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• W340555121 abstract "WHENEVER I visit high schools and hear a teacher or principal speak of 'our boys and girls' or refer to them as such in the hallways, I think I am in a time warp. As the Education Week series on the past century of schooling pointed out, high school students were thought of as 'children' or 'boys and girls' until the 1930s, when the expansion of high schools, enforced delays in entering the job market, and developmental psychology gave older boys and girls new monikers ' like adolescents or teenagers. Teens have since become a separate breed. And, as parents and communities now know, teens feel beholden to almost no one these days ' except perhaps the latest commercial pitch for their attention and money. Having created a separate category for these young people, adults seem to have set them adrift and prefer to wring their hands about what's going on in their world. Perhaps if we listened to adolescents and teens, we would be less shocked and more willing to believe that adults have a role to play in creating the environment young people want. Discussing the results of the National Longitudinal Study of Adolescent Health at last summer's institute for chief state school officers, Clea Sucoff provided clues about how schools could engage students better. When asked for their opinions, adolescents themselves said they wanted to be connected to their schools. More important than class size or teacher training, however, is whether the atmosphere of the school feels fair and creates a sense of community. The students also wanted to feel that other students were not prejudiced against them. These school characteristics, Sucoff noted, are things that schoolpeople and policy makers can do something about. The most significant recent report on 'listening' to young people draws from almost 12 years of conversations with students between the ages of 12 and 18 in low-income urban and rural areas who were involved in good community-based out-of-school programs. Milbrey McLaughlin of Stanford University and her colleagues spent time with young people in 120 youth-based organizations in 34 cities and small communities. The youths they struck up conversations with led them to the programs young people identified as places where they wanted to spend their time. As in the adolescent health study, the young people sought out environments they perceived to be emotionally 'safe.' They wanted a sense of family. And they especially wanted places where they could become intensely involved in learning. While the report, Community Counts, focuses on what these outside organizations should look like, the messages are clear for schools. Act more like the communities young people have found on their own, and perhaps students will become more connected to their schools. (Community Counts, first five copies free, is available from the Public Education Network, 601 13th St. N.W., Ste. 900 N, Washington, DC 20005; phone 202/628-7460. The study can also be downloaded from the PEN website at www.PublicEducation.org.) The payoff is just what schools want. Young people who participate in the community-based programs achieve at higher academic levels and hold higher expectations for themselves than American youths in general, they have greater self-confidence and optimism about the future, they express a strong desire to 'give back' to their communities, and they become productive and active members of their communities. Most of the youths McLaughlin has followed are now in their 20s, and most, she says, 'are firmly set on positive pathways.' While in high school, they were 20% more likely than American students in general to rate their chances of graduating from high school and going to college as very high. What is it about these youth-serving community organizations that engages the very young people who are most likely to be turned off by traditional schools? …" @default.
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• W340555121 date "2000-05-01" @default.
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• W340555121 title "Washington Commentary - Listening to Adolescents" @default.
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