1979 Study: Youth Unemployment

JACKSONVILLE COMMUNITY COUNCIL, INC. A Report To The Citizens Of Jacksonville ROY G. GREEN, CHAIRMAN

,OCTOBER,1979

YOUTHUNEMPLOYMENT IN JACKSONVILLE SCOPE OF THE STUDY The Youth Unemployment Study Committee was charged with identifying the causes of high unemployment among Jacksonville's young people, 16 - 21 years old, who are in the transition from youth status to adulthood.

The study particularly applies to high school graduates and dropouts who are neither going on to higher education nor into the military, and who, therefore, join the rest of those people already seeking employment.

The study focused on questions such as: What kinds of jobs are available to Jacksonville youth? What kinds of employment do young people desire and expect?

How well do the two match up? Do youth want to work? Are they being well prepared for the transition into the world of work?

Youth unemployment is both a broad and complex subject, comprising many factors.

While concentrating primarily on the problem of youth as a whole, the committee recognized the even more urgent minority youth unemployment situation, as indicated in this report.

The committee

relied on evidence presented by resource persons and materials, all of which stated that youth unemployment is crucial.

However, opinions differed as to the priority of contributing factors.

The cons~nfiUS of the study committee is that these factors are interrelated, and that it is imperative that solutions be sought in each area in order to resolve the total problem.

Unemployment statistics in this report were furnished by the Florida State Employment Service employing a process utilizing several resources, the most important being the number of claimants (persons drawing unemployment compensation).

These figures are estimates, and are not to be accepted as absolute.

Also, the job availability figures furnished in this report are based on job estimating procedures which rely heavily on the continuation of past trends.

Thus, the projections should be considered as approximations and guides to general trends of demand for employment, and not as complete values of occupational requirements.

HIGHLIGHTS MAJOR PROBLEMS:

RECOMMENDED SOLUTIONS:

Many Jacksonville youth are unprepared for the world of work in knowing how to apply for a job, having the necessary job skills training, and knowing good on-the-job work habits.

The schools must emphasize the career orientation program to teach youth job application and interview skills, effective job training and good work habits.

Students need to be made more aware of the importance of these skills.

They also need more exposure to the kinds of available jobs. This program should be a part of the curriculum in a way that every stu~ent receives the benefit.

It should be started at junior level or earlier, and built upon during each succeeding grade.

The economy is slow, with a smaller number of available jobs. This adds to young peoples' problems of having to compete with the more mature, experienced workers.

Youth unemployment in Jacksonville is part of a much larger national problem.

Minority youth unemployment is more than twice that of other youth.

There is no national policy regarding the integration of youth into the work force which can be implemented at the local level.

There are not nearly enough businesses participating in co-op or other youth training program~

City'officials, with support from the Chamber of Commerce, must aggressively seek new business enterprises for Jacksonville to make new jobs available.

City officials, school officials, and local citizens should recommend the development of a national policy for youth employment.

When this policy is established, they should operate in its implementation.

co-

More businesses must join in the effort to curb youth unemployment by establishing co-op or other youth training programs.

FINDINGS Findings are derived from published materials listed in the references a consensus of committee understanding as reported by resource.persons.

When America was primarily an agrarian society, the transition of youth into the adult world of work was a simple one. Most young persons assumed jobs on the farm or in the nearby towns.

In later years industrialization produced new types of jobs, requiring more technical skills.

Urbanization developed, and by the 20th century; young persons' entry into the work force was becoming more complex.

Child labor la~s were enforced, plus the fact that youth found it necessary to become educated in new job skills.

In the 1960's there was an increased enrollment in schools at the college level. Those additional years of education better prepared college students for the transition to the working world.

Other youth chose the military as a method of transition.

During military service, youth learned job responsibility and o{ten some skills training which later was useful inothe civilian market place. But with the elimination of the draft, the military began to erode as a transition and preparation mechanism for youth.

Locally, the rate of unemployment of youth (16 - 21) is 13.4%, compared to an overall rate of 6.l~ (see chart). High school dropouts .are most adversely affected.

Their overall unemployment rate has at times been nearly double that of the high school graduate.

Despite the existence of a variety of federally funded youth employment programs, there is'no national policy regarding the integration of youth into the work force.

A COMPLEX PROBLEM

Today, many young persons not going on to college or into military service are finding it extremely difficult to secure employment.

Young persons in the labor force face a high rate of unemployment even when the labor force as a whole experiences relatively low rates of unemployment.

Even in the best of times, the rate of youth unemployment often exceeds three and one half times that of the labor force as a whole.

No single factor accounts for the high rate of youth unemployment.

While each of the several contributing causes listed below is singularly important, the combination and interrelation of these make this a complex problem.

Nationally in recent years, teenage unemployment has averaged five times that of the total civilian labor force over 25 years of age, while

1.

Lack of education

2.

Discrimination

3.

Poor attitude and employers

on the part of youth

5.

Increasing number of women entering the job market

6.

