Underprivileged Adolescents Research Articles

Mehrsprachige Jugendliche im Umgang mit Dialekt und Hochsprache in der Deutschen Schweiz

For much too long the study of plurilingual pupils has been focussed on their deficits. In the present study special resources of underprivileged adolescents who are successful in their literal socialization were investigated. From a sample of 1500 15-year-olds 76 were asked to fulfil a writing task measuring their functional-pragmatic writing abilities. The results show only minor differences between mono- and plurilingual adolescents. The same trend can be detected for reading abilities as well, especially when empathic reading competence is included and socio-economic status is controlled for. The authors argue in favour of a concept for reading and writing which, in addition to traditional hard criteria like orthography and grammar for writing or information processing for reading, incorporates soft dimensions like emotional involvement (for reading) or communicative strategies (for writing). Reading and writing socialization viewed in such terms can only succeed if schools find ways to embed reading and writing in their students' lives in a way which is perceived by them as meaningful.

The Power and Vulnerability of a Dream Deferred: High-achieving Minority Adolescent Girls’ Narratives of Success

This study chronicles the “ordinary success” of 20 highly motivated, working-class minority adolescent girls. Within achievement motivation literature, success generally has been conceived as measurable performance and studied with quantitative methods. The current study instead uses narrative inquiry to investigate success as a process. The girls in this study speak of pursuing rather than achieving success, moving towards a target beyond their line of vision. Constrained by realities of their daily lives, the girls capitalize on the openness of the future to craft narratives of assured success. Paradoxically, this approach sustains their motivation but jeopardizes their prospects, since they are invested in keeping the future at a distance. Knowledge about the requirements of success is often a “dream killer,” forcing imaginative thinking to collide with realistic planning. This research suggests that ambitious but underprivileged adolescents would benefit from targeted support to help them negotiate tensions intrinsic to their understanding and pursuit of success.

A differential survey of the problems of privileged and underprivileged adolescents

The problems of adjustment during the midadolescent years were examined in 1298 privileged and underprivileged adolescents from the Sydney Metropolitan Area, Australia. Girls reported more problems than boys in all areas of adjustment and underprivileged adolescents more problems than the privileged group; however, a significant interaction effect was also found. Whether high-income or low-income group, the overwhelming number of problems were associated with educational adjustment and were interpreted as the reaction to pressures to achieve imposed on adolescents of this age.

Life-span expectations and achievement expectancies of underprivileged and middle-class adolescents.

(1970). Life-Span Expectations and Achievement Expectancies of Underprivileged and Middle-Class Adolescents. The Journal of Social Psychology: Vol. 80, No. 1, pp. 111-112.

Popularity among Adolescents in Western Australia and in the United States of America

Previous articleNext article No AccessPopularity among Adolescents in Western Australia and in the United States of AmericaD. K. WheelerD. K. Wheeler Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 69, Number 1Spring, 1961 Article DOIhttps://doi.org/10.1086/442569 Views: 1Total views on this site Citations: 6Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1961 University of ChicagoPDF download Crossref reports the following articles citing this article:Barbara J. Bank Peer Cultures and Their Challenge for Teaching, (Jan 1997): 879–937.https://doi.org/10.1007/978-94-011-4942-6_22Qi Dong, Glenn Weisfeld, Ronald H. Boardway, Jiliang Shen Correlates of Social Status among Chinese Adolescents, Journal of Cross-Cultural Psychology 27, no.44 (Jul 2016): 476–493.https://doi.org/10.1177/0022022196274006Juliet Harper, John K. Collins A differential survey of the problems of privileged and underprivileged adolescents, Journal of Youth and Adolescence 4, no.44 (Dec 1975): 349–358.https://doi.org/10.1007/BF01536900Juliet F. Harper, John K. Collins The Effects of Early or Late Maturation on the Prestige of the Adolescent Girl, The Australian and New Zealand Journal of Sociology 8, no.22 (Sep 2016): 83–88.https://doi.org/10.1177/144078337200800203B. Keeling, G. A. Nuthall Changes in Personal Value-Structure during Early and Middle Adolescence, Australian Journal of Education 13, no.11 (Mar 1969): 32–46.https://doi.org/10.1177/000494416901300105Robert E. Grinder, David L. Englund Chapter V: Adolescence in Other Cultures, Review of Educational Research 36, no.44 (Jun 2016): 450–462.https://doi.org/10.3102/00346543036004450