The primary purpose of this study was to identify initiatives that assist and barriers that hinder the successful transition of minority youth into the workplace. In addition, this study identified policies and practices that create work environments that are conducive to the development of minority youth in school-to-work programs. The study attempted to address the following major research questions: (1) What are the barriers that are most likely to affect the successful transition of minority youth into the workplace? (2) What are the initiatives that are the most likely to assist and support the successful transition of minority youth into the workplace? (3) What goals should be advocated for minority youth who are making the transition into the workplace? (4) What are the criteria for determining sensitive work-based learning sites and/or companies that assist in the successful transition of minority youth into the workplace?

Research Methods

The major method of this research study was in-depth, open-ended telephone interviews with a panel of 21 school-to-work partnership directors from across the United States. School-to-work partnership directors were chosen as study participants because they can provide current perspectives and up-to-date knowledge that cannot be found in other sources of information. Through telephone interviews, extensive data were collected in order to produce an in-depth understanding of the initiatives that assist and barriers that hinder the successful transition of minority youth.

An interview guide was developed to assist in collecting the data from the interviews. A pilot study was conducted with three people knowledgeable on school-to-work programs and minority youth issues in order to determine validity and appropriateness of the interview guide. Initial contacts with the school-to-work partnership directors were made over the telephone at which time dates, interview appointments, and arrangements were made. Each participant received a letter confirming the telephone interview appointment and a copy of the interview guide two weeks before the scheduled interview. The study participants had the opportunity to examine the interview questions prior to the interview. The interviews lasted from one to three hours, with an overall average of two hours.

Summary of the Results

The results of this study revealed that the four categories of barriers that are most likely to hinder the successful transition of minority youth into the workplace are (1) school (coming from the school setting), (2) workplace (coming from the workplace environment), (3) societal (coming from the community surroundings—other than school and workplace), and (4) individual (coming from the minority youth themselves). The five school- related barriers that are mostly likely to hinder the successful transition of minority youth into the workplace are (1) school personnel who are resistant to change, (2) lack of understanding concerning different cultures, (3) lack of integrated/relevant curriculum, (4) lack of communication between business and schools, and (5) lack of understanding about STW transition.

The five workplace-related barriers that are most likely to hinder the successful transition of minority youth into the workplace are (1) lack of communication between businesses and schools, (2) lack of understanding concerning different cultures, (3) discrimination, (4) businesses not aware of the need to become involved with the STW transition of youth, and (5) lack of workplace learning/job opportunities. The five societal-related barriers that are mostly likely to hinder the successful transition of minority youth into the workplace are (1) lack of understanding concerning different cultures, (2) lack of understanding about the STW transition initiative, (3) lack of support and opportunities for youth, (4) discrimination, and (5) low expectation of youth. The five individual-related barriers that are mostly likely to hinder the successful transition of minority youth into the workplace are (1) poverty, (2) lack of knowledge/skills needed to succeed in the workplace, (3) lack of English (language) proficiency, (4) lack of family involvement/support, and (5) lack of understanding regarding the importance of education.

The results also disclosed that two categories were inclusive of the types of initiatives that were most likely to assist and support the successful transition of minority youth into the workplace: (1) school initiatives and (2) workplace initiatives. The five school initiatives that are most likely to assist and support the successful transition of minority youth into the workplace are (1) design and implement an integrated and relevant curriculum; (2) provide training for school personnel (e.g., teachers, counselors, and administrators); (3) provide mentoring for minority youth; (4) provide career exploration and guidance for minority youth; and (5) obtain parent involvement. The five workplace initiatives that are most likely to assist and support the successful transition of minority youth into the workplace are (1) provide work-based learning; (2) provide diversity training for employers; (3) provide mentoring for minority youth; 
(4) provide career development programs; and (5) develop and implement organizational policies that mandate fairness and equity for all employees.

The results of the study indicated that some of the major goals that should be advocated for minority youth who are making the transition into the workplace are (1) obtain a good education; (2) get work experience; (3) develop a career plan; (4) take responsibility for your success; and (5) learn to be an effective team member.

The results of the study also revealed that the criteria for determining sensitive work-based learning sites and/or companies that assist in the successful transition of minority youth into the workplace are (1) successful in recruiting, hiring, and retaining minority employees; (2) minority employees are represented at all levels of the company; (3) absence of discrimination lawsuits; (4) use a combination of initiatives to address diversity; and (5) has a corporate culture that respects and values differences.

Wentling, R. M., & Waight, C. (2000, January). Initiatives that assist and barriers that hinder the successful transition of minority youth into the workplace. Berkeley, CA: National Center for Research in Vocational Education.