Effects of the minimum wage

7.

Post-war baby

boom, contributing

to the expanding

lwalter E. Williams, "Youth and Minority Unemployment - A Study," - Joint Economic Congress of the United States. 6 July, 1977, Page 2.

Florida

State Employment

Service, Jacksonville,

and/or job skills

4. Slowdown in the economy

youth 20 - 24 have experienced an unemployment rate averaging 2.5 times that of the general civilian labor force. Although youth (16 - 24) comprise 25% of the labor force, they represent 50~ of total unemployment.l Nationally, there 2 are over three million youth who are unemployed.

2

or from

Florida.

.2-

August,

1979.

labor force

Committee,

UNEMPLOYMENT RATES IN THE JACKSONVILLE SMSA

-

31. 2% J

30%

OVERALL

YOUlH

16

-

21

Ei e

27.0%

..

mNORITY YOUIH

25%

16

-

21

21. 7% 20%

-

--.g. _.~-

15%

-

..- -

.~.

0t-

10%

9.2%.

i-i

:8 ~-

~~=. lo--:t==~-:t-= --==-

;::8 ~

5%

11.2% 8N"

= -0-

iiiiiiiiiiiiiii/'

5 . 0 '"===-째= 10

4 0 "1=oo~

---째 ~~-E= -~ ~

-'"

..

0%

-~..110...?

_"I .~:

-,

.~ -,t

1970

1974 SOURCE: FLORIDA STATE EMPLOYMENT SERVICE

.3.

1979

ADEQUACY

OF EDUCATION

However, U.S. District Court Judge George C. Carr has enjoined Florida from utilization of the Student Assessment Test until the 1982-83 school year.

Judge Carr's ruling is currently under appeal.

Education as preparation for the world of work includes formal academic education, job skills training, and learning to function in the "world of work", i.e., the ability to combine education and skills training, plus the knowledge of the job application and interview process, on-the-job work habits. etc.

Job Skills Training in Jacksonville Formal Academic Education Vocational education is offered by both Florida Juniot College and the Duval County School System, as established by state agreement.

The School Board is charged with serving anyone 19 years or younger without a diploma, while Florida Junior College is primarily responsible for those youth older than 19, with or without a diploma.

Also established by law is a council for Duval and Nassau Counties to coordinate the efforts of the local schools and the junior college.

Several national assessments of youth show that about 201. of youth in the late 1960's and early 1970's were not able to function effjctively in reading, writing and computation.

In Jacksonville, many employers report the same problem.

These employers cite this deficiency as a definite detriment to employment.

When a local apprenticeship program recently administered its aptitude test to 24 high school graduates, all 24 failed. Some no longer require a high school diploma for admission to their program.

Job skills training in the school system is based on assessment of the job demands of business and industry, and assessment of the career goals of students regardless of the availability of jobs in these occupations.

The Duval County School System employs 530 vocational education teachers covering 60 trade occupations.

Vocational education programs are available in all comprehensive high schools and in three skills centers.

The Duval County School System, acknowledging this problem, now administers the Minimum Level Skills Test in all required courses.

The tests, developed by classroom teachers, cover essential basic information which the student must know before passing the course.

In addition, local schools have administered the Florida Student Assessment Test (Functional Literacy Test), described by a Duval County school official as testing the students' "basic down-to-earth minimal life survival skills."

Each student has four opportunities to pass the test, which is required for graduation.

The test is composed of two sections, math and communications, which includes readin~ and writing.

The skills centers attempt to provide effective vocational training utilizing sophisticated equipment, which cannot be provided in every school because of the cost factor.

Students enrolled in the skills centers spend 2/5 or 3/5 of the day at the centers, and the remainder at the regular schools. Those students take academic subjects and participate in extra-curricular activities at the home schools. They receive their diplomas from the home schools.

In a sense, the skills centers must compete with the regular schools for students.

The home schools receive funding through an FTE (full-time equivalent)

This year, 565 Duval County Public School students failed the Student Assessment Test.

Of those,.300 students would not have graduated anyway because of failure to meet local requirements such as credit hours, attendance, etc.

3

Robert Sartin, ''Youth Unemployment: Journal, October, 1977, Page 28.

Part Problem,

4

Part Symptom."

American

Vocational

stagnating number of jobs.

Because there is a great deal of competition for available jobs, it is imperative that youth have marketable skills to sell. Jacksonville has a number of other established training programs to help meet the high unemployment problem, 1.e., the Jacksonville Youth Employment Programs, the Jack~onville Job Corps Center, the Jacksonville Opportunities Industrialization Center, the Youth Employment Task Force, sponsored by the Jacksonville Area Chamber of Commerce with the Jacksonville Urban League and University of North Florida, and the Jacksonville Manpower Division's CETA Title IV summer program and Title IV year-round work experience program.

The purposes of these programs are essentially the same: to prepare the trainees for entry into the job market by teaching work skills, providing motivation.and.emotional support, and developing job application and interview skills, and assisting them in the transition from school to the job situation.

