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Frontmatter -- Contents -- Acknowledgments -- Introduction -- 1. Interpreting Narratives -- 2. A Study of Urban Youth -- INDIVIDUAL LIVES. Part I. -- 3. Malcolm's Story -- PATTERNS -- 4. Voice and Silence -- 5. Desire and Betrayal in Friendships -- 6. "I Never Put Anyone in Front of My Mother" -- 7. Maintaining a "Positive Attitude"/ Fearing Death -- 8. "Slacking Up" in School -- 9. Racism, Sexism, and Difference -- INDIVIDUAL LIVES. Part II -- 10. Eva's Story -- Epilogue -- Appendix A. Research Interview Protocol -- Appendix B -- Notes -- References -- Index

Longitudinal, mixed method research on friendships, conducted over the past two decades with Black, Latino, Asian, and European American boys, reveals three themes: (1) the importance for boys of being able to share their secrets with their close friends; (2) the importance of close friendships for boys' mental health; and (3) the loss of but continued desire for close male friendships as boys transitioned from middle to late adolescence. While boys often had intimate male friendships during early and middle adolescence, they typically lost such friendships by late adolescence, even though they continued to want them. Other researchers have reported similar patterns over the past century, suggesting a need to revise our conceptions of boys' friendships as well as of boys themselves.

Five experts, Niobe Way, C.J. Pascoe, Mark McCormack, Amy Schalet, and Freeden Ouer shed light on the everyday lives of teenage boys and their relationships.

This longitudinal study examined the separate, relative, and combined contributions of demographic (i.e., gender and ethnicity), individual‐level (i.e., psychological well‐being), and contextual (i.e., relationships with parents and perceived school climate) factors on changes over time in perceived quality of general and closest same‐sex friendships among 114 Asian American, Black, and Latino adolescents from low‐income families. Multiple regression analyses indicated that the increase in reported levels of general friendship support from Time 1 to Time 2 (a 1‐year period) was greater for those who reported more positive perceptions of school climate at Time 1. The increase in general friendship support from Time 1 to Time 2 was also greater for those who reported lower support scores from mothers at Time 1. Findings suggest a compensatory model of relationships and draw attention to the importance of exploring the ecological context of adolescent friendships.

Human development is largely studied as a process of internalizing or accommodating to dominant cultural ideologies, with the implicit assumption that such a process is healthy and desirable. Ideologies, however, not only entail positive beliefs (e.g., family is important); they also contain dehumanizing ones (e.g., men are more important than women). Thus, some dominant ideologies must be resisted for healthy development. This paper draws from our longitudinal research with boys of color over three decades to reimagine social and emotional development as a process by which youth accommodate to and resist dominant ideologies in the construction of their identities and friendships. We reveal that patterns of accommodation and resistance are implicit and explicit, change over time, and are associated with adjustment. Framing social and emotional development as a process by which individuals negotiate cultural ideologies offers a more agentic conceptualization of human development and allows for a better understanding of how to help youth thrive.

Findings are presented from an ecologically grounded, longitudinal study of 206 urban, ethnic minority adolescents that used hierarchical linear modeling to examine: (1) individual trajectories of change in adolescents' perceptions of general and closest same‐sex friendship quality from middle to late adolescence; (2) the effects of gender and ethnicity on these trajectories of change; and (3) the relative influence of adolescents' perceptions of individual‐level (i.e., self‐esteem) and contextual‐level (i.e., family relationships and school climate) variables on change over time in perceptions of friendship quality. Findings indicated that adolescents' perceptions of the quality of friendships improved from middle to late adolescence. Boys reported sharper increases over time than girls in their perceptions of the quality of their closest, same‐sex friendships. Furthermore, perceptions of contextual level variables (i.e., family relationships, teacher/student relations, and student/student relations) were significantly associated with change over time in perceptions of general and/or closest same‐sex friendship quality.

The current study presents a growth curve analysis of self‐esteem among Black, Latino, and Asian American high school students. A series of hierarchical linear models were used to examine patterns and predictors of change in self‐esteem over time. Results revealed an average increase in self‐esteem with age. Although boys and girls experienced similar trajectories of self‐esteem, ethnicity was a significant moderator of developmental change. Black adolescents reported higher self‐esteem, while Asian American adolescents reported lower self‐esteem, compared with their Latino peers. Latino adolescents experienced a sharper increase in self‐esteem over time compared with Black adolescents. The unique and conjoint effects of adolescents' experiences with peers, family, and school were examined in relation to self‐esteem trajectories. Results revealed that each perceived context was significantly associated with self‐esteem trajectories when examined independently, but family experiences emerged as most strongly related to changes in self‐esteem. Results underscore the need to examine change at the individual level, as well as the importance of studying the unique and conjoint effects of individual and contextual‐level variables on developmental processes among ethnic minority adolescents.

In this book the authors examine in depth the lives of inner-city adolescent mothers, going beyond stereotypes to illuminate the diverse pathways to young adulthood taken by these young women. The different ways they respond to becoming a parent reflect a

AbstractRelational theories of human development explain how stereotypes and their underlying ideologies thwart social connections that are fundamental for individuals to thrive, especially in early adolescence. Intervention research to address this crisis of connection is still emergent and active listening is one promising strategy to this end; however, its efficacy has not been examined in part because no validated measures of active listening for this population exist. This validation study is the first to examine whether the behavioral dimensions of one form of active listening can be captured using a coding scheme to assess adolescents' engagement in a live interviewing task (N = 293). Importantly, the measure was developed within the context of a theory‐driven intervention to train adolescents in transformative curiosity and listening to enhance connection. Findings indicate that two dimensions underlie the measure as hypothesized, open‐ended questions and follow‐up questions, with acceptable internal consistency. The measure is sensitive to change in adolescents' questioning skills before and after the intervention. Further, asking follow‐up questions was positively related to empathy and also predicted a respondent's perception of their interviewer as a good listener. The effect for asking open‐ended questions was moderated by dyad‐level tendencies to elicit disclosure from others. The current measure not only examines question asking as a more nuanced behavioral dimension of active listening than previous measures, it is also the first to do so among a sample of early adolescents. The measure will be useful in assessing active listening interventions' efficacy to address the crisis of connection.

AbstractThis chapter considers how large‐scale economic change in urban China affects youth development and outlines developmental mechanisms and labor‐market moderators.