EDUCATION 23/PSYCHOLOGY 23: ADOLESCENCE
Spring 2001 Lisa Smulyan
Class: Tuesdays and Thursdays Office Hours: Wednesday 1:30-3:30 p.m.
1:15-2:30 p.m. Pearson 204 (x8343)
e-mail: lsmulya1
Notes on readings:
1. All reading except case studies should be done for Tuesday of the week assigned unless you are told otherwise. Cases must be read by Thursday. Use the questions below each week's assignment to focus your ideas before you come to class.
2. Other readings can be found on General Reserve in McCabe as follows:
*Books or journal issues, listed by author or journal title.
**Binder or ereserve
***Readings available both in books or journals and black binders or ereserve.
Lifeline assignment: Given out in class.
***Brown, L. and Gilligan, C. (1992) Meeting at the Crossroads, Chapter 5 "Rivers into the Sea," pp. 163-215.
***Manjarrz, C. (1991) "Mis palabras" in Schoem, D. (ed.) Inside Separate Worlds Ann Arbor: U. of Michigan Press, pp. 50-63.
***Diamond, J. (1991) "Inner Strength: Being African and American" in Inside Separate Worlds pp. 181-202.
Questions for thought and discussion:
1. What do you hear these young people saying are the key issues and concerns they face? Where are there similarities and differences in their voices and experiences?
2. What questions do these voices (and your own) raise for you about the life period called adolescence?
***Modell, J. and Goodman, M. (1990) "Historical perspectives" in At the Threshold Cambridge: Harvard University Press. pp. 93-122.
***Moran, J. (2000) Teaching Sex: The Shaping of Adolescence in the 20th Century. Cambridge: Harvard University Press. Chapter 1, pp. 1-22.
*Muuss, R. (1998) Theories of Adolescence, NY: Random House. Chapter 6, "Cultural anthropology and adolescence," pp. 105-125.
**Mead, M. "Adolescence in primitive and in modern society."in Maccoby, Newcomb and Hartley, Readings in Social Psychology, pp. 341-350.
Optional:
*Muuss, R. (1988). Theories of Adolescence, Chapter 1 "The philosophical and historical roots of adolescence," pp. 1-17.
Case Analysis:
Each of you will choose a novel by a current writer of fiction for adolescents, such as Judy Blume, M.E. Kerr, Norma Klein, S.E. Hinton, Richard Peck, etc. Popular literature written for adolescents tends to reflect dominant cultural values of the times. In class, you should be prepared to describe the assumptions about the nature of adolescence that can be inferred from your novel.
Questions for thought and discussion:
1. Before doing this week's reading, write down your own definition of adolescence. What elements of the experience of young people does your definition account for? Are you an adolescent?
2. In light of the historical and cross cultural forms of coming of age, what are the universal aspects of the adolescent experience that transcend time and culture? Does the loss of clear coming-of-age rituals affect boys and girls differently?
3. Bring to class a story from your parents' adolescence. Is their experience something that could have happened to you? Could you see it happening to your adolescent children?
Week III (February 6 and 8) Physical and Sexual Development
*Martin, Karin (1996) Puberty, Sexuality and the Self: Girls and Boys at Adolescence. Chapters 1-4, 6. NY:Routledge.
**Kimmel, M. (1994) ÒMasculinity as homophobia,Ó In H. Brod and M. Kaufman (eds) Theorizing Masculinities. Sage.
***Troiden, R. (1989) "The formation of homosexual identities" in Herndt, G. (ed.) Gay and Lesbian Youth NY: Haworth Press, pp. 43-74.
***Fine, M. (1993) "Sexuality, schooling, and adolescent females: The missing discourse of desire" in Weiss and Fine (eds) Beyond Silenced Voices: Class, Race and Gender in US Schools. Albany: SUNY Press. pp. 75-100.
OR
***Moran, J. (2000) Teaching Sex: The Shaping of Adolescence in the 20th Century. Cambridge: Harvard University Press. Chapter 8, pp. 217-234.
Film: Baby Love - Tuesday, 7:30
Optional:
*Muuss, R. Theories of Adolescence, Chapter 2 "The psychoanalytic theory of adolescent development" pp. 18-41.
Cases
"A Step in the Only Direction" in Garrod et al Adolescent Portraits, pp. 102-125.
