Editor’s note: This is the final post in a three-part series written by Elainah Elkins and Jill Hoppe, born in 1999 and 2000, respectively. There is growing discourse surrounding Gen Z, but the voices of Gen Zers themselves are often missing from the conversation. This is their response. Read part 1 here and part 2 here.
Perhaps no discussion about Gen Z stereotypes is more pervasive than the debate over how this generation performs in the workforce. Headlines and workplace anecdotes frequently portray young workers as lazy, unprofessional, entitled, or lacking essential skills.
As with many of the claims that we explored in Parts 1 and 2 of this series, we are not arguing that these perceptions are entirely unfounded, nor that previous generations didn’t also experience some difficulties when transitioning into the workforce. After all, no generation has entered adulthood with every skill and experience needed to navigate the workplace successfully.
However, some employers have encountered real challenges when managing and developing younger employees but focusing solely on these criticisms risks overlooking the broader social, economic, and educational forces that have shaped Gen Z’s transition into adulthood and work. Understanding these changing dynamics provides important context for why many members of our generation approach the workplace differently than those who came before us.
Troubling academic trends lead to lost skills
Employers, professors, and parents increasingly express frustration that young people struggle with skills once considered foundational. From basic math, reading, and writing skills to critical thinking and public speaking, Gen Z has consistently struggled across these areas. While these concerns are often framed as individual shortcomings, academic trends offer an alternative reasoning.
Overall student achievement has declined nationally since 2013, especially in core subjects like reading and math. According to 2024 NAEP data, reading scores for 8th graders were down, and a third of 8th graders are not reading at a “basic” level, which is a lower number than ever before. The numbers were just as dismal in math, with scores largely remaining flat or declining. Of course pandemic learning loss contributed greatly to academic decline as well.
It is important to note that for older Gen Zs like us, some claim that we were among the most well-educated sub-cohorts of any generation. Given America’s lackluster achievement trends, this isn’t an incredibly high bar. Regardless, it underscores a distinctive position within the generation: We experienced a period of significant educational change firsthand, watching as policies, practices, and expectations evolved for students. For example, many Gen Z students were in the cross-hairs of a transition from balanced literacy to science of reading reforms. As research and understanding of effective instruction continued to develop, schools adopted new approaches across a range of academic areas, contributing to educational experiences that could differ markedly even within the same generation. This left many in the generation to contend with instructional and foundational skills gaps that are only now being fully recognized as these learners enter adulthood with different generations of peers.
At the same time, the decline of rigorous career and technical education (CTE) pathways during the “college for all” movement meant many vocational and technical programs were weakened, scaled back, or disconnected from clear routes into stable, well-paying careers. While recent years have brought renewed efforts to strengthen these programs, many Gen Z students came of age at a time when CTE options often provided limited preparation for sustainable long-term employment.
Lastly, concerns about declining achievement have been accompanied by growing evidence of grade inflation. A considerable amount of research and commentary on the topic has found that grades have risen even as standardized test scores and other measures of academic proficiency have remained flat or declined. This has been true not only across the K–12 education system, but also colleges. As schools and higher education institutions are meant to be an accurate reflection of a student’s preparedness for the workforce, transcripts can sometimes paint a more optimistic picture of student preparedness than underlying skills would suggest.
Navigating the workforce amid (and after) a global pandemic
While we discussed the impact of Covid-19 on Gen Z’s mental health and relationship with technology, we must also consider how the pandemic shaped our transition from school to work.
For Jill and Elainah, that meant plans to study abroad in Sweden and an internship at a presidential library were traded for working at a retirement home and local brewery. Countless others also experienced internships being canceled, study abroad opportunities vanishing, and career-building experiences that previous generations may have taken for granted suddenly became inaccessible, leaving older Gen Zs without critical career development opportunities.
At the same time, our final years of college became increasingly virtual and disconnected. What had once been a quick visit to a professor’s office or an impromptu conversation after class became a string of emails and Zoom meetings. Career fairs and job events moved online. Student organizations struggled to maintain engagement. Networking became something done through LinkedIn messages rather than face-to-face interactions.
