Margaret Stone

Whatever Happened to the Jock, the Brain, and the Princess? Young Adult Pathways Linked to Adolescent Activity Involvement and Social Identity

This study examined young adult sequelae of participation in high school activities and identity group for 900 participants from the Michigan Study of Life Transitions.Participation at Grade 10 in high school activities predicted later substance use, psychological adjustment, and educational and occupational outcomes.Prosocial activity participation predicted lower substance use and higher self-esteem and an increased likelihood of college graduation.Performing arts participation predicted more years of education as well as increases in drinking between ages 18 and 21 and higher rates of suicide attempts and psychologist visits by the age of 24.Sports participation predicted positive educational and occupational outcomes and lower levels of social isolation but also higher rates of drinking. Breakfast Club identity categories were predictive of both levels and longitudinal patterns in substance use, education and work outcomes, and psychological adjustment.In general, Jocks and Brains showed the most positive adjustment and Criminals the least.

Participation in Structured Youth Programs: Why Ethnic Minority Urban Youth Choose to Participate--Or Not to Participate.

This study examines the cultural and contextual factors that influence the decisions of underrepresented urban youth, who identify themselves as Black/ African American, Latino, Arab, or Chaldean, to participate in youth programs. Although youth programs are increasingly recognized for their positive influences, little is known about the factors that influence a young persons decision to participate. Using the concept systems method, participants engaged in “brainstorming sessions” that led to more in-depth discussions about why youth participate in youth programs. Overall, youth emphasized how youth programs help young people stay off the streets, learn new skills, avoid boredom, and provide opportunities for fun and enjoyable activities. The perceived barriers preventing young people from participating differed between genders and ethnicities and included barriers related to personal decisions, peer influence, and parental restrictions.

Challenges and Opportunities to Latino Youth Development: Increasing Meaningful Participation in Youth Development Programs.

This study examines the cultural and contextual factors that influence Latino participation in youth programs. Although youth programs are increasingly recognized for their positive influences, little is known about the factors that influence a young person’s decision to participate. In this study, 67 Latino youth were asked about the reasons youth choose to and choose not to participate. Utilizing the Concept Systems method, youth participated in three phases of data collection—brainstorming, sorting, and ranking—to provide an in-depth understanding of reasons for and barriers to participation. Overall, youth ranked personal development and confidence as their top reasons for participation. Participants also ranked factors for participation higher than barriers to participation. Gender and intergenerational differences are discussed in more detail.

Adolescent Participation in Organized Activities

There is good evidence that participating in school and community-based activities is associated with both short and long term indicators of positive development (e.g., Barber, Eccles & Stone, 2001; Eccles & Gootman, 2002; Eccles & Templeton, in press; Larson, 2000; Mahoney & Cairns, 1997; Roth, Brooks-Gunn, Murray, & Foster, 1998; Youniss & Yates, 1997). Sociological research has documented a link between adolescents’ extracurricular activities and adult educational attainment, occupation, and income (Otto, 1975; 1976; Otto & Alwin, 1977). Participation in organized activities is also positively related to achievement, educational aspirations, self-esteem, ability to overcome adversity, active participation in the political process and volunteer activities, leadership qualities, and physical health (e.g., Barber, et al., 2001; Marsh & Kleitman, 2002; Holland & Andre, 1987; Scales, Benson, Leffert, & Blyth, 2000; Youniss, Yates, & Su, 1997). There has been far less developmental research on constructive leisure activities than on other contexts such as family and school (Kleiber, 1999), but some progress has been made in understanding the mechanisms whereby constructive organized activities facilitate healthy development. First, they provide a developmental forum for initiative and engagement in challenging tasks, and allow participants to express their talents, passion, and creativity (Csikszentmihalyi, 1991; Klieber, 1999; Larson, 2000). Second, organized activities help adolescents meet their need for social relatedness, potentiating a broad range of social developmental opportunities (Fletcher & Shaw, 2000; Youniss, Yates, & Su, 1997). Third, participation may also promote the development of such assets as social, physical, and intellectual skills, meaningful roles and empowerment, positive identity, constructive peer networks, and clear expectations and boundaries (e.g., Eccles & Barber 1999; Marsh & Kleitman, 2002, 2003; Perkins, Borden, & Villarruel, 2001).

We Knew Them When Sixth Grade Characteristics That Predict Adolescent High School Social Identities

Discriminant function analysis assessed the predictive relevance of nine characteristics measured in sixth grade for differentiating among social identities claimed 4 years later by 616 participants in the Michigan Study of Life Transitions. For females, the first discriminant function, associated with academic motivation, self-esteem, and appearance, accounted for 47% of between-group variability, and the second (sports competence and social skills) accounted for 36%. For males, the first discriminant function (academic ability and self-concept of appearance, in opposite directions) accounted for 54% of variability, and the second (sports competence) accounted for 30%. Findings suggest that differences among individuals with particular high school social identities predate adolescence and point to differences in the primary predictors of male and female identity categories.