Adolescence and emerging adulthood CH 10 PDF

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CH 10  Mandatory secondary school is relatively recent.  Age of adolescence (1890 to 1920) changed dramatically 

Laws requiring school attendance of age 14-17

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Rose from 5% to 30% 1920, changed from focus on liberal arts to comprehensive high school

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By 1970 rose to 90%

 Economic development introduces agricultural technologies that make childrens and adolescents labor less necessary to the family and staying in school brings increasing economic benefits because more job available that require educational skills 

15 years old girl growing up in American would experience learning home economic class to help her prepare for future family life

 Central goal of American secondary education shifted from education for its own sake to more practical goals focusing on training for work and citizenship.  Comprehensive high school (more flexibility) 

The form of the American high school that arose in the 1920s and is still the main form today. Which encompasses a wide range of functions and includes classes in general education, college preparation, and vocational training.

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Most decision about education in the United States are controlled on the local and state level, not on the national level.  Variability in the curriculums  School quality depend on financial resource in school district.

 Only 60% of adolescent in developing countries attend secondary school  Tertiary education is obtained by 70% of emerging adult in developed countries, where only 25% elites in developing countries. 

Beyond secondary level, colleges, occupational training programs.

 Western institution extol independent thinking and intellectual exploration. 

Cultural beliefs of individualism

 Century ago mission of most colleges grounded in religious beliefs. 

Missing 15% or more of prayer session would lead to admonition by the president.

 United States have one institution while European countries have three types of secondary school.

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College-preparatory school: variety of academic courses and the goal is general education rather than education for any profession.  These school do not include classes in recreational subjects such as music and physical education  1/2 attend

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Vocational school: where adolescent learn skills involved in a specific occupation such as plumbing or auto mechains  1/4 attend

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Professional school: devoted to teacher training, the arts, or some other specific purpose  1/4 attend

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Germany and Switzerland also have extensive apprenticeship system  Which adolescent can attend a vocational or professional school part of time and spend time learning a profession in the workplace under the supervision of adults

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In European system adolescent must decide in early age what direction to pursue their education and occupation  Age 15~16 which secondary school they will enter

 Key influence on adolescent academic performance = level of economic development.  Throughout the 1970s and 1980s the NAEP found declines in eight-graders “highorder thinking” in math, science and reading; in the 1990s, scores in these subjects increased and currently math scores are at their highest level in the history of the NAEP.  Increased school size 

Large school can be alienating  Less attachment to their teachers and to the school  Diverse range of class  No relationship btw achievement and school size

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Small school  More likely to participate in extracurricular activity. , whereas larger school students are observers rather than participant.  Students at smaller schools are more likely to be place in position of leadership and responsibility.

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Student with academic difficulty=small classes are preferable. More

individual attention 

School climate refers to how teachers interact with student. (expectation/method)  Student were better off in schools where teachers tended to be supportive and involved with students but also applied firm discipline when necessary and held high expectation for students conduct and academic performance.  Lower levels of depression and behavior problem  Higher levels of motivation and participation.

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Engagement is quality of being psychologically committed to learning  Catholic belief= listen to the authority.

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98% of Japanese adolescents graduate from high school  Japanese adolescent attend high schools for 243 days a year (American 180)  Less courses, more structured ordering of courses.  All students Learning the same thing  Believe success depends on effort (American belief that ability is what matters most)  National system of entrance exam determine occupational fate  Less time after school lesuire and socializing than American adolescent.  Lowest birth rate because of competition  Favorable school climate are negatively linked to adolescents report of depressive symptoms and positively linked to adolescent report of engagement.

 Parents influence : expectation for achievement 

Passive genotype environment interaction: parent with higher intellectual abilities not only have high expectation but also provide their children with a genetic contribution to high intelligence and high academic performance.

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Authoritative parenting = favorable association with adolescents development  High responsiveness and demandingness./ self-reliance,persistence, and responsibility

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Worst: neglectful parents.

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Parents tend to be less involved in their adolescents education than they

were when their children were younger.  Two approach adolescents school experience 

Laurence Steinberg  Longitudinal : 4 years  Large scale  Questionnaire/Survey

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Niobe Way  One urban school:3year  Detailed interview  Qualitative ethnographic research.

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Best research: combination of quantitative and qualitative methods.

 Influence of having high-achieving friends appear different from the influence of being in a school of high achieving peers. 

Adolescents in schools where their peers have lower average levels of school achievement tend to have better academic self-concepts and higher expectation for academic attainment than adolescent surrounded by high achieving classmate.  Big fish in a little pond effect.

