Adolescence: Change and Continuity

Tod Spedding,

This email is in regards to helping you answer questions concerning your sixth grade class. We understand that you have a high percentage of Hispanic students and a high percentage of those students live in poverty. We are aware that your students scored in the 20th percentile in reading and math. Here is some information we have researched that we believe could be beneficial and relevant to your students.

When researching the Penn State library systems we found an interesting article by Robert R. Barner and James E. Bruno. The study discusses the low SES students attending U.S. inner city schools. The researchers found that students feel that they will remain in their current SES regardless of their efforts. Therefore over time they may become frustrated and cease to work to their full potential. Another fact found by these researchers is formal feedback is necessary to combat the "forgetting" phenomenon. This phenomenon states that information that has not been reinforced has been forgotten. This phenomenon may help to explain why students may have difficulty re-entering the educational system the beginning of each school year. Due to the existence of this phenomena a summer learning program may be beneficial to the students.

Another occurrence we researched was learned helplessness that can be a result of labeling. Similar to labeling is categorizing. Rosenthal and Jacobson found in 1968 that once a student is labeled they may actually behave in a certain way solely because that behavior(or achievement) is expected of them. Rosenthl and Jacobson demonstrate that once a categorical label has been assigned-->stereotypes will be formed--> establishing expectations-->leading to the Self-fulfilling prophecy. Once the prophecy is in place and the behaviors have been exhibited the stereotype is confirmed. Labeling alone is a risk factor.

Income is a significant independent predictor of cognitive development. The duration of exposure to poverty and intensity of poverty is important. Therefore, poverty is a major risk factor of cognitive development. Other risk factors include low parental involvement, insufficient prior education, school conditions, stress, malnutrition, and improper health care.

We hope that the information we have provided will assist you in understanding the obstacles your students face. If you wish to read further the sources will be included.

Barner, R. R.& Bruno, J. E.(1991). Mathematics attainment at inner-city schools. Establishing the need for systematic formative evaluation practices. The Urban Review, 23, 251-269.

Barnett,W. S., Young, J. W. & Schweinhart, L. J.(1998). Early care and education for children in poverty. Inquiry and insights. 167-184. Albany, New York. State University of New York. Vol. 341.

Smith, R. W., Austin, D. R.& Kennedy, D. W.(1996). Inclusive and special recreation. Opportunities for persons with disabilities. 59-60. Brown & Benchmark, Chicago.

We hoped we have helped you.

Sincerely,

Kimberly Clark

Aimee Jassin

Julie Marks

Valerie Schlageter

Emily Turay

This site was produced by students taking HDFS 433: The Transition to Adulthood and HDFS 239: Adolescent Development at the Pennsylvania State University. Feedback can be sent to the individual authors or to Nancy Darling (darling@bard.edu).