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Summary Adolescent Development exam 3 () - 13th edition Adolescence

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Summary of Adolescence - Laurence Steinberg 13th edition. All content for the 3nd exam on April 14th (chapters 3, 6, 7, 12 and 13) including pictures and clear overview of lists/effects and meanings of difficult words.

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social transitions
schools
substance use and abuse
work
leisure
media
achievement
internalizing problems
externalizing problems
psychosocial problems in adoscence

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Chapter 3: Social transitions (pp. 73-76)
Adolescence as a social invention
Inventionists: theorists who argue that the period of adolescence is mainly a social invention.
Although the biological and cognitive changes characteristic of the period are important in their own
right, adolescence is defined primarily by the ways in which society recognizes the period as distinct
from childhood or adulthood.

Adolescents did not exist until the industrial revolution, and children were first treated as miniature
adults. There were no precise distinctions made among children of different ages.

Emerging adulthood: A new stage of life or a luxury of the middle class?
Emerging adulthood: the transition to adulthood has become so delayed in many industrialized
societies that some have argued that there is a new stage in life that may last until their mid-20s. This
unique developmental period is characterized by 5 main features:
1. The exploration of possible identities before making enduring choices.
2. Instability in work, romantic relationships and living arrangements.
3. A focus on oneself and, in particular, on functioning as an independent person.
4. The feeling of being between adolescence and adulthood.
5. The sense that life holds many possibilities.

Chapter 6: Schools
The broader context of U.S. secondary education
The origins of secondary education
Most important influence of the rise of secondary education were industrialization,
urbanization and immigration.
The expanding economy had effects like poor housing, overcrowded neighborhoods and
crime. Therefore, social reformers envisioned education as a means of improving the lives of
the poor and working class. They took young people off the streets and put them in school
where they could be supervised.

Comprehensive high school: an educational institution that promised to meet the needs of a
diverse and growing population of young people.

School reform: past and present
The No Child Left Behind Act ensures that all students, regardless of their economic
circumstances, achieve academic proficiency and required that schools create and enforce
academic standards by annually testing all students and reporting the students’ results to the
public. Schools that continued to fail eventually would have funding taken away and might be
forced to close.

Social promotion: the practice of promoting students from one grade to the next
automatically, regardless of their school performance.
Critical thinking: thinking that involves analyzing, evaluating, and interpreting information,
rather than simply memorizing it.

What should schools teach?
Standards-based reform: focuses on policies designed to improve achievement by holding
schools and students to a predetermined set of benchmarks measured by achievement tests
Common core: a proposed set of standards in language arts and math that all American
schools would be expected to use

,Standards-based reform implementing has been difficult, because educators haven’t been able
to agree on the body of knowledge and skills that compromise what high school graduates
should know and be able to do.

Charter schools: public schools that have been given the autonomy to establish their own
curricula and teaching practices.
Vouchers: government-subsidized vouchers that can be used for private school tuition.

Education in the inner cities
Why has school reform failed in urban schools?
- The concentration of poverty in many inner-city communities has produced a
population of students with an array of personal problems  problems that few
schools are equipped or able to address

Many reformers now believe that to fix the problems of urban education, we must change the
entire context in which inner-city children live, not merely what goes on in their schools.

The social organization of schools
School size and class size
- An advantage enjoyed by larger schools is that they can offer a more varied
curriculum.
- Student performance and interest in school improve when their schools are made less
bureaucratic and more intimate.
- There is more inequality in students’ educational experiences in larger schools.
- School size especially affects the participation of students whose grades are not very
good.
- The ideal size of a high school is between 600 and 900 students.
- School size may affect academic outcomes, but it does not necessarily affect students’
emotional attachment to the institution.
- Larger schools can support more athletic teams, after-school clubs and student
organization. Actual rates of participation are only half as high in large schools as in
smaller ones.
- In a small school, chances are that most students eventually will find themselves on a
team, in the student government or extracurricular organization. They are also more
likely to be placed in positions of leadership and responsibility and report more often
to having done things that made them confident and diligent.

Schools within schools: subdivisions of the student body within large schools created to foster
feelings of belongingness  creating schools within schools leads to the development of a
more positive social environment, though schools may inadvertently create “schools” within
one school that vary considerably in their educational quality.

The typical range of classroom sizes (20-40) do not affect students’ scholastic achievement
once they have reached adolescence. Small classes benefit young elementary school children
who may need more individualized instruction, but adolescents in 40 student classes learn just
as much as those in 20 student classes.

In classes where teachers must give a great deal of attention to each student, small classes are
valuable.

, Age grouping and school transitions
Students demonstrate higher achievement and fewer behavioral problems under the
arrangement of a two-school model (usually kindergarten through 8th grade and 9th grade
through 12th)

School transitions temporarily disrupt the academic performance, behavior, and self-image of
adolescents. More frequent school changes are associated with lower achievement and higher
rates of emotional and behavioral problems  some believe that the poor performance of
middle and junior high schools is due primarily to their failure to meet the particular
developmental needs of young adolescents.

Because independence becomes more desirable and rules and regulations are increasingly
scrutinized, young adolescents are led to disengage from school, which increases the risk of
behavioral problems.

Students who have more academic and psychosocial problems before making a school
transition cope less successfully with it. Adolescents who have close friend before and during
the transition adapt more successfully to the new school environment. Students who had been
doing poorly adjust better if they enroll in a different school than their friends, perhaps
because their friends were contributing to their poor performance.

The transition into secondary school does not have uniform effects on all students.
Adolescents that are more susceptible to the adverse consequences of the transition:
- Adolescent with fewer sources of social support.
- Vulnerable adolescents.
- Adolescents moving into more impersonal schools.

Parental support and involvement are associated with better adolescent adjustment during
school transitions.

Tracking
Tracking: the practice of separating students into ability groups, so that they take classes with
peers at the same skill level.

Tracking may be useful in high school, where students must master certain basic skills before
they can learn such specialized subjects as science, math or foreign languages. Critics say that
students in the remedial track receive not just a different education but one that’s worse than
that provided to those in more advanced tracks.

Students in different tracks have different opportunities to learn, those in advanced tracks
receive more challenging instruction and better teaching. Being placed in an advanced track
has a positive influence on school achievement and educational attainment.
Students who need the most help are assigned to lower tracks in which the quality of
instruction is the poorest.

Gifted students: students who are unusually talented in some aspect of intellectual
performance.
Learning disability: a difficulty with academic tasks that cannot be traced to an emotional
problem or sensory dysfunction  usually neurological in origin (dyslexia, dysgraphia,
dyscalculia)

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