"Falling for Someone" in Garrod et al Adolescent Portraits, pp. 90-101.
Questions for thought and discussion:
1. These authors present several different views on the effects of biological change on the adolescent. What are some of the biological, psychological, and social changes that occur with the onset of puberty?
2. Is romantic love a biological/psychological or a social/cultural phenomenon? What purpose does it serve for the individual?
3. What is the relationship between the experience of puberty and the growing sense of oneself as a sexual being and one's gender, race, class, ethnicity, and sexual preference?
Week IV (February 13 and 15) Identity Development: Autonomy and Relationship
*Erikson, E. (1998) "Youth and the Life Cycle" in Muuss Adolescent Behavior and Society pp. 252-259.
*Stern, L. (1989) "Conceptions of Separation and Connection in Female Adolescents" in Gilligan et al, Making Connections, pp. 73-87.
***Miller, J. B. (1991) "The development of women's sense of self" in Women's Growth in Connection. NY: Guildford Press. pp. 11-26.
*Ward, J. (1989) "Racial identity formation and transformation," in Gilligan et al, Making Connections, pp. 215-232.
*Way, N. (1998) Everyday Courage: The Lives and Stories of Urban Teenagers. NY: NYU Press. Chapter 4, pp. 78-111.
Film: Everybody Rides the Carousel (optional)
Optional:
*Muuss, R. Theories of Adolescence, Chapter 3, "Erikson's theory of identity development" pp. 52-85.
Cases
"Courting Danger" in Garrod et al, Adolescent Portraits pp. 13-32.
"Working Through my Adolescence, " in Garrod et al, Adolescent Portraits, pp. 40-52.
Questions for thought and discussion:
1. Is identity development an adolescent issue? In what areas does identity develop? What is society's role in an adolescent's process of identity development?
2. What is the role of gender identity, racial identity, ethnic identity in the development of an adolescent self? How does the development of women and men's experience of autonomy and relationship differ? How is it the same?
Week V (February 20 and 22) Identity Development: Multiple Identities
***Gonzales, Nancy and Cauce, Ana Mari (1995) "Ethnic identity and multicultural competence: Dilemmas and challenges for minority youth," in Hawley and Jackson (eds) Toward a Common Destiny. San Francisco, CA: Jossey Bass. pp. 131-162.
***Heath, Shirley B. (1995) "Race, ethnicity and the defiance of categories," in Hawley and Jackson (eds) Toward a Common Destiny. San Francisco, CA: Jossey Bass. pp. 39-70.
**Tatum, Beverly (1992) "Talking about race, learning about racism." Harvard
Educational Review. 62(1) pp. 1-24.
**Williams, Theresa, K. (1996) ÒRace as a process: Reassessing the ÔWhat are you?Õ encounters of biracial individuals.Ó In M. Root (ed.) The Multiracial Experience. Thousand Oaks, CA: Sage. pp. 191-210.
Choose 1 or 2:
**Wilson, Alex (1996) "How we find ourselves: Identity development and two-spirit people." Harvard Educational Review, 66 (2), pp. 303-317.
**Sears, James (1996) "Black-Gay or Gay-Black? Choosing identities and
identifying choices," in Unks, G. (ed) The Gay Teen. NY: Routledge, pp. 135-157.
***Waters, Mary (1996) "The intersection of gender, race, and ethnicity in identity development of Caribbean American teens," in Leadbeater and Way, Urban Girls. NY: New York University Press, pp. 65-81.
**Ponteretto, J. and Pederson, P. (1993) Preventing Prejudice: A Guide for Counselors and Educators. CA: Sage Publications. Chapter 5, "White racial identity development and prejudice prevention," pp. 63-83.
**Chol Soo Standen, B. (1996) ÒWithout a template: The Biracial/Korean/White Experience.Ó In M. Root (ed.) The Multiracial Experience. Thousand Oaks, CA: Sage. pp. 245-259.
**Mikesuah, D. (1999) ÒAmerican Indian identities: Issues of individual choice and development.Ó In D. Champagne (ed.) Contemporary Native American Cultural Issues. Walnut Creek: CA: Alta Mira Press.
**Corbin, S. and Pruitt, R. (1999) ÒWho am I? The development of the African American male identity.Ó In J. Polite and J. Davis (eds.) African American Males in School and Society. NY: Teachers College Press.