Interviews also moved almost entirely online. For some our age, their first professional job began in their childhood bedroom rather than an office. Onboarding, mentorship, and workplace relationships often took place through Zoom, Slack, or Microsoft Teams rather than through observing colleagues and learning workplace norms in person.
As remote and hybrid work became more common, dress codes relaxed and communication increasingly shifted to digital platforms and social media. The shift has shaped a new generational lexicon that includes phrases like “tea” and “ate down,” often perceived as unprofessional in traditional workplace contexts. Not only has this shift changed lexicon and communication, but the shift to remote work has disrupted the job market for recent college graduates. Gen Z was not simply entering the workforce, we were entering a workforce that was rapidly changing expectations and norms.
Even today, many older Gen Z workers have little experience with the workplace traditions that previous generations often describe. As the Gen Z point-leaders at Fordham, we frequently hear colleagues reminisce about office Halloween costumes, after-work happy hours, and even staff-produced music videos. For us, those stories feel like glimpses into a different era of work.
For younger members of Gen Z, the disruption began even earlier. High school students lost opportunities to participate in sports, clubs, part-time jobs, apprenticeships, student government, theater productions, and other activities that traditionally help young people develop leadership, communication, and interpersonal skills. Many spent critical years of adolescence learning, socializing, and collaborating primarily through screens. As younger Gen Zs graduate from high school and college, many of the shifts in networking, remote work, and workplace culture remain.
The American Dream feels out of reach
Finally, many of these criticisms overlook an important reality: For a growing number of young adults, the traditional promise that hard work leads to upward mobility feels increasingly unattainable.
Previous generations entered adulthood with a reasonable expectation that stable employment could eventually lead to homeownership, financial security, and a steadily improving standard of living. Today, Gen Z faces soaring housing costs, unprecedented levels of student debt, and rising living expenses. On top of that, Gen Zs who have graduated college and high school and entered the workforce face one of the most competitive and challenging job markets to enter. As a result, many young workers are understandably questioning whether devoting themselves to their careers will deliver the rewards it once promised.
This changing economic landscape has also influenced how Gen Z views work itself. Compared to previous generations, young workers are often more willing to prioritize work-life balance, set boundaries around their time, and resist workplace cultures that demand constant availability. Critics sometimes interpret these attitudes as laziness, entitlement, or a lack of commitment. Yet for many Gen Z workers, these choices reflect a pragmatic response to economic realities. If traditional markers of success feel increasingly out of reach, it is not surprising that many seek fulfillment, relationships, and well-being outside of work rather than making career advancement the central focus of their lives.
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None of this means Gen Z is incapable of succeeding in the workforce. Rather, it suggests that our pathway into adulthood looked fundamentally different from that of previous generations. Policymakers, schools, and employers must collaborate to better understand the experiences that shaped this generation and create systems that support a successful transition into adulthood and employment for generations to come.
First, career readiness should be viewed as a continuum, not just a one-time discussion during senior year. Students need meaningful exposure to careers long before they are asked to make decisions about college or work. Beginning in middle school, schools should provide opportunities to explore different pathways, engage with employers, and connect academic learning to future goals. That support should continue after graduation through strong advising, mentorship, internships, apprenticeships, and other work-based learning experiences that help young adults navigate the transition from education to employment. Thankfully, we have already seen some great examples, though these best practices should be scaled across states.
Second, states should continue to focus on academic reforms grounded in evidence. Whether through science of reading initiatives, early screening and intervention for students with math difficulties, or high-dosage tutoring, states have an opportunity to learn from one another’s success and failures to implement change.
Finally, employers should invest in development and engagement of their staff, not just recruitment. If organizations want a strong workforce, investment cannot end once a hiring decision is made. Clear expectations, structured onboarding, mentorship, and professional development can help young employees build the skills and confidence needed while also helping them feel more connected to and invested in their careers.
While Gen Z continues to enter a highly competitive workforce, one that is being fundamentally reshaped by AI-driven automation and the displacement of entry-level roles, there is a clear need for stronger supports that help young people navigate this transition and build durable career pathways.
