Readings on Adolescence and Emerging Adulthood / Edition 1

Paperback (Print)
Rent
Rent from BN.com
$29.58
(Save 75%)
Est. Return Date: 07/25/2015
Used and New from Other Sellers
Used and New from Other Sellers
from $11.44
Usually ships in 1-2 business days
(Save 90%)
Other sellers (Paperback)
  • All (22) from $11.44   
  • New (7) from $91.50   
  • Used (15) from $11.44   
Close
Sort by
Page 1 of 3
Showing 1 – 10 of 22 (3 pages)
Note: Marketplace items are not eligible for any BN.com coupons and promotions
$11.44
Seller since 2010

Feedback rating:

(2465)

Condition:

New — never opened or used in original packaging.

Like New — packaging may have been opened. A "Like New" item is suitable to give as a gift.

Very Good — may have minor signs of wear on packaging but item works perfectly and has no damage.

Good — item is in good condition but packaging may have signs of shelf wear/aging or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Acceptable — item is in working order but may show signs of wear such as scratches or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Used — An item that has been opened and may show signs of wear. All specific defects should be noted in the Comments section associated with each item.

Refurbished — A used item that has been renewed or updated and verified to be in proper working condition. Not necessarily completed by the original manufacturer.

Good
Good The cover may have some normal wear. The text has no notes or markings. We ship daily Monday-Friday!

Ships from: Powder Springs, GA

Usually ships in 1-2 business days

  • Canadian
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$11.66
Seller since 2009

Feedback rating:

(25124)

Condition: Good
Our feedback rating says it all: Five star service and fast delivery! We have shipped four million items to happy customers, and have one MILLION unique items ready to ship today!

Ships from: Toledo, OH

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$12.70
Seller since 2002

Feedback rating:

(11941)

Condition: Acceptable
All text is legible, may contain markings, cover wear, loose/torn pages or staining and much writing. SKU:9780130894557-5-0

Ships from: Salem, OR

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$13.35
Seller since 2002

Feedback rating:

(11941)

Condition: Good
May include moderately worn cover, writing, markings or slight discoloration. SKU:9780130894557-4-0

Ships from: Salem, OR

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$13.95
Seller since 2002

Feedback rating:

(11941)

Condition: Very Good
Has minor wear and/or markings. SKU:9780130894557-3-0

Ships from: Salem, OR

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$23.27
Seller since 2008

Feedback rating:

(215)

Condition: Good
0130894559 Inventory subject to prior sale. Used items have varying degrees of wear, highlighting, etc. Used items may or may not contain access codes. Used books may have varying ... degrees of used labels/stickers on front and/or back covers. Delivery Confirmation is always free. Great customer service. Read more Show Less

Ships from: San Diego, CA

Usually ships in 1-2 business days

  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$24.17
Seller since 2005

Feedback rating:

(4172)

Condition: Good
first Good [ No Hassle 30 Day Returns ] [ Edition: first ] Publisher: Prentice Hall Pub Date: 10/15/2001 Binding: Paperback Pages: 293.

Ships from: College Park, MD

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$39.95
Seller since 2014

Feedback rating:

(38)

Condition: Good
Upper Saddle River, NJ 2001 Trade paperback Good. Trade paperback (US). Glued binding. 293 p.

Ships from: Pueblo West, CO

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$39.99
Seller since 2010

Feedback rating:

(9)

Condition: Good
Text appears to have multiple markings such as highlighting, underlining & writing. Cover has wear and corner bumps. The spine is in good condition with some wear. Quantity ... Available: 1. Shipped Weight: Under 1 kilo. Category: Education; ISBN: 0130894559. ISBN/EAN: 9780130894557. Inventory No: 1561033726. Edition Unstated. Read more Show Less

Ships from: Burgin, KY

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$39.99
Seller since 2005

Feedback rating:

(374)

Condition: Good
USA 2001 Softcover Edition Unstated Good Condition Text appears to have multiple markings such as highlighting, underlining & writing. Cover has wear and corner bumps. The spine ... is in good condition with some wear. Quantity Available: 1. Shipped Weight: Under 1 kilo. Category: Education; ISBN: 0130894559. ISBN/EAN: 9780130894557. Inventory No: 1561033726. Read more Show Less

Ships from: Burgin, KY

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
Page 1 of 3
Showing 1 – 10 of 22 (3 pages)
Close
Sort by

Overview

Addressing both the changes in the study of adolescent behavior and the changes in the nature of adolescent development in Western society, this informative collection of readings provides a comprehensive cross cultural perspective of adolescent development. Covering every aspect of adolescent development as it takes place in cultures worldwide and historically, this book takes a longer age range approach to emerging adulthood and provides a look at this pivotal developmental period extending into the early twenties. Essays analyze the changes in the study of adolescent development and changes in adolescent development from age ten to early twenties historically and around the world. For individuals interested in adolescent development.

