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Yo uth in the 21 st Ce ntury: Ho w will the y me e t the c ha lle - - PowerPoint PPT Presentation
Yo uth in the 21 st Ce ntury: Ho w will the y me e t the c ha lle - - PowerPoint PPT Presentation
Yo uth in the 21 st Ce ntury: Ho w will the y me e t the c ha lle ng e s? Ma ure e n E . K e nny, De a n Bo sto n Co lle g e L ync h Sc ho o l o f E duc a tio n 9 th De a n o f the L ync h Sc ho o l o f E duc a tio n PhD in c o
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Ove rvie w
Wha t a re so me o f the c ha ng e s a nd c ha lle ng e s
to whic h yo uth must a da pt?
Ho w pre pa re d a re yo uth to me e t the se
c ha lle ng e s?
Ho w do e s c o nte mpo ra ry de ve lo pme nta l the o ry
fra me a n unde rsta nding o f the c o mpe te nc ie s ne e de d b y yo uth a nd the b e st wa ys to pre pa re yo uth fo r suc c e ss?
Wha t type s o f inte rve ntio ns a nd pro g ra ms se rve
to pro mo te the se c o mpe te nc ie s?
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De ve lo pme nt a s time o f c ha lle ng e a nd o ppo rtunity
Ado le sc e nt de ve lo pme nt a nd
fa mily re la tio nships
So c ia l a nd e mo tio na l
de ve lo pme nt
Ac a de mic a nd c a re e r
de ve lo pme nt
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Gro wing up in a c ha ng ing wo rld: E xte rna l c ha lle ng e s a nd o ppo rtunitie s
T
e c hno lo g ic a l c ha ng e
Glo b a liza tio n E
c o no mic c ha ng e
De mo g ra phic c ha ng e
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Ado le sc e nc e to da y
Ab o ut 25% o f the wo rld’ s po pula tio n is b e twe e n the
a g e s o f 10 a nd 24; 15% o f US po pula tio n.
T
he po o re st, le a st de ve lo pe d na tio ns, ha ve the la rg e st sha re s o f a do le sc e nts (88%); Ab o ut 60% in Asia a lo ne
Wo rldwide , o ve r 500 millio n a do le sc e nts live o n le ss
tha n $2 pe r da y
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n US: 21% o f 18 to 24 ye a r o lds living in po ve rty in 2010
22% o f sc ho o l a g e po pula tio n in US spe a ks a
la ng ua g e o the r tha n E ng lish a t ho me
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Cha ng ing wo rld o f wo rk
T
ype s o f wo rke rs ne e de d c ha ng ing ra pidly
Yo ung pe o ple c ha ng e jo b s a n a ve ra g e
- f 10 time s b e twe e n a g e s 16 a nd 36
One fo urth o f wo rke rs in US ha ve b e e n
with the ir c urre nt e mplo ye r le ss tha n o ne ye a r
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E mplo yme nt
Yo ung pe o ple 18 to 34 c o mpo se 45% o f a ll
une mplo ye d Ame ric a ns
E
c o no my will ne e d 4.1 millio n jo b s fo r yo ung a dults to re turn to pre re c e ssio n le ve ls
Une mplo yme nt a nd unde re mplo yme nt a re mo st
se ve re a mo ng Afric a n Ame ric a n a nd Hispa nic wo rke rs: One in fo ur Afric a n Ame ric a ns b e twe e n 18 a nd 24 who is lo o king fo r a jo b c a nno t find
- ne
Une mplo yme nt ra te fo r yo ung pe o ple witho ut a
c o lle g e de g re e (o nly hig h sc ho o l) is twic e a s hig h
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Annua l Une mplo yme nt b y a g e a nd e duc a tio n, 2012
ALL AGES 18-24 25-34
L e ss tha n Hig h sc ho o l
16.5% 27.4% 15.4%
Hig h sc ho o l
10.0% 19.7% 11.2%
So me c o lle g e
7.7% 10.3% 8.7%
Ba c he lo r’ s o r mo re
4.2% 7.7% 4.1%
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Wha t skills a re ne e de d in a g lo b a l a nd te c hno lo g ic a l wo rld: 21st Ce ntury Skills
Co re a c a de mic a nd te c hnic a l/ ST
E M skills
Critic a l thinking a nd pro b le m so lving in re a l
wo rld se tting s
Skille d Co mmunic a tio n Co lla b o ra tio n a nd te a m wo rk Cre a tivity a nd inno va tio n Se lf-re g ula tio n Glo b a l a nd c ultura l a wa re ne ss
