“Another conceptual theme draws attention to the role of individuals in their own development. Here, we delve into the complex ways in which young people select into personal experiences, interpersonal rela- tionships, and social settings in ways that reflect their past and contribute to their futures. As we discuss, this process of selection of person occurs through the agentic strivings of individuals as well as through the interplay of environment and biology.” (from Insights on Adolescence From a Life Course Perspective)

I love this passage. So many sources and research on adolescence study this period of life as a very linear stage of development that is similar across different cultures and environments. There is a notion that adolescence consists of stages and milestones of development that are universal. However, perhaps more than any other period of life, the teenage years are so varied and shaped by so many different factors. One of the most important is certainly the individual, and what an individual wants, what goals he or she has, how they see themselves, etc. So many factors in adolescence are dependent on motivation and the power of the individual. Knowing this can be very empowering, and this school of thought is more comprehensive in that it places the focus on the individual in general.

“The other thing that was changing for Joaquin was his sense of how he had to present himself when he was out on the streets and in school. As he grew older, Joaquin felt the need to project the image of a tough and angry young black man. He believed that to be respected he had to carry himself in a manner that was intimidating and even menacing. To behave differently–too nice, gentle, kind, or sincere–meant that he would be vulnerable and preyed upon.” (Sadowski 24)

This passage stood out to me as exemplifying perfectly the difficult emotional struggle many minority youth, especially boys, face in succeeding in all spheres of life. It may seem like a small thing in the field of education of minority youth and race relations, but I believe this is a major problem African-American and Latino adolescents face. It is a balancing act, and a difficult one. This problem is so indicative of a larger issue to me; the idea that urban minority youth are in a sense set up to fail due to the deeply entrenched racial values brought on by hundreds of years of oppression. Even in our modern society, perceptions of certain groups and the roles members of these groups are cast in can be very limiting. Teenagers like Joaquin in a sense feel they have to choose between academic success and social acceptance. It is human nature to crave closeness with peers and approval, especially in a setting as hierarchal as high school. If the norm in a community involves dropping out and joining a gang, the need to belong may outweigh the desire to excel. This is a very difficult problem to solve, but I think a first step would be to teach young minority youth that doing well does not mean they are “acting white.”

“Efforts designed to combat risk and promote positive adjustment among low-income African American youth with disabilities must be sensitive to the magnitude and complexity of challenges facing many youth.” from Poor, Black, Learning Disabled, and Graduating: An Investigation of Factors and Processes Associated With School Completion Among High-Risk Urban Youth (Christopher Murray, Jason Naranjo) (University of Oregon, Eugene)

This passage really struck a chord with me. Certainly, as this reading states, high expectations can be an extremely positive influence on an at risk child. However, as important as it is to help these kids reach as high as they can and pursue their true passions, we must acknowledge that without having been through the often harsh lives these kids have, it is hard to understand the extent of the factors stacked against minority youth of low socioeconomic status. We should not view this as indicative of an inevitable outcome, but motivating background knowledge that must be known and reflected on before we can teach to students from these populations.