Cases:
Film: Boyz 'n the Hood - Tuesday 7:30
ÒSeeking the best of both worlds,Ó in Garrod et al, Adolescent Portraits, pp. 265-280.
Questions for thought and discussion
1. How do these readings challenge and support last week's theories of identity development? How do we reconcile (or don't we) the concept of identity development and the reality of multiple identities?
2. What are the possible roles of social institutions (family, school, community organizations, etc.) in supporting the process of adolescent identity? What attitudes, behaviors, programs do you see as most/least helpful?
First paper due Monday, February 26.
Week VI (February 27 and March 1) Cognitive and Intellectual Development: Three Approaches
1) *Piaget, J. (1990) "Intellectual evolution from adolescence to adulthood" in Muuss, Adolescent Behavior and Society, pp. 66-72.
***Moshman, D.(1999) Adolescent Psychological Development: Rationality, Morality and Identity. NJ: Lawrence Erlbaum Associates. Chapter 3, pp. 19-32.
2) ***Gardner, H. (1993) Multiple Intelligences: The Theory in Practice. Basic Books. Chapters 1 and 2, pp. 5-34.
3) **Perry, W. (1981) "Cognitive and ethical growth: The making of meaning" in A.W. Chickering (ed) The Modern American College. San Francisco: Jossey Bass. (read pp. 76-98 only)
*Belenky, et al (1986) Women's Ways of Knowing, Basic Books. Skim chapters 1-7, pp. 23-152.
Optional:
*Muuss, R. Theories of Adolescence, Chapter 8, "Jean Piaget's Cognitive Theory of Adolescence" pp. 175-205.
Cases
*Way, N. (1998) Everyday Courage: The Lives and Stories of Urban Teenagers. NY:
NYU Press. Chapter 3 (Malcolm) and Chapter 10 (Eva).
Questions for thought and discussion:
1. Look first at Piaget's theory of cognitive development. In your own experience and observations, how characteristic is the stage of formal operations in adolescent thinking?
2. To what extent does your college experience reflect the changes in thinking described by Perry and Belenky et al? Where do their theories complement/challenge Piaget's?
3. What are the limitations of these theories in describing changes in the cognitive abilities and understanding of adolescents?
*Kohlberg, L. (1990) "The cognitive developmental approach to moral education," in Muuss, Adolescent Behavior and Society, pp. 222-233.
**Brown, L. M., Tappan, M.B., and Gilligan, C. (1995) "Listening to different voices." In W. Kurtines and J. Gewirtz (eds.) Moral Development: An Introduction. Allyn and Bacon. pp. 311-335.
**Goldberger, Nancy (1996) "Cultural imperatives and diversity in ways of knowing" in Goldberger et al (eds) Knowledge, Difference and Power. NY:Basic Books. pp. 335-368.
*Muuss, R. (1996) Theories of Adolescence, Chapter 13: James Fowler's theory of faith development. NY:McGraw Hill. pp. 262-280.
Optional:
*Muuss, R. (1996). Theories of Adolescence, Chapters 9 and 10 "Kohlberg's cognitive-developmental approach to adolescent morality," pp. 176-195 and "The feminist perspective..." pp. 196-209.
Cases
"Running Hurdles" in Garrod et al, Adolescent Portraits pp. 53-64.
"Proud of the Strength I had" in Garrod et al Adolescent Portraits pp. 256-264.
Questions for thought and discussion:
1. What is the relationship between different theories of cognitive development and Kohlberg's and Gilligan's understanding of moral development?
2. How do gender, ethnicity, class, culture and religion affect the development of an individualÕs ways of knowing?
2. What is the relationship of religious development and belief and the theories of cognitive and moral development presented this week and alst week? What, if anything, is missing from FowlerÕs theoretical perspective?
Week VIII (March 20 and 22) Adolescent Health and Social Policy: What's normal?
Everyone read:
**Freud, A. (1969) "Adolescence." In The Writings of Anna Freud, Vol. V 1956-1965. NY: International Universities Press, Inc.
***McCord, J. (1990) "Problem behaviors" in At the Threshold pp. 414-430.
***Lightfoot, C. (1997) The Culture of Adolescent Risktaking. Chapter, 5, pp. 97-130.
Choose one:
**Price, R., Cioci, M. Penn, W., and Trautlein, B. (1993) "Webs of influence: School and community programs that enhance adolescent health and education." Teachers College Record, 94(3). pp. 487-521.