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Ho w a re we do ing ? Wo rkfo rc e pre pa ra tio n
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mplo ye rs in the U.S. ma inta in tha t ha lf o f hig h sc ho o l g ra dua te s la c k the e xpe rie nc e a nd skills ne e de d fo r e ntry-le ve l e mplo yme nt
Co rpo ra te se nio r e xe c utive s a nd huma n
re so urc e s ma na g e r vie w ne w wo rke rs a s unde rpre pa re d in 21st c e ntury skills (o nly 25% o f c o lle g e g ra dua te s a nd a re de sc rib e d a s ha ving e xc e lle nt skills)
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Ho w a re we do ing ? Ac a de mic pre pa ra tio n
Only 66% o f hig h sc ho o l stude nts me e t
c o lle g e re a dine ss b e nc hma rks o n ACT
Ac a de mic a c hie ve me nt fo r a ll g ro ups in
US ha s inc re a se d sinc e 1990s
Pe rc e nta g e o f stude nts ta king Alg e b ra I
I inc re a se d fro m 40% in 1982 to 76% in 2009
Ga ps b e twe e n White a nd Asia n stude nts
a nd Bla c ks, L a tino s, a nd re c e nt immig ra nts ha ve de c re a se d
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F
uture e xpe c ta tio ns o f a do le sc e nts ha ve inc re a se d: T he pe rc e nt o f hig h sc ho o l se nio rs who e xpe c te d to e a rn g ra dua te o r pro fe ssio na l de g re e s inc re a se d fro m 13% in 1972 to 38% in 2004 (inc re a se g re a te r fo r g irls: fe ma le s 45% vs. ma le s 32%)
Hig h sc ho o l a nd c o lle g e c o mple tio n ra te s c o ntinue to
diffe r b y ra c e , e thnic ity, a nd inc o me le ve ls
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nte rna tio na l c o mpa riso n (2009 PI SA) da ta re ve a l US a t middle o f g ro uping (7 o f 34 in re a ding ;18th in ma the ma tic s, 13th in sc ie nc e )
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Pa rtic ipa tio n in a fte rsc ho o l a c tivitie s a nd
vo lunte e rism b e twe e n 1999 a nd 2009 ha s b e e n fla t, b ut so me de c re a se in ma le pa rtic ipa tio n o the r tha n spo rts
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nc re a se d sc re e n time : A g re a te r pe rc e nta g e o f ma le s (10%) tha n fe ma le s (6%) re po rte d pla ying vide o o r c o mpute r g a me s fo r 2, 3, 4, o r 5 o r mo re ho urs pe r da y in 2009
Ob e sity: I
n 2008, a b o ut 53 pe rc e nt o f yo ung a dults b e twe e n the a g e s o f 18 a nd 24 we re a t a he a lthy we ig ht, 26 pe rc e nt we re o ve rwe ig ht, 16 pe rc e nt we re o b e se , a nd 4 pe rc e nt we re unde rwe ig ht.
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T he o re tic a l L e ns fo r vie wing wo rld a nd e ffe c ting c ha ng e
Bro nfe nb re nne r’ s e c o lo g ic a l mo de l a nd L
e rne r’ s De ve lo pme nta l c o nte xtua l mo de l
I
ndividua ls a re ne ste d in multiple c o nte xts tha t impa c t de ve lo pme nt in re c ipro c a l wa ys
Co g nitive , b io lo g ic a l, so c ia l a nd psyc ho lo g ic a l
do ma ins o f func tio ning a re inte rre la te d
Risk a nd pro te c tive fa c to rs a re pre va le nt a t individua l
a nd c o nte xtua l le ve ls
Bidire c tio na l c ha ng e s b e twe e n pe rso n a nd
e nviro nme nt pe rmit c ha ng e o r pla stic ity a c ro ss the life spa n
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Po sitive Yo uth De ve lo pme nt
All yo uth a nd a ll c o nte xts ha ve stre ng ths a nd
po te ntia l fo r he a lthy a nd suc c e ssful de ve lo pme nt vs. a do le sc e nc e a s time o f ine vita b le risk
F
- c us o n b uilding stre ng ths ve rsus re duc ing
de fic its; a ssist a ll yo uth to thrive , no t just b e a b se nt o f pro b le ms
Do this b y b uilding de ve lo pme nta l a sse ts a t the
individua l a nd c o nte xt le ve ls
Asse ts a re the “so c ia l nutrie nts” ne e de d fo r
he a lthy de ve lo pme nt.