However, there appears to be little communication among these programs, nor between these programs and the Florida Junior College and school system, and very little coordination of effort or exchange of information or ideas.

Since high school dropouts face a greater chance of unemployment than those with a diploma, schools attempt to motivate students to stay in school.

One way is by helping the student focus on a favorite subject or even an extra-curricular activity to renew his interest.

Another is the career awareness program through which businessmen speak and in some cases teach classes to students, utilizing related equipment.

Three different viewpoints were presented by resource persons about job skills education in Jacksonville: 1.

Jacksonville's skills centers and other job training facilities train youth well and place them in appropriate jobs upon completion of that training.

2.

The skills centers and job training programs are training youth for occupations that are not available or in which there is no demand, and, therefore, the employment of these youth remains a problem.

3.

-

labor market.

School officials, however, wondered if the unions were attempting to downgrade and create a poor impression of vocational programs to prevent even more persons from entering the labor market and competing for the

system, based on five hours a day, five days a week attendance.

Monies are appropriated by category, with increased amounts designated for classes requiring specialized equipment or teach~rs, such as special education, vocational training, etc. If a student attends a skills center for part of the day, the home school, while still receiving funding based on that student's enrollment as a regular student, loses the increase it would otherwise receive if that student attended the vocational education classes at the home school.

Presently, students from 14 of the 16 high schools within the school district are enrolled in the skills centers.

In addition. there are apprenticeship programs which have similar purposes to the ones mentioned above.

There are basically four types of apprenticeship programs:

The training programs, though adequate, cannot solve the unemployment problem because there are just not enough jobs to go-around in all occupations.

Educators and employers differed in their perceptions of the availability of jobs. Representatives of the skills centers stated that a job is available for every person wanting work.

Employers~ however, spoke at length about the lack of jobs in Jacksonville and of the sluggish local economy.

Youth described difficulties in finding jobs, particularly jobs which could develop into successful careers.

1.

Individual company working with labor and management participation.

2.

Individual company with no organized labor participation.

3.

Group of employers with no organized labor participation.

4.

Group of employers and organized labor forming a joint apprenticeship and training committee to establish the standards and handle all aspects of training.

Registered apprenticeship is directly affected by the economy, and it has been noted that the economy is in such condition that the apprenticeship programs have had limited success in placing youth. As of December 31, 1978, there were 63 registered apprenticeship programs in Jacksonville, with 840 enrollees; (In 1973, there were approximately 90 registered programs with approximately 1,800 apprentices.)

Further, union representatives questioned the ability of the schools to train students adequately for jobs, claiming the school system Is not geared to putting people in the

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of their education as is necessary to succeed in their transitory period, once they obtain their first job.

A work-study program of school industrial education trains students in industrial skills over a two-year period, usually in the sophomore and junior years. During senior year, the .tudents attend classes half time and work haH time. Program coordinators within the schools locate jobs for the students, and follow their progress, working closely with student participants and employers.

In 1978, over 1,700 students were enrolled in co-op programs working half a day. Together they earned more than $4.5 million at an average wage of $2.95 per hour. The Superintendent of the Duval County Schools estimates the rate of retention of high .chool senior co-op students in employment after graduation to be 66~.

Learning to Function in the World

Although the counseling program has been expanded, there are not enough counselors to meet the present needs.

EXISTENCE OF DISCRIMINATION

Although often difficult to document, discrimination against youth in general and minority youth in particular was noted by several resource persons, both youth and adult.

Non-white males are particularly affected.

Statistics from the Florida State Employment Service (1979) give the unemployment rate for white males in Jacksonville as 12.3%, while the rate for non-white males 25.8%. There are several sociocultural differences which may manifest themselves in terms of lifestyles, behavior patterns and the like which are acceptable in the black community but may not be so in the white community.

These may be a factor in the employment interview - differences such as Afro hair styles, long fingernails on males. speech patterns, etc. If two capable persons are interviewed for a jobs the employer will more likely choose the one who looks and acts like most of the others in the organization.

This may often place the young black males at a disadvantage.

While most companies have nondiscrimination policies regarding hiring and promotion, and attempt to abide by them, as these policies are implemented from the president to the personnel department, and to supervisors and manager, the chances of discrimination increase as other persons become involved in the process.

Resource persons stated that as other factors of running a company demand attention, the implementation of a nondiscrimination hiring policy may be placed at a lower level of priority.

of Work

Youth in Jacksonville are experiencing much frustration when seeking jobs, since many of them have little or no experience, and most employers seek the experienced applicant.

In addition to lacking work experience, the young applicant frequently does not know what the employers expect, does not know how to present himself to the employer, is totally unfamiliar with the interview process, and does not even know how to properly complete an application form.

Sometimes youth apply for jobs about which they know little or nothing. While some training programs offer counseling in the job interview process - how to dress, speak and act - the overall picture is one of a general lack of preparedness on the part of youth.

