Suchergebnisse

"In American high schools, teenagers must navigate complex youth cultures that often prize being "real" while punishing difference. Adults may view such social turbulence as a timeless, ultimately harmless rite of passage, but changes in American society are intensifying this rite and allowing its effects to cascade into adulthood. Integrating national statistics with interviews and observations from a single school, this book explores this phenomenon. It makes the case that recent macro-level trends, such as economic restructuring and technological change, mean that the social dynamics of high school can disrupt educational trajectories after high school; it looks at teenagers who do not fit in socially at school, including many who are obese or gay, to illustrate this phenomenon; and it crafts recommendations for parents, teachers, and policymakers about how to protect teenagers in trouble. The end result is a story of adolescence that hits home with anyone who remembers high school"--

In American high schools, teenagers must navigate complex youth cultures that often prize being 'real' while punishing difference. Adults may view such social turbulence as a timeless, ultimately harmless rite of passage, but changes in American society are intensifying this rite and allowing its effects to cascade into adulthood. Integrating national statistics with interviews and observations from a single school, this book explores this phenomenon. It makes the case that recent macro-level trends, such as economic restructuring and technological change, mean that the social dynamics of high school can disrupt educational trajectories after high school; it looks at teenagers who do not fit in socially at school - including many who are obese or gay - to illustrate this phenomenon; and it crafts recommendations for parents, teachers and policy-makers about how to protect teenagers in trouble. The result is a story of adolescence that hits home with anyone who remembers high school

What happens during adolescence emerges from early in life and sets the stage for later in life. This linking function of adolescence within the life course is grounded in social, psychological, and biological development and is fundamental to the intergenerational transmission of societal inequalities. This article explores this life course phenomenon by focusing on how the social ups and downs of secondary school shape adolescents' educational trajectories, translating their backgrounds into their futures through the interplay of their personal agency with the constraints imposed by the stratified institutions they navigate. Illustrative examples include gender differences in risky behavior, racialized experiences of school discipline, immigrant youths' family relations, LGBTQ students' school safety, STEM education, adverse childhood experiences, and mindset interventions.

Combining conceptual models from immigration and educational research, this study investigated whether a normative antecedent to the transition to formal schooling in the contemporary U.S. – early child care – links Mexican immigrant status to various aspects of school readiness. Regression models with nationally representative data revealed that children from Mexican immigrant families were overrepresented in parental care and underrepresented in center-based care compared to their native peers from other race/ethnic populations, which helped to explain a significant but small portion of their generally lower rates of both math achievement and externalizing symptoms in kindergarten. This mediating role of early child care, however, paled in comparison to family socioeconomic circumstances.

"Throughout distressing cultural battles and disputes over child care, each side claims to have the best interests of children at heart. While developmental scientists have concrete evidence for this debate, their message is often lost or muddied by the media. To demonstrate why this problem matters, this book examines the extensive media coverage of the NICHD Study of Early Child Care and Youth Development - a long-running government-funded study that provides the most comprehensive look at the effects of early child care on American children. Analyses of newspaper articles and interviews with scientists and journalists reveal what happens to science in the public sphere and how children's issues can be used to question parents' choices. By shining light on these issues, the authors bring clarity to the enduring child care wars while providing recommendations for how scientists and the media can talk to - rather than past - each other"--

AbstractFamily scholars have contributed a great deal to the growing literature documenting how children's transitions into elementary school serve as a critical period in their educational careers and, more broadly, in socioeconomic and demographic disparities in long‐term educational attainment. The purpose of this review is to describe how this school transition works, why it has short‐ and long‐term ramifications for educational inequality, and how it may be amenable to policy intervention. The review then elucidates how research that looks inside children—including neuroscience—may deepen and build on what is already known in meaningful ways. Throughout, the discussion focuses on children from low‐income families and children from Latin American immigrant families, two groups of children who are central to child‐ and family‐focused efforts to understand and remedy educational inequality.

Drawing on time use data from the Child Development Supplement of the Panel Study of Income Dynamics, this study identified five different profiles of shared time between parents and young people at different stages of development. In childhood, all profiles had high rates of shared television viewing, but some were oriented toward in‐home activities and others toward activities outside the home (e.g., cultural events). These latter profiles tended to be higher in socioeconomic advantage, and the young people in them tended to demonstrate greater gains in math, but not reading, achievement across the transition into adolescence. In adolescence, shared activity profiles favored low amounts of shared time between parents and adolescents across activities and disfavored shared time in public domains.

ObjectiveTo explore variability in the link between peer and adolescent drinking by parental drinking. Stress and differential susceptibility perspectives led to hypotheses that adolescents with drinking parents would be more reactive to peer drinking, but also to peer abstention.MethodsUsing data from the National Longitudinal Study of Adolescent to Adult Health, regressions estimated whether the association between peer alcohol use and increased drinking among adolescents was moderated by parental drinking. A regions of significance test identified the level of peer drinking that predicted adolescent drinking in the context of parental drinking.ResultsAdolescents with binge‐drinking parents were more likely to increase drinking at every level of peer drinking, supporting the stress perspective; such adolescents did not accrue benefits from abstaining peers, going against the differential susceptibility perspective.ConclusionsFar from monolithic, peer influences on adolescent risky behaviors may require family environments and genetic predispositions conducive to those behaviors.