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Pe e rs F a mily Stude nt Sc ho o l Co mmunity
Student
- school engagement
- social competence
- social self-efficacy
- positive academic
performance
- academic self-efficacy
- health knowledge
- positive health attitudes
& behaviors Peers
- social acceptance
- relationships with
prosocial peers Family
- family involvement in school
- positive parental monitoring
- positive relationships with
parents
- social support for families
- economic stability
- parental value on education
School
- sense of safety at school
- positive relationships with
teachers
- positive school climate
- youth development
- pportunities
- involvement in
extracurricular activities Community
- attachment to prosocial
community organizations
- participation in appropriate
service organizations
- awareness of community
supports & resources
- mentor relationships (e.g.,
Big Brother, tutors)
Risk Factors Protective Factors
Student
- conduct problems
- low academic
performance Peers
- peer rejection
- negative peer pressure
- bullying
Family
- family discord
School
- unsafe school conditions
- school norms for
aggression Community
- community violence
- lack of community
resources & services Figure adapted from Orpinas & Horne, 2006; Orpinas, Horne, Reeves, & Bandalos, 2005
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PYD vs. Re me dia l a ppro a c h
Re me dia l: Go a l is to te a c h yo ung pe o ple a b o ut
the da ng e rs o f drug s a nd the ne g a tive c o nse q ue nc e s o f unsa fe se x, te e na g e pre g na nc y, a nd inte rpe rso na l vio le nc e
PYD: Go a l is to invo lve yo ung pe o ple in
c o nstruc tive a c tivitie s whe re the y le a rn ne w skills a nd c o nne c t with c a ring a dults, so tha t the y will b e c o me pro duc tive a dults in the ir fa milie s, c o mmunitie s a nd c ivic so c ie ty
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Focus on fit between person and context: Eccles
Whe n yo uth de ve lo p in e nviro nme nts
tha t re spo nd to the ir c ha ng ing ne e ds, the y a re mo re like ly to e xpe rie nc e po sitive o utc o me s; yo uth in no n- re spo nsive c o nte xts ma y e xpe rie nc e diffic ultie s a nd de ve lo p pro b le ms
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Thriving occurs when the strengths of youth are matched with ecological developmental assets
Be ha vio ra l indic a to rs o f thriving : sc ho o l suc c e ss le a de rship he lping o the rs ma inte na nc e o f physic a l he a lth de la y o f g ra tific a tio n va luing dive rsity o ve rc o ming a dve rsity
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L e rne r e t a l. (2005) ide ntifie d five C’ s o f PYD
Co mpe te nc e : a po sitive vie w o f o ne ’ s a c tio n in
do ma in-spe c ific a re a s inc luding the so c ia l a nd a c a de mic do ma ins.
Co nfide nc e : a n inte rna l se nse o f o ve ra ll po sitive se lf-
wo rth, ide ntity, a nd fe e ling s a b o ut o ne ’ s physic a l a ppe a ra nc e .
Char
ac te r : invo lve s re spe c t fo r so c ie ta l a nd c ultura l
rule s, po sse ssio n o f sta nda rds fo r c o rre c t b e ha vio rs, a se nse o f rig ht a nd wro ng , a nd inte g rity.
Co nne c tio n: invo lve s a po sitive b o nd with pe o ple
a nd institutio ns tha t a re re fle c te d in he a lthy, b idire c tio na l e xc ha ng e s b e twe e n the individua l a nd pe e rs, fa mily, sc ho o l, a nd c o mmunity in whic h b o th pa rtie s c o ntrib ute to the re la tio nship.
Car
ing: the de g re e o f sympa thy a nd e mpa thy, o r
the de g re e to whic h pa rtic ipa nts fe e l so rry fo r the distre ss o f o the rs.
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Wha t de ve lo pme nta l a sse ts c o ntrib ute to thriving
I
ndividua l
Se lf-re g ula tio n Sc ho o l e ng a g e me nt Ho pe ful future e xpe c ta tio ns
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External (or contextual) assets
Suppo rt E
mpo we rme nt
Bo unda rie s a nd e xpe c ta tio ns Co nstruc tive use o f time
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T HE PYD Mo de l: L e rne r e t a l.