In the schools there is a program of education dealing with the above areas.

Presently there are 40 occupational specialists charged with providing students with information about job availability and job locations.

They teach job interview skills, proper dress and how to complete job applications.

However such a program has no standard place-in the curriculum.

Therefore, a student mayor may not be instructed, depending upon whether or not his school is implementing the program and how.

Some youth feel that simply because they are young they are often overlooked in favor of the more mature employee.

It is the consensus of resource persons that there is a need for more participation by private business and industry in the hiring of young persons.

Also missing in youth's education in the world of work is the counseling to help them through the orientation period of their first job experience.

The importance of attendance on the Job, punctuality, respect for others, manner of dress and speech, and dedication to doing a good job have not been as much a part

ATTITUDE OF YOUTH TOWARDS WORK

Resource persons agreed that the attitude of youth is a key factor in successfully applying for and holding a job. Some youth feel that

-6.

they should begin at age 19 at the same jo'b status and pay at which their parents finished at age 65. They are not willing to start at the bottom and commit years to learning a trade or profession.

Employers, however, should realize that young people are also affected by inflation and need a reasonable wage.

In new job situations employers have stated that many youth display very little responsibility, not showing up for work, coming in late, etc.

Many young people are not prepared to think about their future. Lack of motivation to stick with a job is an apparent problem, particularly when it requires extra effort, such as finding transportation or working odd hours or weekends.

From ~he point of view of many youth, a low-paying job is better than no job at all.

Whenever the minimum wage is raised or a new segment of industry is covered by the minimum wage laws, some lose their jobs. The major argument against minimum wages is simply that more people would find work if employers were not forced to pay a set minimum.

Some resource material noted that a minimum wage level contributes to youth unemployment, saying it adds to businesses' operational costs and reduces their incentive to offer training programs and benefits.

It also encourages them to increase automation as a substitute for labor, and to raise prices to compensate for higher costs. The number of Americans directly affected by increases in the minimum wage is growing to record heights yearly.

These affected individuals are not guaranteed a job at the new minimum wage; they are merely ensured the new minimum wage if their employers are willing and able to continue employing them.

In addition, youth are inclined to pass up jobs which they regard as "dead end" or involving menial work. However, work experiences, even in the most menial of tasks, aid the young person in the acquisition of skills and attitudes which may make him a more valuable employee in the future. He may learn effective job search techniques, good work habits, and acquire a sense of self-respect which comes from being independent or semi-independent.

Moreover, the idea o( dead-end jobs may not be valid, since many people experience career advancement across jobs as opposed to within a particular job.

It was suggested that the current generation of adults has instilled in their children values which have diminished the desire to work, and tbat perhaps there is a need to strengthen work ethic.

OTHER CONTRIBUTING FACTORS

the

In general, the size of the labor force has been expanding faster than the number of available jobs. In 1978, seven million women (mostly in 25 - 34 age group) joined the labor force. With more and more women re-entering the work force, jobs become less available to inexperienced youth.

EFFECTS OF THE MINIMUM WAGE ON YOUTH EMPLOYMENT

The postwar baby boom has also contributed to the expanding labor force (which will continue to expand in the 1980's although at a slower rate). It was responsible for the increase of workers in the 16 - 24 age group from 15.5 million in 1967 to 23.7 million in 1977.

During this same ten year period, the 16 - 19 age group increased from 6.5 million to 9.3 million.

The latter group accounted for about 251 of the total unemployment in 1977.

Slow economic growth and inflation have required businesses to put emphasis on the workers who can come in at the entry level and be productive.

There are two points of view regarding a minimum wage: 1.

A minimum wage is necessary in order to guarantee all covered workers a minimum standard of living.

2.

Minimum wage laws may result in increased youth unemployment because employers perceive many young people as not sufficiently productive to warrant paying the minimum wage.

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In Jacksonville

the combination

Transportation is often cited as a detriment to the employment of young persons. This is particularly true when job hours are nonconventional, such as a 3:00 - 11:00 p.m. shift.

In Jacksonville, many buses do not run after 10:00 p.m. For that young person with no other mode of transportation, getting to or from work is impossible.

Dependence upon relatives, friends or neighbors for transportation to the job site on a regular basis is often viewed by youth as an inconvenience at best, and in many cases is a major factor prohibiting employment.

Also, when a business relocates to another part of town, a young employee without means of transportation may be forced to leave that job and seek employment closer to home.

of these two

factors points to high youth unemployment.

One-fifth of Jacksonville's population comprises youth ages 15 - 24; unfortunately, the city has not developed economically to be able to provide jobs for all of them.* The abuse of alcohol and drugs creates difficulties for youth in finding and maintaining employment by impairing the desire and ability to seek work and interfering with work performance.

Continued alcohol or drug dependence also affects long-term commitment to a job, since the motivation for seeking employment may be only to earn enough money to meet immediate needs.

*Although there are no available statistics to document this, resource persons and materials repeatedly stated the problem of inadequate job availability.

