A Pre-Tenure Job Is Like Dating. Here Are Three Dating Mistakes Even “Good” Institutions Make That Contribute To Black/African American Faculty Leaving. 

In her weekly newsletter the Monday Motivator, Dr. Kerry Ann Rockquemore, President and CEO of the National Center for Faculty Development and Diversity, wrote a post entitled “Don’t Act Like You’re Married When You’re Only Dating!” In this post, she cautions new faculty against overinvesting in their institution to the detriment of making progress in their research. Likening the pre-tenure years to a prolonged, dating relationship is apropos. Tenure represents an unparalleled level of job permanence but there is no guarantee you will get “the ring”, and your institution spends many years figuring out if you are “the one”. Moreover, in the first few years of “dating”, you are also trying to figure out if you can live with “this person”. Do they meet your needs? Do they value you the way you value yourself? Can you be happy with them for the long-term? As with dating, there is no perfect person or, in this case, job, and sometimes even “good” institutions make mistakes that contribute to faculty leaving.

As the population of young people in the U.S. has become increasingly culturally diverse, the need for an interdisciplinary and contextualized approach to understanding the complexity of their lives is a critical next step. An intersectionality framework offers a promising starting point (e.g., Crenshaw, 1995; Grzanka, 2014; Lewis & Grzanka, 2016).

In 2014, the Society for Research on Adolescence Civil Rights Data Collection Emerging Scholars Grant was offered to researchers interested in studying potential ethnic/racial disparities in how disciplinary policies are applied in American schools. When I heard about the grant, I did not have much expertise in education policy. However, I decided to apply because the grant offered an opportunity to explore issues important to adolescent development using the Civil Rights Data Collection (CRDC).

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.

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. 

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

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