The Millennial Generation: A Generation Split by Ability Level

The Millennial Generation: A Generation Split by Ability LevelThe Millennial Generation: A Generation Split by Ability Level

Terri Manning

Bobbie EverettCheryl Roberts

Terri Manning

Bobbie EverettCheryl Roberts

A Study Funded by the Workforce Development BoardA Study Funded by the Workforce Development Board

NCADE Western Regional Conference April 12, 2007

NCADE Western Regional Conference April 12, 2007

It May Take a Village to Raise a Child, but it Takes a Society to

Raise a Generation

Economic ConditionsSocietal NormsPolitical EventsMajor Crises

Each GenerationEach Generation• Consists of approximately a 20-year span

(not all demographers and generation researchers agree on the exact start/stop dates)

• Has a unique set of values • Reacts to the generation before them• Looks at their generation as the standard

of comparison• Looks at the next generation skeptically

“these kids today…”• Those born on the “cusp” may have a

blended set of characteristics• They are either idealistic, reactive, civic

or adaptive

The Veterans (also known as the Silent Generation or the Greatest Generation) 1925–1942 (adaptive)

The Veterans (also known as the Silent Generation or the Greatest Generation) 1925–1942 (adaptive)

Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed RewardDuty before PleasureAdherence to RulesHonor

Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed RewardDuty before PleasureAdherence to RulesHonor

The VeteransThe Veterans• Children of the Great Depression and WWII,

this generation decided not to attack the institutions created by the generation before them, but instead, as global thinkers, they chose to focus on improving and refining them so that they could be good for everyone, not just a select few.

• The overall goal was not to change the system, but to work within it.

• While economically very successful, they were also the inventors of "the midlife crises" probably because they didn't get a chance to enjoy the freedoms of their youth.

The VeteransThe VeteransImportant Events• Lindbergh Completes

First Transatlantic Flight

• Stock Market Crash• Depression• The New Deal• Social Security• Pearl Harbor• The End of WWII• FDR Dies• Korean War

Cultural Memorabilia for the VeteransCultural Memorabilia for the Veterans

• Kewpie Dolls• Mickey Mouse• Flash Gordon• Radio• Wheaties• Tarzan• Jukeboxes• Blondie• The Lone Ranger• The McCarthy Era

The Veteran Generation ChildhoodThe Veteran Generation Childhood

• Raised by the GI Generation (civic)• Large families (3-5 children)• Strong sense of extended family (same

town or home)• Grandparents in the home• Average 10-year-old spent 4-6 hours

daily with a significant adult role model• Rural society• Apprenticeship businesses and farming• Perception of the world as “safe”

The Baby Boomers 1943–1964 (the largest generation, idealist)The Baby Boomers 1943–1964 (the largest generation, idealist)

Core ValuesOptimismTeam OrientationPersonal GratificationHealth and WellnessPersonal GrowthYouthWorkInvolvement

Core ValuesOptimismTeam OrientationPersonal GratificationHealth and WellnessPersonal GrowthYouthWorkInvolvement

Baby BoomersBaby BoomersImportant Events• Rosa Parks• First Nuclear Power Plant• The Civil Rights Act• Cuban Missile Crisis• John Glen Orbits the Earth • Martin Luther King Leads March on Washington,

D.C.• President John F. Kennedy Assassination• National Organization for Women Founded• Martin Luther King Assassination • Robert F. Kennedy Assassination• Watergate• Kent State Massacre• Vietnam War

Cultural Memorabilia for Baby BoomersCultural Memorabilia for Baby Boomers

• Television• The Ed Sullivan Show• Barbie Dolls• Fallout Shelters• Poodle Skirts • Pop Beads• Slinkies• TV Dinners• Hula Hoops• The Peace Sign• Laugh In

The Baby Boomer ChildhoodThe Baby Boomer Childhood• Divorce reached a low in 1960 of 9%• Families moved due to GI Bill, GI housing

and industrialization• First generation to live miles from

extended family• Family size smaller (2-3 children)• Few grandparents in the home• Moms stayed home• Dads carpooled• Children spent significant time with adult

role models• Perception of the world as “safe”

Baby-boomer Results Baby-boomer Results • Very idealistic - banned together and

walked through life with their fists held high

• Generation gap occurred between them and their parents

• Captured phrases like “why be normal” and “question authority”

