All posts by Pei-chi Chuang

Extended Adolescence – Bow to Reality

Perspectives & History of Adolescence, Urban Adolescents

“Social changes over the last several decades have also dramatically changed the transition from adolescence into young adulthood, and such change is reflected in policy discussions about key aspects of this transition (e.g., access to and affordability of higher education, the potential role of nonmarriage in poverty).”- Johnson, M. K., Crosnoe, R., & Elder, G. H. (2011).

Many classmates have drawn attention to The New York Times’ article, “Long Road to Adulthood Is Growing Even Longer.” The spot light caught my eyes is that more and more children are still relying on financial support from home. However, this phenomenon just reflects our new generation surrenders to the reality not only in the states but international wide. Continue reading Extended Adolescence – Bow to Reality →

Acting White = Acting American???

Observing to Learn and Learning to Observe, Perspectives & History of Adolescence

“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 in order 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. I learned that for Joaquin, part of his new persona also involved placing less value on academics and greater emphasis on being cool and hanging out with the right people.” – Sadowski, 2008 (p. 24)

In this story, Joaquin was trying desperately to figure out what it meant to be a young black man. The stereotypes of being a black man is opposite to nice, gentle, or kind, otherwise which will refer kids to be “acting white.” However, the concept of acting white itself is discrimination. Continue reading Acting White = Acting American??? →

Naming Stereotype & Identification

Culturally, Linguistically, and Socioeconomically Diverse Adolescents in Urban Contexts: Framing the Conversation

How can educators support students’ positive identify development, especially those students who might not be part of the dominant social groups at school?
Bessette: I think the teachers who really acknowledge a student, not just whether he got the right answer or not, but acknowledge him for who he is make a big difference. Such teachers don’t’ just bring students to my office and say, “Mary has the top average in my class.” They might also say something like, “Mary has a new job after school.” Or, “Sandra is on the dance team. Have you ever seen her dance?” Or, “Who is your favorite writer, Jeremy?” Then Jeremy will answer, “Vonnegut,” and the next thing you know we are having a discussion about Vonnegut. We want every student to feel that someone knows him or her well on a personal level. I think that helps develop a sense of self.” – Sadowski, 2008 (p. 164)

This passage depicts stereotype naming on kids based on their academics. Continue reading Naming Stereotype & Identification →