**McLaughlin, M. and Heath, S. (1993) "Casting the self: Frames for identity and dilemmas for policy" in McLaughlin, M. and Heath, S. (eds) Inner City Youth: Beyond Ethnicity and Gender. NY: Teachers College Press. pp. 210- 240.
Choose 1-2:
**Striegel-Moore, R. and Cachelin, F. (1999) ÒBody image concerns and disordered eating in adolescent girls: Risk and protective factors.Ó In N. Johnson, M. Roberts and J. Worell (eds) Beyond Appearance: A New Look at Adolescent Girls. Washington, DC: American Psychological Association.
**Harway, M. and Liss, M. (1999) ÒDating violence and teen prostitution: Adolescent girls in the justice system.Ó In N. Johnson, M. Roberts and J. Worell (eds) Beyond Appearance: A New Look at Adolescent Girls. Washington, DC: American Psychological Association.
**Pope, H., Phillips, K. and Olivardia, R. (2000) The Adonis Complex. NY: Free Press. Chapter 4, pp. 83-101.
***Kaplan, A. (1991) "The self in relation: Implications for depression in women" in Jordan et al, Women's Growth in Connection. NY: Guildford Press. pp. 206-222.
*Kipke, M., OÕConnor,. S., Palmer, R. and MacKenzie, R. (1998) ÒStreet youth in Los Angeles: Profile of a group at high risk for human immunodeficiency virus infection,Ó in Muuss, R. (ed) Adolescent Behavior and Society, pp409-417.
**Powers, J. and Jaklitsch, B. (1992) "Adolescence and homelessness" Chapter 7 in Stronge, J. Educating Homeless Children and Adolescents. Newbury Park: Sage. pp. 115-132.
*Flannery, D., Vazsonyi, A., Torquati, J. and Fridrich, A. (1998) ÒEthnic and gender differences in risk for early adolescent substance use,Ó in Muuss, R. (ed) Adolescent Behavior and Society, pp. 432-440.
**Garrett, S. C. and Tidwell, R. (1999) ÒDifferences between adolescent mothers and nonmothers: An interview study.Ó Adolescence (34) 133, pp. 91-105.
**Raley, G. (1999) ÒNo good chocies: Teenage childbearing, concentrated poverty, and welfare reform.Ó In S. Coontz (ed.) American Families: A Multicultural Reader. NY: Routledge. p. 258-272.
**Vigil, J.D. (1993) "Gangs, social control and ethnicity: Ways to redirect" Chapter 4 in McLaughlin, M. and Heath, S. (eds) Inner City Youth: Beyond Ethnicity and Gender. NY: Teachers College Press. pp. 94-119.
**Ima, K. and Nidorf, J. (1998) ÒCharacteristics of Southeast Asian delinquents: Toward an understanding.Ó In V. Pang and L. Cheng (eds.) Struggling to Be Heard. Albany: SYNY Press. pp. 89-104.
"Someday my elders will be proud," in Garrod et al Adolescent Portraits, pp. 65-77.
"Falling from my pedestal" in Garrod et al, Adolescent Portraits pp. 163-178.
Questions for thought and discussion:
1. What characterizes normal vs. abnormal adolescent behavior? To what extent is adolescence itself a disturbance in the life cycle, as Anna Freud suggests?
2. What common factors influence adolescent behavior with regard to health? What are some key variables affecting adolescent involvement/non-involvement in substance abuse?
3. At what level(s) are adolescent health concerns best addressed: individual intervention, family, community/school, national policy? What do you see as characteristics of effective programs at each of these levels?
Second paper
due Monday March 26.
Week IX (March 27 and 29) The Adolescent in Context: Family
**Hill, J. (1987) "Research on adolescents and their families: Past and prospect." in Irwin, C. (ed.) Adolescent Social Behavior and Health, San Francisco: Jossey-Bass.
*Ward, Janie (1996) "Raising resisters: The role of truth telling in the psychological development of African American girls," in Leadbetter and Way, Urban Girls. NY: NYU Press. pp. 85-99.
*Way, N. (1998) Everyday Courage. Chapter 6, pp. 145-163.