• They weren’t friendly toward authority figures

• Did not get along with their parents and swore they would not raise their kids like they were raised

• As adults - work an average of 55 hours per week

The Gen Xers 1965–1982The Gen Xers 1965–1982A Lost Generation… A Nomadic Generation…..Half the Size of the Baby Boom (reactive)

Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed rewardDuty before pleasureAdherence to rulesHonor

A Lost Generation… A Nomadic Generation…..Half the Size of the Baby Boom (reactive)

Core ValuesDedicationHard WorkConformityLaw and OrderPatienceDelayed rewardDuty before pleasureAdherence to rulesHonor

Gen X Gen X Important Events• Women’s Liberation Protests• Watergate Scandal• Energy Crisis begins• Tandy and Apple Market PCs• Mass Suicide in Jonestown• Three Mile Island• US Corporations begin Massive Layoffs• Iran Hostage Crisis• John Lennon Shot and Killed• Ronald Reagan Inaugurated• Challenger Disaster• Exxon Valdez Oil Tanker Spill• HIV

Cultural Memorabilia for Gen XCultural Memorabilia for Gen X

• The Brady Bunch• Pet Rocks• Platform Shoes• The Simpsons• Evening Soaps (Dallas and

Dynasty)• ET• Cabbage Patch Dolls• Super-hero Cartoons on TV

(He-man)

Generation XGeneration X

• This is the conscientious, extremely pragmatic, self-sufficient generation that has a ruthless focus on the bottom-line.

• Born and raised at a time when children were at the bottom of our social priorities, Gen Xers learned that they could only count on one thing - themselves. As a result, they are very "me" oriented.

• They are not active voters, nor are they deeply involved in politics in general.

The Gen X ChildhoodThe Gen X Childhood• Divorce reached an all-time high• Single-parent families became the norm• Latch-key kids were a major issue of the time• Children not as valued – looked at as a

hardship• Families spread out (miles apart)• Family size = 1.7 children (many only-

children)• Perception of the world as “unsafe”• Average 10 year old spent 14 ½ minutes a

day with a significant adult role model• Parents looked around and said – we need to

do this better

Generation Next (civic)Generation Next (civic)

The Echo Boom/Millennials…The Echo Boom/Millennials… The Millennials are almost as large as the baby boom-

some say larger - depending on how you measure them (approx. 81M).

The Millennials are the children born between 1982 and 2002 (peaked in 1990), a cohort called by various names:

Generation Y Echo Boom

Net GenerationMillennials

MillennialsMillennials• This generation is civic-minded, much like

the previous GI Generation. • They are collectively optimistic, long-term

planners, high achievers with lower rates of violent crime, teen pregnancy, smoking and alcohol use than ever before.

• This generation believes that they have the potential to be great and they probably do. We are looking to them to provide us with a new definition of citizenship.

The Millennial ChildhoodThe Millennial Childhood

• The most monumental financial boom in history.

• Steady income growth through the 1990’s.

• Still great disparity between races.• Saw their parents lose all their

stocks and mutual funds (college funds) during the early 2000’s.

Demographic TrendsDemographic Trends

The Baby Boomers chose to become older parents in the 1980s while Gen X moms reverted back to the earlier birth-age norm, which meant that two generations were having babies.

In 1989, 29 percent of the 4.4 million live births were to women aged 30 and older.

Millennials have older largely Baby Boomer parents: Average age of mothers at birth at an all time high of 27 in 1997.

Demographic Trends, cont.Demographic Trends, cont.

Smaller families: Only children will comprise about 10% of the population.

More parental education: 1 in 4 has at least one parent with a college degree.

Kids born in the late ‘90s are the first in American history whose mothers are better educated than their fathers by a small margin.

Demographic Trends – Changing DiversityDemographic Trends – Changing Diversity Increase in Latino immigration

- Latino women tend to have a higher fertility rates than non-Latino women.

Nearly 35% of Millennials are nonwhite or Latino.

Twenty percent of this generation has at least one parent who is an immigrant.

Millennials have become the most racially and ethnically diverse generation in US History.

Safety IssuesSafety Issues

The Safest Generation• This generation was buckled up

in car seats, wore bike helmets, elbow and knee pads when skating, and were the inspiration for “Baby on Board” signs.