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Cre a te a sse t ric h se tting s a nd b uild individua l a sse ts thro ug h in-sc ho o l a nd o ut-
- f- sc ho o l pro g ra ms
Pro g ra ms tha t fo c us o n ro te le a rning a nd na rro w a c a de mic g o a ls ma y unde rmine mo tiva tio n a nd ig no re de ve lo pme nt o f o the r no n-c o g nitive fa c to rs
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I mpo rta nc e o f no nc o g nitive skills
Pe rse ve ra nc e , g rit, se lf- disc ipline , so c ia l a nd inte rpe rso na l skills I nte rre la te d with a c a de mic a c hie ve me nt I mpo rta nt fo r life suc c e ss a c ro ss multiple do ma ins
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De sig n pro g ra ms to de ve lo p:
Se lf-Re g ula tio n skills Sc ho o l E
ng a g e me nt
Ho pe ful F
uture E xpe c ta tio ns
T hro ug h:
Yo uth L e a de rship ro le s Susta ine d, po sitive inte ra c tio ns with a dults Skill-Building ; so c ia l-e mo tio na l le a rning
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E ffe c tive sc ho o l a nd c o mmunity pro g ra ms se e k to fo ste r the se
- utc o me s (E
c c le s & Go ttma n)
Bo nding Re silie nc e So c ia l a nd e mo tio na l c o mpe te nc e Co g nitive c o mpe te nc e Be ha vio ra l c o mpe te nc e Mo ra l c o mpe te nc e Se lf-de te rmina tio n Spiritua lity Se lf-e ffic a c y Cle a r a nd po sitive ide ntity Be lie f in the future Re c o g nitio n fo r po sitive b e ha vio r Oppo rtunitie s fo r pro so c ia l invo lve me nt
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E xa mple s o f pro g ra ms tha t b uild po sitive yo uth
- utc o me s- Se rvic e L
e a rning
I
nte g ra te s c o mmunity se rvic e with a c a de mic le a rning a nd struc ture d re fle c tio n
Po sitive impa c t o n pe rso na l, so c ia l a nd c ivic
le a rning a nd e ng a g e me nt
Po sitive impa c t o n re la tio nships with a dults a nd
a dults vie ws a nd e xpe c ta tio ns o f yo uth
Ca n e mpo we r yo uth a nd g ive the m vo ic e
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T e a c hing to Cha ng e L A
Urb a n yo uth e nro ll in se mina r to de ve lo p
a c a de mic skills, while a lso le a rning a b o ut the strug g le fo r e duc a tio na l justic e
Re vie w re le va nt re se a rc h, c o nduc t a c o mmunity
surve y
Pre se nt finding s a nd re c o mme nda tio ns to ma yo r
a nd b ro a de r pub lic ; wro te ne ws e dito ria ls; de ve lo pe d vo ic e a nd se nse o f se lf-e ffic a c y
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Co lle g e Bo und, Urb a n Outre a c h a nd ST E M (Ba rne tt, Bluste in, & Wo ng )
Ba rne tt a nd c o lle a g ue s a re imple me nting a nd
studying the impa c t o f a hydro po nic fa rming pro je c t, using so la r pa ne ls a nd windmills to he lp po we r the indo o r g a rde ns a t Bo sto n’ s Sa lva tio n Army K ro c Ce nte r, in o rde r to disc o ve r wha t dra ws a nd e ng a g e s urb a n hig h sc ho o l a nd first- g e ne ra tio n c o lle g e stude nts to ST E M study
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Wo rk-b a se d le a rning (K e nny & Bluste in)
Wo rk pla c e me nts pro vide a b ridg e b e twe e n
wha t is le a rne d a t sc ho o l a nd a pplic a tio ns in the wo rkpla c e
E
nha nc e s a c a de mic mo tiva tio n b y o b se rving b e ne fits o f hig he r e duc a tio n a nd re le va nc e o f sc ho o l to future
E
nha nc e s psyc ho so c ia l ma turity thro ug h de ve lo pme nt o f wo rk ha b its, pe rse ve ra nc e , a nd a b ility to re la te e ffe c tive ly with a dults a c ro ss c ultura l g ro ups; wo rkpla c e a dults a s me nto rs
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City Co nne c ts (Dr. Ma ry Wa lsh)
Stude nt suppo rt mo de l fo r e le me nta ry, se c o nda ry a nd
no w hig he r e duc a tio n; re duc e s no na c a de mic b a rrie rs to le a rning a nd e xpa nds o ppo rtunity
Atte nds to who le c hild ne e ds thro ug h c a re ful
a sse ssme nt a nd a c c e ssing o f c o mmunity re so urc e s (stre ng ths-b a se d ) to b e ne fit c hild a nd fa mily; inc lude s he a lth a nd so c ia l-e mo tio na l le a rning
I
n 2012–13 a lo ne , City Co nne c ts linke d a ppro xima te ly 9,500 pub lic sc ho o l stude nts to mo re tha n 60,000 e nric hme nt a c tivitie s a nd se rvic e s ra ng ing fro m tuto ring to a thle tic pro g ra ms—up fro m 8,900 stude nts a nd 44,500 a c tivitie s a nd se rvic e s the pre vio us ye a r
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Wa lsh e t a l. finding s
At middle sc ho o l, stude nts fro m City Co nne c ts
sc ho o ls o utpe rfo rm the ir pe e rs
Ac hie ve c lo se to sta te pro fic ie nc y le ve ls in b o th
E ng lish la ng ua g e a rts a nd ma th o n the Ma ssa c huse tts Co mpre he nsive Asse ssme nt Syste m te st.
Ha d sig nific a ntly lo we r ra te s o f c hro nic
a b se nte e ism, e ve n tho ug h the y sta rte d o ut with spo ttie r a tte nda nc e ra te s o n a ve ra g e .
I
n hig h sc ho o l, fo rme r City Co nne c ts stude nts we re 46 pe rc e nt le ss like ly to dro p o ut tha n the ir Bo sto n pe e rs.
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