**Amato, P. (1993) "Children's adjustment to divorce: Theories, hypotheses, and empirical support." Journal of Marriage and the Family (55), pp. 23--38.
Choose 1
*Salzman, J. (1989) "Save the world, Save myself" in Gilligan et al Making Connections, pp. 110-146.
*Taylor, Jill (1996) Cultural Stories: Latina and Portuguese daughters and mothers," in Leadbetter and Way, Urban Girls. NY: NYU Press. pp. 117-131.
**Patterson, C. (1992) "Children of gay and lesbian parents. Child Development, 62, pp. 1025-1042.
**Zinn, M. B. (1999) ÒSocial science theorizing for Latino families in the age of diversity.Ó In S. Coontz (ed.) American Families: A Multicultural Reader. NY: Routledge. pp. 230-242.
Case
*Golden, Marita (1995) Saving our Sons. NY: Doubleday.
Questions for thought and discussion:
1. To what extent is family influence on an adolescent's development influenced by a) historical, social and cultural demands; b) the individual; c) previous parent-child relations; d) gender, and e) the adolescent peer group?
2. Most of the readings assume a traditional two parent family. Given what you know of adolescent needs and concerns, develop some hypotheses about how different family formations might influence the adolescent's sense of self, development of independence, relationships with others, etc.
**Buhrmester, D. (1996) "Need fulfillment, interpersonal competence, and the developmental contexts of early adolescent friendship" in W. Bukowski, A. Newcomb and W. Hartup (eds.) The Company They Keep: Friendship in Childhood and Adolescence. Cambridge University Press, pp. 1588-185.
***Savin-Williams, R. and Berndt, T. (1990) "Friendship and peer relations" in At the Threshold, pp. 277-307.
*Way, Niobe (1998) Everyday Courage. Chapter 5, pp. 112-144
**Twine, F. W. (1996) ÒHeterosexual alliances: The romantic management of racial identity.Ó In M. Root (ed.) The Multiracial Experience. Thousand Oaks, CA: Sage. pp. 291-304.
Film: Girls Town
Cases:
Questions for thought and discussion:
1. Think about your own experiences with peers between sixth and twelfth grade. What was the basis of groups? of friendships? How has it changed in college?
2. Be ready to summarize the function of peer groups and friends from the perspective of various authors. What are the difficulties associated with these relationships? What are the benefits?
3. What is the dynamic between the adolescents' relationships to friends and family?
Week XI (April 10 and 12) Adolescents and Schools: School Structures and Goals
**Kohlberg, L. and Mayer, R. (1979) "Development as the aim of education," in
Mosher, Adolescents' Development and Education, Berkeley: McCutchan. pp. 246-280.
**Hechinger, F. (1993) "Schools for teenagers: A historic dilemma," Teachers
College Record, 94(3). pp. 522-539.
*Way, N. (1998) Everyday Courage. Chapter 8. Pp. 185-204.
**Entwistle, D. (1990) "Schools and the adolescent." In S.. Feldman and G.
Elliott (eds.) At the Threshold: The Developing Adolescent. Harvard University
Press. pp.197-224.
Cases
*Ames, N. L. and Miller, E. (1994) Changing Middle Schools: How to Make
Schools Work for Young Adolescents. Jossey Bass. Chapters 1 (skim), 2 and 3, pp. 1 - 97.
OR
***Lightfoot, S. (1983) The Good High School NY: Basic Books.
Chapter 1 George Washington Carver H.S., pp. 29-55
Chapter 3 Highland Park H.S. pp. 121-149
Questions for thought and discussion:
1. This week's readings provide a range of different perspectives on the relationships between schooling, individual develoment, and society. What do you see as the strengths and weaknesses of the different lenses used? Which ones work best in explaining your own and other adolescents' experiences in school?
2. Several of this week's readings suggest ways schools might best meet adolescent needs. What needs are best met in each case? What is missing? What suggestions would you make to each author?
3. Looking back, what changes would you make in your education? What difference might these changes have made?
4. What do you think should be the role of schools in meeting adolescents' cognitive, intellectual, psychosocial, affective and interpersonal needs?
Everyone read:
**Mir—n, L. and Lauria, M. (1998) ÒStudent voice as agency: Resistance and accomodation in inner-city schools.Ó Anthropology and Education Quarterly (29) 2, pp. 189-213.