The Florida Department of Commerce stated that although jobs in Jacksonville are increasing, Jacksonville is well below the expected rate of increase for the state. ...........................................................................................

This year there were approximately 7,500 students leaving high schools in the Jacksonville S~ffiA. The Florida Department of Commerce Division of Employment Security estimates an increase of approximately 6,500 new and 11,900 replacement jobs (all occupations) in the Jacksonville .5MSA per year.

However, it is impossible to determine how many of these jobs are filled by older experienced workers, women re-entering the job market, persons from out of town, or returning college students and veterans.

In addition, it is impossible to accurately det~rmine how many of these jobs accomodate the unskilled, such as those recent high school graduates or dropouts with little or no real job experience.

CONCLUSIONS

1.

c.

The Youth Unemployment Study Committee recognizes the efforts of the Duval County School System in the area of occupational specialists, yet more emphasis is needed in three areas:

a.

Good on-the-job habits, such as punctuality, dependability, courtesy, and how to deal with job-related problems effectively.

2~ The Committee recognizes

the fact that a major new effort in vocational education by the School System is being undertaken with the establi sruuent of three skills centers.

Where the jobs are: Counseling youth about job careers and specific jobs available in Jacksonville.

b.

How to keep a job:

3.

How to apply for a job: The job obtainment process of interview and filling out job applications.

.8.

The funding of public schools according to FTE methods appears to promote more competition than cooperation uetween the skills centers and the regular schools.

4.

10. .There are many factors which adversely a"ffect the hiring of young people by some employers, two of which are the minimum wage law and the increasing numbers of women into the work force.

The community's attitude towards career! vocational education must be more positive 1f successful employment of more young people is to be achieved.

5. The promotion of career/vocational

11.

education and encouragement of business and industry to participate in youth training programs appears to be a piecemeal, sporadic approach, rather than an organized total plan through the school system or other community organizations.

6.

7.

8.

9.

Although most employers have adopted nondiscrimination policies, in practice, some discrimination persists in the employment of youth.

12. Youth culture and ethnic variables can inhibit chances jobs.

Education cannot be the only mechanism through which youth are assimilated into the iabor force. .It remains the primary means of preparation for the world of work.

Other means must be explored expeditiously.

A successful work career is very often determined by early work experiences which have h~lped develop good attitude and job skU Is. There is a need for expanded apprenticeship and on-the-job training programs to prepare youth for entry into the labor market.

There is insufficient cooperative effort among job training programs so as to effectively coordinate a network mechanism of good program development and training techniques, etc.

of youth finding and holding

13.

I~adequate employment

14.

Although youth unemployment is a national problem, Jacksonville is affected because of its particularly high number of young persons, and its slow economic development.

15.

In view of the many factors contributing to youth unemployment, the creation of more jobs will not in and of itself solve this problem.

16.

In view of the high rate of youth unemployment, it is necessary to establish a national and state policy regarding the assimilation of youth into the work force.

public transportation limits the opportunities of some youth.

17. The eventual cost to society brought about by the lack of helping youth through the threshold between education and the world of work is one this country can ill afford.

RECOMMENDATIONS 1.

The Duval County School System should:

a.

Review, revise and expand its program in "work orientation".

It should begin in the junior high grades at the latest and should be comprehensive, grade by grade, and mandatory in the sense that it i~ built into the curriculum for all students (not just "vocational" 'St;;dents).

b.

Continue its positive expansion of vocational skills training opportunities in the skills centers and in regular high schools.

Care should be taken to ensure that career/vocational students remain in the mainstream of

2.

regular public education.

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c.

Expand opportunities for all students for one-on-one career/vocational .counseling in the high school grades.

d.

Expand job development and placement services available to high school seniors and/or those 16 years or older.

Increased efforts should be made through family counseling agencies, parenting education programs, etc. to educate parents in how they can better prepare their children for the world of work.

3.

a.

b.

4.

5.

6.

8.

As more jobs become available, the committee recommends expansion of apprenticeship programs.

Encourage employers to hire, train and promote young persons, especially minority and disadvantaged youth.

9.

Continue working with other public' and private community leaders to attract to Jacksonville new economic enterprises with additional employment opportunities, especially those which can directly or indirectly benefit youth seeking jobs.

Efforts by government to reduce unnecessary forms, reports and procedures should be encouraged and expanded to ensure maximum results for the least cost.

10.

Local citizens and leaders should encourage the establishment of a national service corps designed to provide work experience opportunities for all youth.

City officials, led by the Mayor, and supported by the Chamber of Commerce and the Downtown Development Authority should:

11. The committee

recommends and requests that the JCCI Board of Managers utilize an Ad Hoc group of Youth Unemployment Study committee members to disseminate this report to the following persons and organizations, for their information and as an impetus for action:

Employers, especially managers of large organizations, should monitor their nondiscrimination policies to ensure that there is not a breakdown in the implementation of the spirit of these policies as they pertain to youth.

