Our interest in understanding how friends shape adolescents’ career aspirations evolved from our background in studying children’s gender development. Children’s peers play a critical role in socializing adherence to gender-role norms. Indeed, many gender-sensitive parents are dismayed to realize that their attempts to raise gender-flexible children are undone soon after their children begin interacting with peers at school. Among other things, children’s peers are responsible for transmitting messages about what types of academic pursuits are appropriate for girls and boys.

What does it mean to say that parents should “set a good example” for their children? Although modeling positive behavior and values may initially come to mind, in what context is this example set? Many such contexts are interpersonal, such as how a parent interacts with his or her spouse or with their children themselves. But it may be that parents’ behavior in contexts outside of the family, such as interacting with their own adult peers, can influence children as well.

Nirit Soffer-Dudek, Ph.D.; Avi Sadeh, D.Sc.

Have you ever wondered how globalization is affecting adolescents in parts of the world that are more isolated, for example, in countries like Armenia? First, I will situate you in the context of Armenia by relating recent history, recent exposure to computers, changes in the school system, and the genesis of this research project. Next, I describe the practical matters involved in setting up and conducting the research. Finally, I summarize evidence we found regarding globalization influences on adolescents in Armenia. 

Research on ethnic identity and racial identity has been growing at a rapid rate over the past several decades, and this body of work suggests these constructs are central aspects of the normative development of diverse youth of color, especially over the course of adolescence and young adulthood. A great deal of research suggests that ethnic and racial identity can promote positive outcomes among youth who have been exposed to risks such as discrimination or economic hardship. In some cases, ethnic and racial identities actually mitigate the deleterious consequences of adverse life events.

Linda P. Juang, Desiree Baolin Qin, and Irene J. K. Park

If you are like me, you’ve used humor to help an awkward situation pass, made a joke to lighten the mood, or teased a friend in a lighthearted way.  But how far does the power of humor reach?  What if that humor is used in the context of race and ethnicity?  For some adolescents (whose names have been changed), these experiences come to mind easily: 

Laurie L. Meschke, PhD, University of Tennessee at Knoxville

Adriana J. Umaña-Taylor, Ph.D.

Molly Secor-Turner, Ph.D., R.N., and Brandy A. Randall, Ph.D.

The transitions from childhood to adolescence and then from elementary to middle and high school and into college can be challenging for all youth.  However, they can be especially difficult for youth from low income, ethnic minority, or immigrant families.  As they transition to middle school, high school, and college, these youth often begin to exceed their parents’ level of schooling, thus making it necessary for them to rely on peers, teachers, and community mentors for help with school work and education/career goals  (Azmitia & Cooper, 2011; Cooper, 2011; Dennis, Phinney, & Chuateco, 2005).  In some cases, youths’ academic and career goals may be in conflict with the needs of their families and friends.  For example, families of college-bound youth may pressure them to attend a college close to home so they can continue to help the family economically, provide childcare, or serve as English translators (Chao, 2006; Grau, Azmitia, & Quatelbaum, 2008; Orellana, 2009; Syed, Azmitia, & Cooper, 2011).  Also, while their less-academically oriented friends often provide encouragement and support, over time higher achieving, low income, ethnic minority, or first generation students can feel alienated from their friends and peers. Because they also often feel they have little in common with their high achieving middle/upper income ethnic majority peers, these youth can feel that they do not belong at school, home, or their community (Azmitia & Radmacher, 2012; Azmitia, Syed, & Radmacher, in press; Johnson, Solbe, & Leonard, 2007; Orbe 2008; Ostrove & Long, 2009).

Rosalie Corona, Ph.D., Virginia Commonwealth University