The Well-Being of U.S. Teens• Mortality Rate for US teens aged 15–19

declined from 1960 to 1997.-Teens are having fewer accidents than Boomers

Major Influencing FactorsMajor Influencing Factors

1. Their parents2. The self-esteem movement3. The customer service movement4. Gaming and technology5. Casual communication

Parenting MillennialsParenting Millennials• This generation is being parented by well-

educated, over-involved adults who participate in “deliberate parenting.” They have outcomes in mind.

• Boomers were the first generation to be thrown out in to an unsafe world as adolescents.

• The 60’s and 70’s were very scary and many of us felt unprepared for it.

• We were naïve and didn’t have enough tools in our tool box to deal with it.

Baby Boomers as ParentsBaby Boomers as Parents• Boomers rebelled against the parenting

practices of their parents.• Strict discipline was the order

of the day for boomers.• They made conscious decisions

not to say “because I told you so” or “because I’m the parent and you’re the child.”

• Boomers became more “friendly” with their children. They wanted to have open lines of communication and a relationship with them.

Baby Boomers as ParentsBaby Boomers as Parents• They explained things to their children,

(actions, consequences, options, etc.) – they wanted them to learn to make informed decisions.

• They allowed their children to have input into family decisions, educational options and discipline issues.

• We told them “just because it is on television doesn’t mean it’s true” or “you can’t believe everything you read.”

• We wanted them to question authority.

The ResultThe Result

• Millennials have become “a master set of negotiators” who are capable of rational thought and decision-making skills at young ages.

• They will negotiate with anyone including their parents, teachers and school administrators.

• Some call this “arguing.”

Helicopter ParentsHelicopter Parents• Helicopter Parent (n) A

parent who hovers over his or her children.

• Or Snowplow parent: Parents who clear the way for their children

• ……these (echo) boomers are confident, achievement-oriented and used to hovering "helicopter" parents keeping tabs on their every move. (Anthony DeBarros, "New baby boom swamps colleges," USA Today, January 2, 2003)

Helicopter Parent go to CollegeHelicopter Parent go to College

• A new generation of over-involved parents are flooding campus orientations, meddling in registration and interfering with students' dealings with professors, administrators and roommates, school officials say.

• Some of these hovering parents, whose numbers have been rising for several years, are unwittingly undermining their children's chances of success, campus administrators say. Now, universities and colleges are moving rapidly to build or expand programs aimed at helping parents strike a better balance.

Colleges Ward Off Overinvolved Parents By Sue Shellenbarger From The Wall Street Journal Online Colleges Ward Off Overinvolved Parents By Sue Shellenbarger From The Wall Street Journal Online

Baby Boomer Parents have been their Biggest CheerleadersBaby Boomer Parents have been their Biggest Cheerleaders

• Millennials expect and need praise.

• Will mistake silence for disapproval.

• Millennials expect feedback.

Parental Care in the Millennial EraParental Care in the Millennial Era

• Today’s typical family is spending more, not less, time with kids.

• Smaller families mean more time with each child.

• Fathers are spending more time with children.

• Less housework is being done.• There is a strong connection

between the social lives of parents and kids.

• They get along with their parents and share their parents’ values.

Focus on Self-esteemFocus on Self-esteem• This generation was the center

of the “self-esteem” movement.• 9,068 books were written about

self-esteem and children during the 80s and 90s (there were 485 in the 70s).

• The state of California spent millions studying the construct and published a document entitled “Toward a State of Self-esteem.”

• Yet they can’t escape the angst of adolescence – they still feel disconnected, question their existence, purpose and the meaning of life. They want to feel valued and cared about.

Focus on Customer ServiceFocus on Customer Service

• Expect access (24/7)• Expect things to work like

they are supposed to• If they don’t “that is your

problem”• They want what they have paid for• Everything comes with a toll-free

number or web address• Want “Gateway Go Back”

in classes

Add the Impact of GamingAdd the Impact of Gaming• Gaming has impacted children

– The game endings changed based on the decisions children made (Role Playing Games [Legend of Zelda, Final Fantasy, Chronotrigger]) impacting locus of control.

– Involves a complex set of decision- making skills.

– Teaches them to take multiple pieces of data and make decisions quickly.

– Learning more closely resembles Nintendo, a trial and error approach to solving problems.

We navigated our way through…..We navigated our way through…..

They navigated their way through…..They navigated their way through…..