In addition, these employers should be sensitive to contemporary cultural variables which are Dot. productivity related.

In order to improve coordination of planning and service delivery in the area of youth employment and employment training, a Metropolitan Coordinating Council for Youth Employment should be established in Jacksonville, as a joint initiative of the Mayor and the Chamber of Commerce.

Hembership on the council should include parents, educators, labor and employers.

Staff support should be provided through the city's Manpower Division.

-

Vice-President Walter Mondale, White Bouse Youth Task Force

-

Ernest Green, Assistant Secretary of Labor for Employment and Training

-

Governor Bob Graham, State of Florida, Tallahassee, Florida

-

Government Officials, Tallahassee, Florida

-

The Metropolitan Coordinating Council and such organizations as the Private Industry Council (PIC) should take aggressive stands encouraging the development of new public and private partnership efforts to open up new opportunities for on-the-job training for youth in the private sector.

Senator

Lawton Chiles

Senator

Richard Stone

Representative Charles Congressional District

State of Florida,

Bennett, 3rd

Representative Bill Chappell, Congressional District

4th

-

Members, Duval Legislative Delegation

-

Mayor Jake Godbold, City of Jacksonville

-

Memb~rs, City Council, City of Jacksonville Duval County School Board

7. The Metropolitan Coordinating

Council, with local business leaders, should raise the issue of national debate of a possible variable minimum wage provision designed specifically to open up more jobs to youth.

-

Economic Development Council, City of Jacksonville Chamber of Commerce, City of Jackson-

ville

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COMMITTEE WORK AND MEJI!IBERSHIP Management A series of meetings was held with resource persons representing local business and industry, labor unions, the Duval County School System, Jacksonville Skills Centers, local job training programs, the Florida State Employment Service, and the Florida Bureau of Apprenticeship. Some Jacksonville youth were also interviewed, and a number of timely articles dealing with the subject were provided to the committee members as background material.

Team:

Jim Burnette Vera Davis Mary Alice Phelan Committee

Bobby Reid David Swain Barbara Twine

Members:

Gary Adler John C. Barbour Arthur Bolte James Borland Clanzel Brown Benny Davis Shirley Etheridge Emmet Ferguson Robert Flowers James Gloster Iris Goodstein

Study committee members include: Chairman:

Miles Henderson Meltonia May Jane Neilsen Gene Parks Brenda Priestly Frank Satchel Bruce Smathers John Sulik Israel Tribble, Jr. Arnold Tritt Albert WelJ s

Roy C. Creen

RESOURCE PERSONS TO THE COMMITTEE

John Alexander, Vice-President American Heritage Life Insurance

Suzanne Dutton, Division of Manpower, City of Jacksonville

Company

Reverend

Joe Arnold, Youth Employment Programs, Jacksonville Manpower Division

Arnold Hilpert,

Sam Hollman, Jacksonville Phyllis Benton, Personnel Southern Bell Telephone Company Al Bertani, Jacksonville Area Chamber Commerce Chairman, Chamber - Urban League UNF Youth Employment Task Force

Hollybrook

Homes

Urban League

Dr. Joseph McCuen, U.S. Navy Recruiting of

Marva McKinnon, Director Florida Junior College Jim McManus,

of Special

Programs,

Florida Bureau of Apprenticeship

James Brunson, Director Jacksonville Job Corps Center

Joe Mitchell, Principal, Wests ide Skills Center, Duval County Public School System

Eddie Cholerton, Training Director Jacksonville Plumbers and Pipe fitters

Linden Moore, Student,

Carolyn Clay, Jacksonville

Job Corps

Nathaniel pavis, Principal, Northside Skills Center, Duval County Public School System

Florida Junior College

Ralph Hoore, Student, School

Stanton

Senior High

Hank Horgan, Training Shipyards

Director,

Willard Payne, Owner, McDonalds James Deaton, President, Jacksonville AFL/cIO Counci 1

Jacksonville

Restaurant

Jeffrey Pittman, Legal Investigator and Legal Assistant, Williams and Stapp, Attorneys

William DeSue, Personnel Officer, University of North Florirl~. Ch~mher Urban League - UNf Employment Task Force

Jerry Riedel, Director, Jacksonville Downtown Office, Florida State Employment Service

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. .Y

y

Dave Rigsby, ,Director, Vocational and Technical Education. Duval County Public School System Herb San~, Superintendent, School System

In aadftion, information and assistance provided by:

was

Duval County Public Mr. Gerald Clements Labor Market Analyst Florida State Employment

Joyce Tapley, Student, Edward Waters College

Service

Calvin Telfair, Student, Edward Waters College Linda Thompson, Personnel, Prudential Company

Insurance

Dr. Larry Paulk, Assistant Superintendent Administrative Affairs Duval County School System

Louis E. Toth, Director, North Florida Carpenters Apprenticeship and Training Committee Dr. Israel Tribble, Vice-President and Dean of Academic Affairs, Edward Waters College

The committee was staffed by Richard L. Bowers and Margo Fugeman. with assistance from Annette Brinson.

