Compare and Contrast: Places Where People Live and Work

In China, recently, there were about 690 million students who graduated from universities, but only 60% of them were hired by companies. Because the remaining 40% of graduates didn't have working experience, namely they didn't have some social activities to attract employers, whereas 60% of graduates employed are not for their social abilities but for their precious qualities (Docin, 2012). The reason why few students employed are that parents take much care of their children and scores are the only standard qualification to enter the university. However, in terms of America, "almost 80% of students work at least part time, and about 90% of graduates can find a job"(Fottrell, 2013). Why is this situation different from China? Because in the U.S.A., working experience is a criteria to admit students whether they can go to the university or can be hired in the company. Furthermore, American parents won't give students enough money when they are over 18; students need to pay for their tuitions and buy some daily necessities by themselves. In this essay, I will make a distinction between Chinese and American students' attitudes towards finding part-time jobs by determining high school students and college student based on the internet survey and comprehensive methods.

For high school students, Chinese students think taking part-time jobs is futile for them, while American students think it is a good preparation for them to adapt to society for the simple reason that the different educational environments. First of all, Chinese families and American families have differences in educational mode. In China, only 3% of parents encourage adolescents to do part-time jobs. The remaining parents just attach importance to their safety and grades. They think some things in the working condition jeopardize teenagers and consider weekends and holidays are precious occasions to promote students' scores. Thereby, students do not have enough time to work. In contrast, this situation in the U.S.A. is completely different; almost all parents approve of their children to do part-time jobs. Even when they are kids, only 8 years old or 12 years old, they sell newspapers or mow lawns (DIYIFANWEN).

Not only are the family education different, but the qualification for universities to matriculate students in two countries are also diverse. In China, the qualification for enrolling in the university doesn't need working experience; universities only focus on adolescents' grades. For example, the Gaokao is the only standard tool to examine students if they can enter the university. A majority of students, therefore, have to study hard to get permission to be enrolled, which causes students to not have ample time to do part-time jobs. This circumstance lasts all the time until they are enrolled in the university. In America, however, many universities' qualification requires students to have working experience. Even though a student don't do well in the admitting exam but have an abundant working experience, this student can still be matriculated to the school. For instance, Southern California University, which requires SAT 2300, has matriculated a student whose SAT score is only 1900. The main reason is that this student used to be a volunteer to take care of a disabled person once a week for many years, so the university enrolled him (Singapore Teng international group co. LTD, 2012). Cases alike are common in American society. Owing to these reasons I have mentioned before, Chinese high school students think taking part-time job is helpless; American high school students deem it is a good opportunity to prepare for society.

In terms of college students, they want to choose the short-term part-time job in China; however, American students want to work longer than Chinese students' work. Because the purpose for Chinese students doing part-time jobs is only to get working