TechnologyTechnology• This generation has been plugged in

since they were babies.• They grew up with educational software

and computer games.• They think technology should be free.• They want and expect

services 24/7.• They do not live in an

8–5 world.• They function in an

international world.

Millennials Want to Learn

Millennials Want to Learn• With technology

• With each other• Online• In their time• In their place• Doing things that

matter (most important)

Source: Achievement and the 21st Century Learner.Source: Achievement and the 21st Century Learner.

Technology In SchoolTechnology In School• Students are increasingly savvy when

it comes to technology. • In general, students expect faculty to

incorporate technology into their teaching and be proficient at it.

• At the very least, communication via e-mail, access to online resources, PowerPoint presentations, Internet activities, discussion boards and electronic classrooms are expected.

• Faculty will need to balance the use of technology with their own philosophies of teaching.

Technology UseTechnology Use• Children under 6 years

– 48% have used a computer– 27% (4-6 year-olds) use a computer daily– 39% use a computer several times a week– 30% have played computer games

• Teens– 100% use the internet to seek information– 94% use the internet for school research– 41% use email and IM to contact teachers and

schoolmates about school work– 81% email friends and relatives– 70% use IM to keep in touch– 56% prefer the internet to the telephone

Characteristics of Today’s ChildrenCharacteristics of Today’s Children

• 76% want to learn more about the world.

• 28% of high school students access foreign news sources via the Internet.

• 90% percent of children between ages 5 and 17 use computers.

• Teens spend more time online using the Internet than watching television.

From: A Nation on the Move, http://www.ed.govFrom: A Nation on the Move, http://www.ed.gov

Characteristics of Today’s ChildrenCharacteristics of Today’s Children

• 94% of online teens use the Internet for school-related research.

• 24% have created their own web pages.• 16% of teens are shareholders in the

stock market.• Teens and college students combined

spend nearly $400 billion a year.• The largest group of new users of the

Internet from 2000-2002 were 2-5 year olds.34

From: A Nation on the Move, http://www.ed.govFrom: A Nation on the Move, http://www.ed.gov

By age 21…..By age 21…..• It is estimated that the

average child will have:– Spent 10,000 hours playing video games– Sent 200,000 emails– Spent 20,000 hours watching TV– Spent 10,000 hours on their cell phone– Spent under 5,000 hours reading

• But these are issues of income. Will a child who grows up in a low income household have these same experiences?

The “Information Age” MindsetThe “Information Age” Mindset• Students have never known life without

the computer. It is an assumed part of life.• The Internet is a source of research,

interactivity, and socializing (they prefer it over TV).

• Doing is more important than knowing.

• There is zero tolerance for delays.

• The infrastructure and the lecture tradition of colleges may not meet the expectations of students raised on the Internet and interactive games.

Cell Phone TechnologyCell Phone Technology• They all have cell phones and expect

to be in contact 24/7.• Not a phone – a lifestyle management

tool• Staying “connected” is essential.• Communication is a safety issue for

parents.• Communication has become

casual for students (IM, email and cell phones.

What About 1st Generation Students?What About 1st Generation Students?

• Not all students will be proficient; first-generation and students from low income or working class families may have less experience.

• Their experience with technology has been in arcades and minimally in school (poorer districts.)

• They have not had the exposure to educational uses of technology.

• We need another placement test – remedial keyboarding and technology.

• Huge digital divide between the “haves” and the “have nots” based on income levels (class).

• Digital divide is appearing in pre-K.