David Way, Deputy Director, Jacksonville Opportunities Industrialization Center

REFERENCES

Anderson,

Loeb. Marshall. "New Bridges Between Blacks and Business." Time, 22 January, 1979.

----

Bernard E. "Tapping Youth for the Nation's Needs". The Christian Science Monitor, 8 November, 1978.

National

Backman, Jules. '~orking in the 1980's: Less Unemployment, Fewer Opportunities."

Nation's Business, March, 1979.

Economic News, Barnett Banks of Florida, 23 February, 1979.

Occupational Specialists Activities 1978 - 79.

Duval County School System.

Duval County Career Awareness ProRram, 1978 12.

Falconer,

Raspberry, Wi lliam. "A Speda I'Plea for

Duval County School System.

Special Pleading for Black Youth."

The Florida Times Union, 18 December, 1978.

Robert T. ''Minimum Wage Offers Benefits to the Poor, But Costs are Greater."

The Money Manager, 18 November. 1978.

Sartin, Robert. '~outh Unemployment: Part Problem, Part Symptom". American Vocational Journal, October, 1977.

Florida Em 10

ent Directions 1974 - 1985 Jacksonville SMSA State of Florida Department of Commerce Division of Employment Security Office of Research and Statistics, Tallahassee, Florida.

December, 1977.

'~rough

Good Times and Bad, Joblessness Among Blacks Keeps Right on Rising."

The Wall Street Journal, 1 February, 1979.

Williams, Walter E. "Youth and Minority Unemployment - A Study." Joint Economic Committee. Congress of the United St3tes. 6 July. 1977.

''ijard Times Hit Youth First." The Florida Times Union, 8 December, 1978.

.12.

ABOUT THE JACKSONVILLE COMMUNITY COUNCIL, INC. The

Jacksonville

uon-profit

chartered of three

Community

Council,

Inc. is a

JCCI f~nctions primarily through the volunteer citizen study committee process:

broad based citizen organization in 1975.

JCC1 represents a merger CO~ler

community

A Program Committee from the JCCI membership recommends issues of community interest.

groups:

The Community Planning Council The Commission on Goals and Priorities for Human Services Delegates to the Jacksonville Community Planning Conference at Amelia Island Its

goals

the JCCr Board of Managers approves issues of study for the year.

Study committee chairpersons team are selected.

and management

are:

Study Committee participants are recruited from JCCI membership and the community.

To build citizen competence and awareness in effectively participating in community affairs. .

the

The Study Committee obtains a data base by means of regular meetings with responsible, knowledgeable resource persons, and staff research.

To strengthen and improve the capability of community institutions of the community.

to serve citizens

.

To forecast emerging trends and opportunities that will impact the quality of community life.

.

To act as a catalyst decision-makers.

When the fact finding phase is completed, the committee reaches conclusions and makes recommendations as part of the final report.

for bringing together

The report of the Study Committee is released to the public after consideration and approval by the Board of Managers.

JCcr is funded by: JCCI members work to implement the recommendations of the report by communicating their findings to appropriate public officials and the community at large..

The United Way of Jacksonville The City of Jacksonville Gifts from private corporations Grants for specific research and evaluation projects

BOARD OF MANAGERS

Yank D. Coble. Jr. Robert D. Davis Joan Carver George Corrick Eleanor Ashby Jacquelyn Bates John Bryan

J. J. Daniel Vera Davis

President President-Elect Secretary Treasurer

Albert Ernest Howard Greenstein David Hicks Ken Johnson Daniel L. Lauray

.13-

Flo flell Ozell Robert Schellenberg Suzanne Schnabel Robert T. Shircliff Eddie Mae Steward

JCCI MEMBERSHIP James H. Abernathy Henry Adams Robert H. Adams Gary Adler Fred Aldridge Jo Alexander Bob Alligood Eleanor Ashby James Atkins Barbara Bald Ronald J. Bamdster W. Ray Barbee John Barbour Gerald Bartels Judy Batchelder Jacquelyn Ba tes C. Ronald Belton Luann Bennett James V. E. Bent Stephen Berry W. O. Birchfield Margaret Black Susan H. Black James R. Boddie. Jr. Arthur H. Bolte

Forrest F. Boone James L. Borland John Bowden Bruce Bower Wayne Bowers Frederick W. Bowman Mary-Louise Boyer Lew Brantley Alexander Brest Clanzel Br own John C. Bryan J. Shepard Bryan. Jr. Cecilia A. Bryant Ezekiel Bryant J. D. Buchanan. Jr. John Bunker James W. Burke J. W. Burnette Johnnie Lee Byrd John F. Byrne William H. Caldwell Betty Carley Joe Carlucci Deloris R. Carn Tom Carpenter Dale Carson Ulysses B. Carter William Carter Joan Carver Robert Carver R. Daniel Castle Gene Center Frank Cerveny

Yank Coble Corine W. Cole Eddie Collins, Jr. Cecil W. Cone Daniel Cook William Cook Genie Cooke George Corrick O. B. Cosby Richard Covey Nancie Crabb

L. E. Crittenden

William J.

