemsolving/critical-thinking.
• Young adults (n = 34 age 18–24) were less
likely to improve; however they were more
likely to demonstrate initial proficiency.
Despite being proficient on 10 of 12 items
after participating, in general, they were less
likely to be proficient on indicators of workplace appearance, response to supervision,
and teamwork.
African-American/Black and white youth in
general demonstrated improvements in work
readiness skills over the course of their involvement in their respective programs. Below are a
few notable variations:
• Black and Asian youth were more likely to
improve in workplace culture, policy and
safety, and taking initiative.
• Asian youth were more likely to initially be
rated proficient or exemplary on indicators
of workplace appearance, quality of work,
communication skills, and problem-solving/
critical-thinking.
• White youth were more likely to decline on
indicators of punctuality, workplace appearance, taking initiative, and response to
supervision.
10.9.4 Impacts Reported on SocialEmotional Development
Across the 11 programs participating in the
23-month study, 519 youth completed the
Youth Retrospective Survey. Youth rated their
level of agreement or disagreement with each
survey item twice: once based on how they felt
at the initial time taking the survey, and once at
the end of the program reflecting back to how
they felt prior to joining their respective
program.
P. Thomas et al.