Take a Look at a Large Urban K-12 School District

Take a Look at a Large Urban K-12 School District

2005-2006

Charlotte-Mecklenburg Schools in Charlotte, NC

District = 129,011 Students - High School Students =36,420

Number in Population Percent in Population

White 46,316 39.3%

African American 50,646 43.0%

Hispanic* 12,638 10.7%

Asian* 4,976 4.2%

Native American* 663 0.6%

Multi-racial/other 2,566 2.2%

Percent At or Above Grade LevelPercent At or Above Grade LevelSubjectAreas White

AfricanAmerican

Hispanic/Latino

NativeAmerica

Algebra I(n=9,260) 88.10% 58% 63.50% 68.30%

Geometry(n=7,699) 79.80% 36% 51.50% 46.20%

Algebra II(n=6,888) 84.20% 54.50% 67.80% 50%

Biology(n=7,606) 83.40% 42.50% 48.60% 43.20%

Chemistry(n=5,781) 73.80% 39.60% 50.30% 43.50%

US History(n=7,000) 78.6% 39.5% 52.0% 46.7%

English(n=8,935) 94.4% 74.7% 66.1% 74.3%

Percent At or Above Grade LevelPercent At or Above Grade Level

Subject Areas Low Income Limited English

Algebra I (n=9,260) 57.9% 55.0%

Geometry (n=7,699) 37.4% 41.3%

Algebra II (n=6,888) 57.2% 59.9%

Biology (n=7,606) 40.5% 29.1%

Chemistry (n=5,781) 40.6% 42.7%

US History (n=7,000) 39.1% 29.9%

English I (n=8,935) 69.4% 49.8%

K-8 End of Grade Tests in Reading/LiteracyPercent At or Above Grade Level

K-8 End of Grade Tests in Reading/LiteracyPercent At or Above Grade Level

40%

50%

60%

70%

80%

90%

100%

White

African Americans

Hispanic/ Latino

Native American

K-8 End of Grade Tests in Math Percent At or Above Grade Level

K-8 End of Grade Tests in Math Percent At or Above Grade Level

30%

40%

50%

60%

70%

80%

90%

100%

K (re

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1st (re

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2nd (re

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3rd (EO

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4th (EO

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5th (EO

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6th (EO

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7th (EO

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8th (EO

G)

White

African Americans

Hispanic/ Latino

Native American

Once in CollegeOnce in College• Many of our students have had little

academic success in the past.• They have been functioning below grade

level since early elementary school.• Computer skills are also lower. • They come to college and we test them

using a computer.• They test into remedial courses but

don’t take them.• They enroll in courses they aren’t

prepared for.• They also take distance ed classes

(require more motivation and discipline).

Of the 5,694 New Program-declared Students at CPCC in Fall 2004….Of the 5,694 New Program-declared Students at CPCC in Fall 2004….

..who took math placement tests Number Percent

Placed into college-levelmath 548 9.6%

Placed into remedial mathbut didn't take recommendedcourse that semester 4,748 83.4%

Took the remedial coursethey placed into that firstsemester 398 7.0%

Is It Different by Race?Is It Different by Race?

MathPlacements White

Afr.Amer.

Hisp./Latino Asian

Nat.Amer. Other

Tested toCollege Level 14.1% 7.7% 18.6% 19.4% 14.3% 23.9%

Didn't TakePlaced Course 78.0% 83.1% 72.3% 73.1% 78.6% 70.9%

Took Placed Course 7.9% 9.2% 9.1% 7.4% 7.1% 5.2%

In SchoolIn School• They need to understand why

they are doing what they are doing – objectives of classroom activities and projects.

• They want to have input into their educational processes.

• They want to be involved in meaningful activities, not mundane work.

• They think it is cool to be smart.• They will respond well to programs like

“learning communities and service learning.”

Millennial ExpectationsMillennial Expectations

• Clear expectations, explicit syllabi, and well structured assignments.

• They expect detailed instructions and guidelines for completing assignments.

• They have come from K-12 systems where students are actively involved in learning and classroom activities change often.

• Teachers are helpers and facilitators of learning.

Satisfaction with Online CoursesSatisfaction with Online Courses

63%55%

38%

26%

0%

10%

20%

30%

40%

50%

60%

70%

Veterans Boomers Gen X MillennialsSource: EducauseSource: Educause

CPCC Students: How satisfied were you with the technical capabilities of the online course?CPCC Students: How satisfied were you with the technical capabilities of the online course?

61.3

3.61

76.9

3.76

72.8

3.8

80.6

4.06

0

10

20

30

40

50

60

70

80

90

Millennials Gen X BabyBoomers

Veterans

% satisfiedMean by Group

CPCC Students: How satisfied are you with the format in which the online course was offered?CPCC Students: How satisfied are you with the format in which the online course was offered?