Crossen

Joseph Cullen Gerald Dake Howard L. Dale

J. J. Daniel Lee Daniel.

Jr.

James E. Davis Kevin L. Davis Robert Davis Vera Davis Wal ter Dickinson Honey Donziger Dottie Dorion Walter Dorman Paul C. Doyle Varina M. Druce Ruby R. DuBose Lawrence J. DuBow Connie Edgar Ken Eilermann Albert Ernest Shirley Etheridge Roosevelt Evans Jimmie Fant Drema Farmer

James S. Farr Richard G. Fenn Emmett Ferguson Ronnie Ferguson George R. Fisher Susan Fisher Robert Flowers Joe Forshee Tillie Fowler Ginger Frailey Ellen Frank.

George A. Frank Moses Freeman. Jr.

Juanita L. Fretre Frank Friedman. Jr. George Gable. Jr. John F. Gaillard Marvin Ganson Sallie Garlington Judy Gefter

Courtney L. George

Margaret Gibbs Harold Gibson Jim Gilmore A. E. Girardeau James A. Gloster Jake M. Godbold Herbert Gold Gerald Goldsmith Lois Graessle Alice Grant Cynthia Carey~ran\: Monty O. Greene Howard Greenstein J.nne Grimes Richard G. Groff B. A. Grubbs Ginger Guyette Alice R.' Hadwin Mattox Hair Pat Hannan Major Harding George Harmon David Harrell William Harrell Rosanne Hartwell Preston Haskell Tom Healy James Henry David Hicks Marvin Hill.

Jr. Helen Hoekenga R. B. Holmes Wendell Holmes Betty Holzendorf Ella Hornsby Homer Humpht-ies J. Earl Huntley Rodney L. Hurst Kit ty Inman Alberta Jackson David B. Jackson Hattie R. Jackson Jesse A. Jackson William Jackson Marilyn Jacobs Judy Jacobson Isaiah James

Kenneth L. Johnson William L. Johnson Charlene Jones Silas E. Jones Morton Kesler Charles E. KinK; Ira Koger Daniel Kossoff Julie H. Kuntz Helen Lane Daniel Lauray

William

G. Lee.

Jr.

Melinda J. Leighty Madelyn Levin Ear I Lewis John Lewis Max Long George Longworth Jean Ludlow Royce Lyles Wilford C. Lyon. Jr. Lacy Mabon Bruce Manning Richard C. Martin Hugh Maston. Jr. William S. Mathias.

Jr. Mel tonia May Donald McClure Jane McCullagh James T. McGibony Anne G. McIntosh Rudolph McKissick William C. Merwin

Joseph F. Mikulas Bobbie-Sue Miller Gene Miller Doug Milne Teala Milton

John P. Minahan John Monsky Max K. Morris Linda Moseley

Michael J. May

E. Ronal Mudd

Rod M. Nicol Maria O'Hearn Michael S. O'Leary James M. Olsen Prime Osborn Flo Nell Ozell Steve Pajcic Ted Pappas Gene Parks Espie Patrinely Pam Paul

Trinita

L. Petersen

Mary Alice Phelan Brenda Priestly Jack Quaritius Caroline Rademacher Ann Radwan Christine Rasche Harry Reagan Bobby G. Reid Me1vin P. Reid Mac Reigger Franklin Reinstine Del Revels Robert L. Richard

James C. RiIUUlllU1 Lynwood Roberts Andrew Robinson Anne Ross Johnny Sanders Herbert Sang Frank R. Satchel Bob Schellenberr Gert

Schmidt

Harry Schnabel Suzanne Schnabel Fred Schultz Isabelle Sears Fred Seely Bettye Sessions Barbara Sharp Sandra L. Sheppard

R. T. Shirc11ff

Mary Lou Short Frances Simmons Kenneth M. Smith Bette

J. Soldwedel

Leonard Spearman Mary Spuhler John Stafford, Jr. Martin Stein Robert A. Stern Eddie Mae Steward Kathryn Strayer Jo hn J. Sulik I. M. Sulzbacher William Sulzbacher Marcus Tamplin Hans G. TanZler C. Chadwick Taylor Mari Terbrueggen Robert H. Threlkel James H. Tobin Arnold Tritt" Barbara Twine Ashley Verlander

B. J. Walker

Larry J. Weas Thomas E. Weaver Al Wells Jim Wells Dick Weston-Jones Coby R. White Margaret Wiegand Isaiah Williams Walter Williams.

Jr. Courtenay Wilson Hugh Wilson Stephen R. Wise Betty Wood Wayne Wood Julie Woodruff Benjamin Wygal Claude Yates

R. P. T. Young A. P. Zeche1la Barbara Zi~rman

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