When it comes to the Millennials, they have been raised as a generation with a feeling of entitlement and at the same time handled with kid gloves by hippie parents....They were told that university is the only way these days and that if you don't go, you won't be successful....Many of those Millennials didn't work any part time jobs through high school or college. They were told to focus on school. Now when they enter the very difficult working world, they are sensitive, whiny, have no idea how to act in a professional environment. Their parents are calling to see if "Jimmy made it in ok." or to check on pending applications. There are even seminars for employers on how to handle this generation.
Really? Who's fault is it that kids grew up this way? Let's be honest, most people CANT be whatever they want to be, even if they try their hardest. Most people are not special in any way. And what does giving a kid a trophy for losing really do for him in the long run? Sure, college is great, but it shouldn't be the only option we give our kids. It's not for everyone. And I'm not going to say who has it worse, baby boomers or millennials. Although, the job market (in Chicago at least) for 18-25 year olds was pretty cruel. 25% unemployment rate. But of course you're going to hire someone with experience over someone without any experience. And if I was an employer, I'd probably rather hire the disgruntled old man that knows how to put in hours, versus the wimpy kid that calls his mom on his lunch break.
Competition is as much a scourge as it is a boon.
The American Dream hasn't really been an American Dream per se, but more of a Spartan one. When the post-WWII period started, the Baby Boom was the step onto the American "destination": a peak state of existence, marked by prosperity, security, and uniformity, which would extend in perpetuity. Once the culture had a definitive lifestyle model (regardless of its bias towards race, gender, age, and sexuality), they were quick to broadcast it across the national template. The future was to be nothing more than a more efficient and lucrative version of the present.
So as a result, nobody designing or monitoring the systems bothered to consider the results of mass-producing a monolithic template of efficiency. So the New Left and anti-War movements--both perfectly understandable (with hindsight) developments of higher education and prosperity--were seen as impure corruption by foreign interests and the result was the Cultural Revolt of the 1960s. The model didn't account for the eventual return and growth of foreign markets, so we didn't factor in the effect of outsourcing, resulting in the labor, union, and recession of the 1970s. And more than any of those, they didn't account for "academic inflation", which was the effect of competitive models on an exponentially growing population: as college attendance increased, the certification process inflated its criteria to maintain quality with the expansion of quantity--a Master's Degree needed instead of a BA, a PhD needed instead of a Master's, and a lower pay rate needed for that entirely. Sir Ken Robinson illustrates this more eloquently than I can:
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If you went back to the 50s and told people that streamlining the workforce with the academic certification process would result in multiple recessions, high unemployment, the erosion of labor unions, and escalating poverty to the endangerment of the middle class, they'd think you were crazy. How could the embodiment of everything prosperous sculpted into a hyper-efficient machine possibly have the opposite result? Because, much like Karl Marx, they focused on the economic to the exclusion of the psychological. True, it's impossible to predict the future accurately, but they never thought the model or the competitive nature of it would change.
"We've reached the promised land, we've figured it out, and now things will be this way forever."
That's the unwritten creed of America in the 1950s and it was the emphatic dream of Ancient Peoples who imagined a spiritual or technological deliverance from mortal stress. I could go on about how the religious foundation of America co-opted this vision, but I won't because this ain't the right place for it. The point is, this is the vision of the country from that standpoint and the culture pushed this into production without hesitation or best-testing. Now we're reaping the results.
By institutionalizing everything, we've removed the intellectual and the personal from intruding on the maturation process: now everything goes through official channels, and even parenting is considered an official channel, with entitlement rights and all. Children have become increasingly proprietary, and now have even less autonomy than ever before. That creates a dearth of experience and conceptual understanding of the world in which they will live and work, and there's little hope when the people who are doing the educating are trying to fix the problem by escalating the things that caused it to malfunction in the first place.
In addition, the self-esteem movement missed the mark. They correctly learned that positive reinforcement could be more beneficial than traditional negative reinforcement, but they failed to address the core hindrance to growth:
autonomy. Instead of training children how to think abstractly (as best as possible, each person is different), troubleshoot, and have some personal investment in what they were doing, they instead focused on over-emphasizing the triumph of negligible accomplishments ("Yay! You get a participation trophy!"). With no sense of personal accomplishment, and no comprehensive glimpse of the workings of a professional environment, and not to mention an education system that has NO CONSIDERATION of prepubescent and pubescent circadian rhythms, you have kids with a lifetime of experience with superficial institutional scheduling and motions, but virtually no character-building experience or comprehensive education. Those people are ill-suited for the world around them, and have the emotional sophistication of people half their age.
The people haven't yet figured out a way of teaching children about the conditional properties of the culture without turning them into sociopaths. We've all known the kids who came from the bad homes where they experienced unfiltered reality, and we all saw what it did to them. To compensate for this, we've taken to completely standardizing information and reinforcing it with platitudes as a way of preserving empathy (which is good) and concealing our own faults (not so good). It's not a problem if a parent/teacher tells a child that "you can be anything you want to be when you grow up" as long as they include the word "legally" afterwards. It might then help to explain that that wasn't always the case and that's why it's a big deal.