60.3

3.55

68.6

3.76

71.8

3.77

75.8

3.94

0

10

20

30

40

50

60

70

80

Millennials Gen X BabyBoomers

Veterans

% satisfiedMean by Group

Attitudes ……..Attitudes ……..TV Generation“Boomers”

PC Generation“Gen X”

Net Generation“Millennials”

Web What is it? Web is a tool Web is oxygen

Community Personal ExtendedPersonal

Virtual

Perspective Local Multi-national Global

Career One career Multiple careers

Multiplereinventions

Loyalty Corporation Self Soul

Authority Hierarchy Unimpressed Self as expert

Issues for Schools, Colleges and Universities in an Information AgeIssues for Schools, Colleges and Universities in an Information Age

• Plagiarism (consumer/creator blurring)

• Cheating (must define it)• Cell Phone Policies • Typing vs. Handwriting

From: The Information Age Mindset: Changes in Students and Implications for Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000. From: The Information Age Mindset: Changes in Students and Implications for Higher Education. By Jason L. Frand. Educause. Sep/Oct 2000.

How are Millennials doing in school?How are Millennials doing in school?

• Teachers report that students are doing better academically.

• The largest gains have been in math and science for ages 9 and 13.

• Verbal skills show less clear trends.• Millennials have corrected a late

80s decline in writing proficiency.• Reading scores show modest

gains through the 90s.

SAT Scores – a Twenty Year ReversalSAT Scores – a Twenty Year Reversal

508

514

503

508507

504

506

505505505505505504

499500500499

500

504505

507

509509

504503

518

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494

497

500500 501501500

501502501

503504

506508

511 511512

514 516

519

490

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520

1983

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VerbalMath

Millennials Taking SATMillennials Taking SAT

Highest SAT Scores in 35 YearsHighest SAT Scores in 35 Years

What Do Businesses and Colleges/ Universities Need to Know about

Today’s College Students and Graduates

What Do Businesses and Colleges/ Universities Need to Know about

Today’s College Students and Graduates

Here Come the GirlsHere Come the Girls

Boys Issues in K-12Boys Issues in K-12

For Every 100 Girls Who….

Number of Boys

Enroll in Kindergarten 116

Enroll in Ninth Grade 101

Enroll in Twelfth Grade 98

Are Suspended from K-12 250

Are Expelled from K-12 335

Diagnosed with Learning Disability

276

Enroll in the gifted and talented program

94

The Boys Project. http://www.boysproject.net/statistics.htmlThe Boys Project. http://www.boysproject.net/statistics.html

Boys and Their Educational ChoicesBoys and Their Educational Choices

For Every 100 Girls Who….

Number of Boys

Graduate from High School 96

Enroll in College 77

Earn an Associates Degree 67

Earn a Bachelors Degree 73

Earn a Masters Degree 62

Earn a Doctorate 92

The Boys Project. http://www.boysproject.net/statistics.html

First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands)

First Time Freshman Enrollments by Gender – 50 Years (numbers in thousands)

0

200

400

600

800

1000

1200

1400

1600

Males

Females

(45.2%)(45.2%)

(54.8%)(54.8%)

College Graduation Projections (numbers in thousands) (61% of degrees will go to

women)

College Graduation Projections (numbers in thousands) (61% of degrees will go to

women)

250

350

450

550

650

750

850

950

1050

Assoc. Degree MaleAssoc. Degree FemaleBach. Degree MaleBach. Degree Female (37.4%)(37.4%)

(62.6%)(62.6%)

(40%)(40%)

(60%)(60%)

AmbitionsAmbitions Most popular college majors:• Medicine• Education/teaching• Business and

marketing

• Engineering• Law and

politics• Computer

science Most sought after qualities in careers:

• Responsibility• Independence• Creativity

• Idealistic and committed co-workers

Most common job trends :

• Multi-taskers• Change Careers

• Seek security & benefits

• Stay with company that offers a challenge

Source: Industry Week, March, 1998.

Difference in ValuesDifference in Values• They have witnessed their

baby boomer parents coming home from stressed jobs, exhausted, falling asleep at the dinner table; and don’t want that for themselves.

• They are a generation who is interested in a life with value and meaning – they do not aspire to what the “boomers” aspire to – they want something different.

True Multi-taskersTrue Multi-taskers• Millennials have lived programmed

lives and are already quite capable of learning several jobs simultaneously and performing them admirably.

• Millennials will change careers many times.

• Retooling and recycling their skills and talents will become common.

• To retain them, smart employers will encourage Millennials to try out different careers within the same company.

Need for Services Need for Services • It is estimated that 3 million Millennials

have been diagnosed with ADHD and have been medication (80% are boys).

• Within student populations, the number with disabilities has jumped from 3% to 9%.– Many have had individual education plans.– Many need testing services (quiet, separate).– Need to self-advocate to teachers.– Major transition from high school to college.

