Project Showcase

This project explored the number of high school students who work, how they allocate their earnings (for personal or family expenses), and how the COVID-19 pandemic has affected their ability to work. Through surveys and interviews, we gained insight into students’ financial responsibilities and the varying reasons they choose—or need—to work.

• Aivy: I was surprised by how many students have jobs. I initially assumed I was one of the few, but this project showed me otherwise. I also learned not to judge others based on assumptions—some students work out of necessity to support their families.
• Aurora: I didn’t initially understand the significance of student showcases, but this project opened my eyes to how many students balance work and school. I also realized that not all students who don’t work are financially secure—some simply don’t have the time due to other obligations.
• Both: We learned that financial circumstances vary greatly, and many students work to contribute to their households rather than for personal spending.

• Aivy: I come from a hardworking household—my mom is an aerospace engineer who works long hours, and I’ve always wanted to give back to my parents as a sign of appreciation. This project reinforced the reality that money is not easy to earn and that financial privilege is not universal. It’s important to understand different perspectives.
• Aurora: I initially believed only a small number of students worked to support their families, but I discovered that in many cultures, contributing to the household is an expectation. My parents have always emphasized the importance of working and managing money responsibly, which aligns with many of the stories we heard in our research.

• Aivy: If I could redo this project, I would prepare more in advance, ask more specific questions, and distribute surveys to a larger group to gather more accurate data. Learning about the struggles many students face has taught me not to take my own situation for granted.
• Aurora: I would expand the research by selecting students from different social groups and conducting in-depth interviews. I would ask about their household size, who contributes financially, and their reasons for working to gain a more comprehensive understanding of student employment.

• Aivy: I am most proud of how this project made me realize the hidden challenges people face. Many students work hard for different reasons—some for personal independence, others to support their families. Seeing how much my own parents sacrifice for me has made me even more determined to work hard and provide for my future family.
• Aurora: This project helped me understand the financial realities of my peers. I learned to ask meaningful questions about why people work and whether their families encourage them to save or contribute at home. It made me reflect on how I was raised and reinforced the importance of financial responsibility.