 Part-time work damaging to school, adolescent who work more than 10 hrs per week.  Adolescent who participate in organized activity have better academic performance and are less likely to drop out of high school.  Asian American adolescents are less likely to have part time job and less likely to work 10 or more hours per week if they are employed. 

Asian Americans spend only half as much time socializing.

 Which of the following best summarize the major limitation of the body of research on association between parenting and adolescents school outcomes? 

Because the majority of research on association between parenting and adolescents school outcomes is correlational, it is difficult to establish the direction of effect.

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Surrounded by high achievers = low level of academic self-concept

 The more generation an Asian American and Latino adolescents’ family has been in United States, the worse academic performance in school. (where most people would think longer= better b/c English proficiency)

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Immigrant paradox  The more Americanized/ value part-time work and socializing with friends over striving for academic excellence.

 Girls are less likely to have learning disabilities, less likely to be held back a grade, less likely to drop out of high school 

Strong among African American adolescent

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Girls tend to enjoy school environment/more interaction with teacher

4 Characteristic of gifted

student

 Precocity: their gift were evident at an early age  Independence: prefer working independently  Drive for mastery: Capable of focusing and challenge  Excellence in information processing: process information faster, learn faster, make few reasoning errors, use strategies.  Advance placement (AP) classes for gifted student.  Gifted student become socially isolated in regular classroom. Disabilities  Leaning disability: child has normal intelligence but has difficulty in one or more academic areas and the difficulty cannot be attributed to any other diagnosed disorder.  8% of American school diagnosed with a learning disability  Boys twice likely to have these  African American and Latinos more likely  Reading is most common source of difficulty (writing/math)  ADHD (5%) 

50% inherited

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Receive Ritalin and other medication

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Medication +behavioral therapy is more effective. (parent training, classroom intervention (in early age more affective)

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Girls more emotional problem

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Boys have more conduct problem.

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Ritalin  Controls attention/working memory =helping to store attention

 Loss of appetite insomnia.  Cognitive enhancer 

25% leave highschool but many of them obtain a General Education Development certificate.

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Males are more likely to drop out

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Latinos fastest decline in drop out rate  Difficulty of using English, low income  Factor = negative school cliamte

 Solution 

Establishment of alternative school for students at risk (half as likely to drop out)  Attention from caring adult staff member  Low student to teacher ratios (attention)  Starting the program in middle school

 Females are about four times as likely as males to major in educations and about three times to major in psychology.  Males about four time as likely as females to major in computer and engineering. Others nearly equal.  Tuition fee 4 times higher in 2007 compare to 1982 (longer to greaduate)  Financial shift to grant -> loans -> work longer hours.  Retention : the degree of success in maintaining students in college until they graduate. 

Factors related to retention  Students previous academic performance, ethnic background, and family SES

 4 student subculture (most people blend on 4 subcultures) 

Collegiate: fraternities, sororities, dating, drinking, sport events, and fun. Resist instructors demand.

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Vocational: purpose to gain skills and degree for better job. Resist instructors demand beyond the requirement of the course work. No time and money for fun. Work hard. EX) community college.

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Academic: pursue knowledge..study hard and do assignment, and get to know their instructors.

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Rebel: Pursue identity. engaged but nonconformist. Critical, skeptical. Enjoy

learning when they feel interested. If they like top grade but irrelevant to their personal interest they may slack off.  Students tend to be more satisfied at small college with small classes.  Students develop aesthetic and intellectual values. Gain more distinct identity and become more confident socially. They become less dogmatic, less authoritarian, and less ethnocentric in their political and social views. Their selfconcept and psychological well-being improve (reward of going to college)  Electronic college =reduce cost of obtaining degree. 

Massive Open Online Course (MOOCs)  90% fail to finish  However, the electronic method used to present course material through MOOCs may promote active learning.

 Gap year 

Taking year or two after high school to mature and have other experiences before entering tertiary education. ( EX: UK)

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Gappers: higher motivation. Clarify educational directions and career choices.

 70% go to college, time taken to obtain a degree became 5 to 6 years.  European adolescent have to make educational and career decisions about age 16  Living in More industrialized and advanced country= obtain higher scores on an achievement test.  No consistent association between school size and academic achievement.  Effect of school climate is more important than students socioeconomic background.  Low achieving student increase in grade with high-achieving friend/ not peers  Researchers have found that African American and Latino students report lower motivation to achieve compared to White and Asian students because they are more optimistic about future careers success even if they do not excel academically  Asian American most likely attend college. Women currently earn 60% of postgraduate degrees compared to 10% in 1960s  College

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Long term intellectual benefit = higher level of critical thinking skill

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Long term nonacademic benefic = psychological well being...