2004 Research Study2004 Research Study

• Central Piedmont Community College’s Center for Applied Research was contracted to do this study by the Workforce Development Board.– Focus Groups were conducted.– An Online Survey was administered.– Data collected January–March 2004 from

the University of NC at Charlotte, Central Piedmont Community College and Johnson C. Smith University.

Characteristics They Look for in TeachersCharacteristics They Look for in Teachers

• At least 50% said:

– Enthusiastic about the course/teaching – Are fun to be around – Provide intellectual challenges – Have flexible class policies – Are sensitive to your needs/feelings – Emphasize preparing for future career

Working in TeamsWorking in Teams

• How do you feel about working in teams?

– I like it 44.7%– Have no feelings about it 25.9%– I don’t like it 29.4%

Working in TeamsWorking in Teams

• In the classroom, do you do the following? 1 = never

2 = rarely3 = sometimes4 = often

Mean (sd)

Are given “team grades” on working with others 2.62 (.89)

Write papers/do projects with others 2.41 (.79)Study/do research in teams 2.35 (.80)

What Will You Do After Graduating?What Will You Do After Graduating?

• Immediately get a job 43%• Continue my education 34%• Take some time off 5%• Marry/start a family 6%• Not sure 13%

Career FieldCareer Field

How likely do you think it is that your first job out of college will be in your career field? – Somewhat Likely 37.4%– Not Likely/Not Sure 20.5%– Very Likely 39.4%

Salary ExpectationsSalary Expectations• Realistically, what do you expect your

starting salary will be when you begin working?

Millennials– $15-20K 7.7%– $21-30K 29.3%– $31-40K 27.0%– $41-50K 15.9%– $50K+ 7.0%– Not sure 12.5%

Approximately 65% felt they would learn $40K or lessApproximately 65% felt they would learn $40K or less

Importance of Career ComponentsImportance of Career Components

• Elements thought to be very important

Respected on the Job Opportunity for Professional

Development Ability to Have an Impact on the World


• Items thought to be somewhat important:

Access to Information and Expression of Personal Opinion

Having High Job PrestigeWorking with Inspiring Colleagues Geographic Location of Job Receive Guidance and Direction from

Supervisor


• Items thought to be somewhat important:

Participating in Company Decisions Independence/Professional AutonomyUsing Creativity on the JobLots of Responsibility Flexible Work Hours Dress Code Appropriate to

Work Environment

Importance of Job BenefitsImportance of Job Benefits• Benefits thought to be very important

Health InsuranceSalary Growth Plans like 401K Life Insurance BonusesEmployer-paid Retirement

• Benefits thought to be unimportantStock Options Profit Sharing

Jobs in LifetimeJobs in Lifetime

• How many jobs do you think you will hold in your lifetime?– 1-3 35.7%– 4-6 41.5%– 7-10 16.5%– Over 10 6.2%

64% expect to have 4 or more jobs

WorryWorry

• Things they worry about frequently: Future Plans

• Things they worry about occasionally: Transitioning to Life After College

Finding a Job to Fulfill your Goals and Aspirations

Money to Travel/for Hobbies Life After College

Financial Debt

WorryWorry

• Things they worry about occasionally:

Home Ownership Paying Monthly Bills Finding a Job in Your Field Relationships After College

• Things they don’t worry about at all:Being Penalized for No Job

Experience

Future OddsFuture Odds• The following % felt it was very likely that

they would someday:

Work for themselves/own business 21%Have lifestyle they grew up with 63%

• 79% felt a two income household would be somewhat to very important in reaching their lifestyle goals?

Quality of Life? Quality of Life?

Rank order of items that contribute to a good quality of life

(% ranking item in top 3 on a scale of 1-8)

– Having a secure future for my family 71.5%– Time to enjoy family/children 68.7%– Having family/children 63.2%– Having a great job 60.4%– Having good friends 55.2%– Having plenty of money 45.5%– Having plenty of free time 40.2%

Your Generation in the FutureYour Generation in the Future

• Someday, your generation will be raising kids, running corporations and occupying high political office. When that day comes, which areas of American life will be better, the same or worse than today because of your generation?– 3 = better– 2 = same– 1 = worse

Areas they felt they would do better: TechnologyRace Relations

Areas they felt they would do about the same:

EconomySchoolsArts/Culture

Foreign Affairs Areas they felt they couldn’t improve on: Government

Family LifeReligion Crime/Public Order

Areas they felt they would do better: TechnologyRace Relations

Areas they felt they would do about the same:

EconomySchoolsArts/Culture

Foreign Affairs Areas they felt they couldn’t improve on: Government

Family LifeReligion Crime/Public Order

Some are already in the workforce. What are they saying?Some are already in the workforce. What are they saying?

