1 Psychology 1230: Psychology of Adolescence Don Hartmann Fall 2005 Lecture 21: Schools

2 Administrative Announcements Autobiographical term paper due on Monday, November 28th. Get those abstract and references to me pronto so that you can profit from my feedback. Where are all the overdue WEB summaries?

3 Discussion Topic #28 #28. The Changing Peer Group. Pith Helmets IV. (Summary-Evaluation due on Monday, November 28th). Illustrate by means of example from your own experience at least one of the changing characteristics of children’s peer groups between grade school and through adolescence. How are the various peer “confederations” thought to contribute to child/adolescent development? Feel free to comment on the commentary from other contributors.

4 WEB Discussion Process Group#3 due#4 due Whippets10/27 (10/26)11/14** 4 ♀ +1 ♂ 10/28 (10/28)11/18 GypsyMafia10/24**Disbanded JusticeLeague11/15** PithHelmets11/09 (11/09)11/28 MAJACS10/25 (10/25)11/11** Psyched11/ Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date. Dates in parenthesis indicate the date handed in. Bolded dates indicate that material handed in was incomplete; more is required. **Where is the summary??

5 Handout Summary Handout WEB Date Date 39. Quiz 2 from Spring ’0510/ Lect. #17: Autonomy11/ Handout: Supplemental Project #211/ Handout: Supplemental Project #311/ Lect. #17b: Family Conflict11/ Study Guide #1011/ Lect. #18: Peers11/ Lect. #19: Peers II: Pop. & Friendship11/ Lect. #20: Bullying11/ Study Guide #11(corrected)11/ Lect. #21: Schools11/ Study Guide #1211/21

6 Happy Thanksgiving from Don & the folks at Sesame Street

7 Overview: Schools Briefly Over the following topics: School Transitions; School Size; Class Size; Tracking; Teacher Characteristics; Student Gender; Peer Roles; Social Class; & Ethnicity Intersects with the text on pp , Next: Lecture #22: Achievement

8 Supplementary References Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the twenty-first century. New York: Carnegie Foundation. Simons, R. G., & Blyth, D. A. (1987). Moving into adolescence. Hawthorne, NY: Aldine. William T. Grant Foundation Commission on Work, Family, and Citizenship. (1988, Feb.). The forgotten half: Noncollege-bound youth in America. New York: William T. Grant Foundation.

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10 School Transitions: I Schools are organized differently –Some have junior (7 ‑ 9th) and senior high schools ‑‑ the purpose is to segregate early adolescent from younger and older children. –Others use the middle school (6 ‑ 8th) concept. –Still others have no transition school ‑‑ go directly from grammar school to high school

11 School Transitions: II Evidence: Simmons & Blyth in Milwaukee School District –transition to junior high is a traumatic time for pre ‑ adolescents ‑‑ particularly for females who are going through puberty –Suggestions for educators: sensitivity to individual differences (IDs) in development more gradual transition address stress level of pre ‑ adolescent Adopt 8-4 plan and perhaps dispose of ‑‑ in some sanitary manner ‑‑ 9th graders (they aren't good for younger students in 6 ‑ 3 ‑ 3 plans, and they have a hard time in 8 ‑ 4 plans)

12 School Size Smaller schools have –more prosocial behavior –more responsive –provide more opportunities for students to participate in school activities –develop sense of involvement, obligation, school spirit/allegiance

13 Class Size, etc. Teachers prefer smaller classes Small advantage for smaller classes –Particularly in early grades, low-achieving students, and students from low SES backgrounds (Michael Rutter) –Gene Glasses work on meta analysis (integrative review of a literature: systematic analysis of study outcomes) Teachers typically interact most with students in the front and center positions

14 Tracking I Tracking ‑‑ process of separating students into different levels of classes Pros: course finely tuned to student needs CONS: – Labeling: slow, stupid & according to self ‑ fulfilling prophecy, see self as failure – Polarization of students into different subcultures: advanced track feel superior; remedial track feel resentment –Discriminates against poor and minority students Conclusion: Cost of tracking outweighs benefits

15 Tracking II Solution –Only track classes where absolutely necessary (math, science) –Don’t track when we are similar, such as PE, shop, electronics, sex education

16 Teacher Characteristics I Good teachers –produce a sense of industry in their students (Erickson) –Generate enthusiasm, have good planning ability, are adaptable and aware –authoritative teachers produce competent students (Baumrind) –BUT: critical fit required between teachers and students

17 Teacher Characteristics II More on Critical Fit Not all students respond optimally to the same teacher or instructional characteristics. For example: –low ‑ anxious students prefer informal classes, while high ‑ anxious students prefer formal classes; –teachers who work with high ‑ SES/ high ‑ ability students are more successful if they move rapidly; –girls respond more favorably than boys to authoritarian discipline. Teacher characteristics INTERACT with student characteristics

18 What is an Interaction? When two variables (e.g., teacher structuring & student anxiety) "explain" outcome, but the variables interact, we need to know specific value of each variable in order to account for results. So knowing teachers' structuring style, or knowing the students' anxiety does not explain results ‑‑ must know specific value of both (e.g., that high-structure teachers produce good outcomes with anxious students as do low-structure teachers with confident students. Student Performance Example of Interaction

19 Student Gender Female students: –more easily influenced by teacher expectations; –both students and teachers attribute failure of girls to lack of ability (Weiner is attribution theorist) Male students: –less influenced by teachers; –attribute failure to lack of effort rather than ability

20 Gender & Status: Athletics In secondary schools, the entire school is the social group of reference, and peer bonds are strong. Boys are more likely to gain status as they represent the entire school in athletic contests. While differential access to athletics based on sex still is common, some boys suffer from the pressure to play and to win. Girls: More limited access –Inequities: dollars for male vs female athletic teams; press coverage for men vs women –Title 9: decreasing discrimination for federal educational funds, 1972

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22 Social Class Schools emphasize middle ‑ class roles and experiences, and neglect those of the lower class and minorities –Schools in poor SES neighborhoods below par Teachers have expectations for students, based on the social class of both. –Teachers from a lower class background are more sensitive to and more positive about lower class students. Lower SES Students: –Fewer successful experiences in schools –Greater differences between lower class kids career aspirations and their career expectations

23 Ethnicity Segregation still a problem:.33 of Latino & Afro-American students attend schools composed of 90% ethnic minorities 90% of teachers are non-Latino whites Desegration by busing has often resulted in resegregation within the classroom by seating charts, ability grouping, and tracking systems Improvement in race relations depends on – classroom activities (e.g., Chicano/Black Awareness Week) –the support of teachers and administrators (teacher as cultural mediator) –cooperative student projects (see Jigsaw classroom in your search engine)

24 Summary of Schools School Transitions, School Size, Class Size, Tracking, Teacher Characteristics, Student Gender, Peer Roles, Social Class, & Ethnicity Next: Lecture #22: Achievement Go in Peace