College is traditionally viewed as a time to focus students on class work and completed his studies before his career seriously. But a growing number of students, while studying the work, whether it is a financial need to restart their careers, or to give them meaning. to learn Noel Anderson, author of works: weakens the gap between training and career path for young people, he says that universities and other scientific institutions needs better realize that more students than ever are working while studying. He also argues that there are new ways to be school to mix and paid work, with benefits in both areas of life. TIME recently sat down with Anderson, also a president, management and administrative service technology at the New York University Steinhardt School of Culture, Education and Human Development down to discuss his research for which students work and what can institutions academic do better to support this behavior. The following interview has been edited for length and clarity. More Anderson, noted earlier video interview TIME. TIME: What prompted you to write this book? NOEL ANDERSON: I was looking at the data for access to university – I was always interested to go beyond the students of color, the working class and poor students in college. I did not realize that we are most young people had in college, but a significant number of statements. And what I wanted was to understand why this happens? If we open the door, because it is people do not necessarily go through and complete? And I realized, looking at the data that many young people are working. We are at a crossroads, where one side of it, we have opened access to college, but people are not completing, and we also see that a significant number of jobs for young people. So the question becomes, what happens and how to reconcile? They found that about 70% of students in Community College is college and the work to participate. This is an incredible number. The reality is that more young people are working, more students more work today than ever before. Do not you are doing it only because they make ends meet, they do it because it is part of their career path, it is part of their identity. And what we did is really captured this reality. Schools still think that actually goes to school and to work. It is a carrot and stick. But in reality, we see that the carrot can be in the work done to make the completion of the school. So that was the problem. The vast majority of people have to work. So what do we as institutions to support this? You’ve found the interessantesten some make use of data in common? What we see when we see the data show college that we the people around 70% goes to work in college actually go to school. Visit the vast majority, 60% or more, community colleges tend to be students of color or underrepresented minorities. At the high school level around 40-50% of students actually works. And we also work some initial data of the middle school students. It is not necessarily in formal jobs, but they do things that might be under the table, or doing other types of work, care of families. Thus we see soon enough data from people actually working. One of the themes of his book, such as might be better ways to serve Latinos and blacks especially young boys. When it comes to children and training in black and Latino, we realized a couple of things wrong. One is that we have had this problem on their needs and how to identify false. For kids of color, from which to see the driver for a number now, as we are in the data, is not necessarily just go to school and leave school. Working for them is right in a way that helps them to inform and inspire a driver to complete academic reality. That’s one thing. The second thing we talk about is not enough that the work for kids of color part of an identity, no matter. What does it mean? It means that when I see my family … people around me work may have that are not necessarily white collar, but the way in which the eyes of the family to work, the way in which ethics is a unit worth worth their identity, these young people in one place as a CVS, right, but it could work for them, aid money home to be able to bring their own form of identity and gives them a place in their family. But we really limit. We do not really investigate. We see that like, well, this is not a career path, like CVS does get to be a lawyer? But at this time to bring home money to be able to support my family, it is a driver that gives me self-confidence and dignity that I try. But this is also what it means to be in a family, could be the working class, could be working to have an identity that is shaped by the work. The last thing the data show that among young people of color, mostly black boys and black girls, once they start to work, if they have the ability to work, 14, 15 years, has not only only long-term economic impact, but also helps things esteem and identity and pride. These are the things that we tend to reduce. The professional identity that we see so proud with the elders, we see that when it comes to young people. So, this is what they get wrong. We need this and almost to our old model to correct that very middle class can be much more focused on the white population that going to what it means to work and a person of color in the current climate in school be. How should we change the way we think of college to solve your results? If we find that young people know, and we know that adults, even if they go to school, work, go to school, then how can we start increasing the tell-level political talks, ‘Well, how to support us? ‘What does this idea of work and based on a system of learning work to establish both in policy and practice, in which you can have both? This means that if I am a 12th grader in New York City public school, I would sit in a classroom for eight hours all day long? Or the time that I should get to that level I have a couple of hours that I work on a job that is connected on a career path, and I’m still getting credit? So the balancing act, I believe, must be – we have to interfere with this kind of bifurcated political and type of educational paradigms that are suitable exactly what people are doing what young people actually do. They say by their actions, “we need both.” But the policy here and the speech here with their actions and what they do, shows otherwise. We need to recover.