• “The technology is too slow.”• “Just because I’m young doesn’t mean I should

be given low pay and a poor work schedule.”• “I expect to be treated fairly.”• “We are inheriting a mess in the workforce –

who got us there?”• “My dad worked 60 hours a week and then lost

his pension – no way I’m doing that.”• “I can get my work done in 40 hours – sorry if

you can’t.”

Charlotte Observer, Sunday, March 5, 2006.Charlotte Observer, Sunday, March 5, 2006.

How They Will Push Us…How They Will Push Us…

• More independence in the workforce• Consumer-based fairness • Better technology• Enhanced professional development• Get rid of “that’s the way we’ve

always done it”• Have more life balance• Re-establish priorities

So How Do We Work With Them?So How Do We Work With Them?• Because they have grown up in a different world,

never assume that they know certain things like:– You don’t want to talk to their mother when they are

having problems.– You don’t get points for showing up or an A for effort.– The definition of plagiarism and cheating.– It’s not appropriate to call the professor at home after

9pm.– They can’t use IM language in papers.– It’s not okay to email the professor 10 times a day.– That when they email you at 3am, you’re not sitting

on the other end waiting to respond to them.– The business office (and most others) close at 5pm.

Some Major Issues Worth Addressing

Some Major Issues Worth Addressing

• Some of them have been performing below grade level all their lives… and they may not know it (age of social promotion).

• You may be the first strict grader they have encountered (will discourage them).

• Many are not very “hardy.” Will quit or drop out because “it’s hard.”

• They are very good consumers and will figure out a way to stay “under the radar.”

• They are not good planners and will do everything late if allowed.

Issues of Late Registration Issues of Late Registration • Tracked four cohorts

– Those who participated in pre-registration (in spring for fall)– Those registered one full week before fall term– Those registered by the first week of class– Those who registered during drop/add (not schedule adjusters)

Cohort Cohort Cohort Cohort

Results 1 2 3 4

Headcount 3,786 8,357 3,398 1,188

Assigned Seats 10,756 21,859 7,755 2,162

Avg. Load (courses) 2.84 2.62 2.28 1.82

No pay (% heads) 19.39% 3.64% 8.42% 14.31%

No pay (% seats) 15.95% 2.74% 7.31% 14.62%

Retention% (in-term) 75.3% 69.1% 61.2% 54.7%

Retention% (fall to spring) 66.1% 60.1% 51.6% 40.5%

Retention% (fall to fall) 46.8% 42.4% 35.4% 26.8%

% of grades A-C 67.2% 58.6% 52.3% 45.2%

What Should Institutions Do (In the Classroom)?

What Should Institutions Do (In the Classroom)?

• Develop policies and practices around appropriate communication (by department).

• Give them electronic access to as much as is philosophically possible.

• Draw a line on negotiations.• Give them definitions, boundaries

and rules.

What Should Institutions Do?What Should Institutions Do?

• Stop existing in an 8-5 world.• Establish prerequisites for reading

and writing intensive courses.• Force them to take developmental

courses the first semester (don’t set them up to fail).

• Stop letting them register late, hand in late work and procrastinate.


• Don’t let them take online courses if they are not tech savvy and don’t possess the motivation to complete.

• Train all faculty to detect and work with low performing students (especially in gate keeper courses).


• Look into what is known about learning.

• Try to actively engage them.• Engage them in group-oriented

activities– Service learning– Study groups– Supplemental instruction– Learning communities


• Create alterative ways for the low-tech students to come up to speed.– Basic keyboarding skills.– Special workshops or lab sessions on

the basics.– Help them master software that “will

do work for them.”– Get access to computers (refurbished,

community projects, grants, etc.)

For a copy of this presentation:

http//www.cpcc.edu/planning

Click on: “studies and reports”

Contact: [email protected]

For a copy of this presentation:

http//www.cpcc.edu/planning

Click on: “studies and reports”

Contact: [email protected]

Documents

The Millennial Generation: A Generation Split by Ability Level