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13. Influences Shaping the Contemporary Work Ethic
Roger B. Hill, Ph.D.
© 1992, 1996The work ethic is a cultural norm that places a positive moral value on doing a good job and is based on a belief that work has intrinsic value for its own sake (Cherrington, 1980; Quinn, 1983; Yankelovich & Immerwahr, 1984). Like other cultural norms, a person's adherence to or belief in the work ethic is principally influenced by socialization experiences during childhood and adolescence. Through interaction with family, peers, and significant adults, a person "learns to place a value on work behavior as others approach him in situations demanding increasing responsibility for productivity" (Braude, 1975, p. 134). Based on praise or blame and affection or anger, a child appraises his or her performance in household chores, or later in part-time jobs, but this appraisal is based on the perspective of others. As a child matures, these attitudes toward work become internalized, and work performance is less dependent on the reactions of others.
Children are also influenced by the attitudes of others toward work (Braude, 1975). If a parent demonstrates a dislike for a job or a fear of unemployment, children will tend to assimilate these attitudes. Parents who demonstrate a strong work ethic tend to impart a strong work ethic to their children.
Another significant factor shaping the work attitudes of people is the socialization which occurs in the workplace. As a person enters the workplace, the perceptions and reactions of others tend to confirm or contradict the work attitudes shaped in childhood (Braude, 1975). The occupational culture, especially the influence of an "inner fraternity" of colleagues, has a significant impact on the attitudes toward work and the work ethic which form part of each person's belief system.
Among the mechanisms provided by society to transfer the culture to young people is the public school. One of the functions of schools is to foster student understanding of cultural norms, and in some cases to recognize the merits of accepting them. Vocational education,
for example, has as a stated goal that it will promote the work ethic (Gregson, 1991; Miller, 1985). Reubens (1974) listed "inculcation of good work attitudes" as one of the highest priorities for high school education. In the absence of early socialization which supports good work attitudes, schools should not be expected to completely transform a young person's work ethic orientation, but enlightening students about what the work ethic is, and why it is important to success in the contemporary workplace, should be a component of secondary education.
