MVP 3 – Response to Research on Adolescence

Junqi Huang (Kay)

In the article, “Insights on Adolescence From a Life Course Perspectives”, Monica and Robert shows us two different transitions from adolescence to young adult by examining 3 specific substantive areas—educational success, puberty and problem behavior. One principle they refer to is “continuity and discontinuity” in life pathways. Obviously, “continuity or discontinuity” theme refers to how the past experience has influence on the future experience. Once the past experience negatively relates to the future experience, the adverse impact presents. I read an article, “How Elementary School Teachers’ Bias Can Discourage Girls From Math and Science”, Claire Cain Miller shows that parents and teachers unconscious bias discourage girls from studying math and science in young age, which leads them fail to believe in themselves can do well in those fields as they grow up. I would say this kind of experience that “fail to believe in self” in elementary school is short-term cognitive disruptions. Then such short-term cognitive disruptions with continuity might translate to long-term life course disadvantages. In this case, we can see that this cognitive disruptions blocks future blocks future development, which leads to obstruct students’ growth and motivation toward further learning. In other words, that cognitive blocks with continuity theme hinder the educational success.