| American high schools teach students basic academic skills in an effort to produce employable, civic-minded, globally contributing adults. However, formal classroom instruction in and of itself does not always provide these same high school graduates with the practical experience and job-related knowledge required to gain a competitive employment advantage over students in other industrialized countries (Prestowitz, 2006).;Entering the employment market is more complex today than in previous decades. Markets are continuously shifting, new knowledge alters employment standards and the lack of jobs in various sectors makes the journey into global employment a high-risk endeavor. Seemingly, for American high school graduates, jobs and a quality life enabled by gainful employment are even more elusive because so little high school focus is given to the relationship between skill development, information access, and the world of work. Instead, emphasis is placed on high school graduation requirements which often lack specific focus on career-based training. This is problematic because high school graduates make critical decisions about future career choices based on limited information which is easily accessible (Gasper & Omvig, 1976).;A possible solution is to have high school students develop relationships with persons whom Stanton-Salazar (1997) refers to as institutional agents. Through these connections, students have access to educational resources and exposure to a myriad of career-path choices. As of now, the American high school system continues to produce graduates inadequately prepared to participate in a global economy. Therefore, access to employment information through social networks becomes crucial (Stanton-Salazar, 1997). In order to provide American high school graduates with a competitive advantage in the global economy, educational systems need to take immediate action to develop and integrate social capital in the high schools. |