**Steele, C. (1999) ÒThin ice: ÔStereotype threatÕ and Black college students.Ó Atlantic Monthly.
Choose 3:
*Fordham, S. and Ogbu, J. "Black students' school success: Coping with the burden of 'acting white,' in Muuss, Adolescent Behavior and Society, pp189-207.
**Gaskell, Jane (1985) "Course enrollment in the high school: The perspective of working class females. Sociology of Education, 58, pp. 48-59.
**Connell, R.W. (1996) ÒTeaching the boys: New research on masculinity and gender strategies for schools.Ó Teachers College Record. 98 (2) pp. 206-235.
**Kiang, Peter Nien-chu (1995) "Bicultural strengths and struggles of Southeast Asian Americans in school." In A. Darder (ed) Culture and Difference. Bergin and Garvey.
*Friend, R.A. (1993) "Choices, not closets: Heterosexism and homophobia in schools" in Weiss and Fine (eds) Beyond Silenced Voices: Class, Race and Gender in US Schools. Albany: SUNY Press. pp. 209-235.
*Stevenson, R. and Ellsworth, J. (1993) "Dropouts and the silencing of critical voices" in Weiss and Fine (eds) Beyond Silenced Voices: Class, Race and Gender in US Schools. Albany: SUNY Press. pp. 259-271.
**Lee, Stacey (1994) "Beyond the model-minority stereotype: Voices of high and low achieving Asian American students." Anthropology and Education Quarterly, 25(4) pp. 413-429.
**Flores-Gonz‡lez, N. (1999) ÒPuerto Rican High Achievers: An example of ethnic and academic identity compatibility.Ó Anthropology and Education Quarterly. (30)3, pp. 343-362.
**Tapia, J. (1998) ÒThe schooling of Puerto Ricans: PhiladelphiaÕs most impoverished community.Ó Anthropology and Education Quarterly. 29(3) 297-323.
Film: Stand and Deliver Tuesday, 7:30 p.m.
Case
*Suskind, R. (1998) A Hope in the Unseen. NY: Broadway Books. Chapters 1-5.
Questions for thought and discussion:
1. How do school structures take race, class and gender into consideration? What new programs or structures might more effectively address these issues?
2. Think about
curriculum/structural developments to address drop-out prevention, sex
education, diversity training.
*Sidel, R. (1994) Battling Bias: The Struggle for Identity and Community on College Campuses. NY: Viking. Chapters 1, 4-9.
Optional:
**Baxter Magolda, M. (1992) Knowing and Reasoning in College. San Francisco: Jossey-Bass Publishers, Chapters 8 and 9. pp. 223-295.
**Rhoads, Robert (1994) Coming Out in College. Westport, CT: Bergin &
Garvey. Chapters 1, 6 and 7. pp. 3-22, 95-140.
Case
*Suskind, R. (1998) A Hope in the Unseen. NY: Broadway Books. Chapters 7-14.
Questions for thought and discussion:
1. Before doing this week's reading, think about your own college experience. In what ways have you grown or changed? How has Swarthmore responded--or failed to respond--to your developmental needs?
2. What are the connections between the adolescent's experience in high school and his or her college experience? What aspects of high school seem to have the most/least impact?
Week XIV (May 1 and 3) The Social Context: The transition to work and the adult world
**Glover, R. and Marshall, R. (1993) "Improving the school-to-work transition of American adolescents." Teachers College Record, 94(3). pp. 588-610.
***Levinson, Daniel. "Toward a conception of the adult life course." in Smelser and Erikson (eds.), Themes of Work and Love in Adulthood. Cambridge; Harvard University Press. pp. 265-290.
***Giele, J.Z. "Adulthood as transcendence of age and sex." in Smelser and Erikson, Themes of Work and Love in Adulthood. Cambridge; Harvard University Press. pp. 151-173.
**Sweet, Tee (1991) "When education succeeds: The cost of success" in Bowser, B. (ed.) Black Male Adolescents, University Press of America, pp. 259-270.
Questions for thought and discussion:
1. In what ways does the experience of adolescence influence or shape adult life?
2. How does the experience of your parents reflect the themes expressed in the readings?
3. How might social institutions (e.g. family, schools, church, community, businesses) better help adolescents move into adulthood?