Read More Show Less

Product Details

  • ISBN-13: 9780130894557
  • Publisher: Pearson
  • Publication date: 8/31/2001
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 293
  • Sales rank: 858,620
  • Product dimensions: 7.00 (w) x 9.00 (h) x 0.70 (d)

Read an Excerpt

This book of readings can be used to supplement a textbook in an undergraduate course on adolescent development or as a foundation of readings for a graduate course. I assembled and edited this book as a companion to my textbook Adolescence and Emerging Adulthood: A Cultural Approach (2001, Prentice Hall), but it should also work well as a companion to other textbooks. The readings cover a broad range of topics found in most textbooks, from biological and cognitive development to relationships with family and friends to young people's experiences with school, work, and media, among other topics.

A good textbook provides students with a credible, well-informed, and comprehensive overview of afield, but even the best textbook must translate and paraphrase research rather than present it directly. To understand how scholarship in a field is conducted, it is important for students to read original theoretical and research papers. This book contains 27 papers to inform students of the range of scholarship currently taking place on development from age 10 to 25.

The principles that determined the selection of the papers here were similar to those that guided my writing of the textbook: take a cultural approach, include emerging adulthood (roughly age 18 to 25) as well as adolescence, and draw from a variety of disciplines. Taking a cultural approach allows students to see what adolescents are like in different parts of the world. This approach is intended to inspire readers to examine their assumptions about the "natural" course of development in adolescence and also analyze the assumptions sometimes made by scholars on adolescence. In my experience, students are fascinated by learning about how different adolescence can be from what they have experienced themselves, and their understanding is expanded by this knowledge.

Emerging adulthood is also included because doing so reflects the profound changes that took place in the nature of "adolescence" in the twentieth century. In that time span, puberty moved about 2 years earlier in the life course of people in industrialized, societies so that most young people now show the first physical changes of puberty at age 10 to 12. Meanwhile, since 1950 the typical age of entering marriage and parenthood has risen steeply; it is now in the late twenties in every industrialized country.

In my view, the age range of 10 to 25 is too broad, and the changes that take place during that period too vast, to be considered one developmental period of adolescence. I have proposed emerging adulthood as a separate period, different from adolescence but not fully adult. I included material on emerging adulthood in my textbook, and this book of readings contains several selections that pertain to this age period, including a theoretical framework for understanding it (Reading 1.3). Students enjoy readings on this age period, in part because for many of them it is a period they are in themselves or have passed through recently.

The readings are taken from a variety of disciplines, including psychology, sociology, anthropology, and education. I believe it is important to draw from all these disciplines, because each has information and insights to offer that contribute to a whole portrait of adolescence and emerging adulthood. Drawing from a variety of disciplines also means representing a variety of methods, including questionnaires, text analysis, interviews, and ethnographies. My goal was to present a broad view so that students learn about many different ways that scholarship in the field is conducted.

In selecting the readings, then, I sought to represent a variety of different cultures, to represent scholarship on emerging adulthood as well as adolescence, and to draw from numerous disciplines. In addition, I sought readings that were written clearly and with a minimum of arcane terminology so that they could be digested by students. I avoided articles that simply reviewed an area of the field, because students get enough of that in their textbooks. I did, however, include theoretical articles, which go beyond reviewing an area to add new ideas, and articles that combine theory and research.

One theme that was part of my textbook but is not part of this book of readings is a historical approach. I was not able to include readings from different eras of research on adolescence and still have room for a variety of cultures, emerging adulthood as well as adolescence, and a variety of disciplines. Thus, with the exception of one reading by G. Stanley Hall and the two readings on cognitive development, all the readings are from works that have been published since 1990, most have been published since 1995, and nearly one-fourth were published in 1999 or 2000. Together, the readings should provide students with an understanding of how scholarship on adolescence and emerging adulthood is conducted now, in our time.

I edited each reading, some more extensively than others. Some had to be trimmed considerably because the original length was much too great to fit comfortably into a book of readings. Some contained extensive statistical analyses that few students would be able to follow. In general, I avoided editing that would change the style or the wording of the readings. Instead, I tried to choose readings that were already written in a lively and accessible way.

Each reading contains a brief introduction in which I provide background information and describe the key points of the reading. Following each reading is a series of Thinking Critically questions. The purpose of these questions is to encourage students to analyze the validity of the material in the readings, to consider hypothetical questions, and to apply the material to their own lives and their own society. Instructors may wish to use these questions to initiate class discussions or as questions for student essays.

I wish to thank the many colleagues who sent papers to me in response to my request for material to consider for this book. Although I was not able to use them all, I read and benefited from each, gaining knowledge of the current scholarship taking place in each area. I hope any scholar who has a paper that may be suitable for this book will send it to me to consider for future editions. I would also like to acknowledge the following reviewers: Karen G. Howe, The College of New Jersey; Mary Ann Manos, Bradley University; Virginia Navarro, University of Missouri-Saint Louis; and Merryl Patterson, Austin Community College.

Jeffrey Jensen Arnett University Park, Maryland

Read More Show Less

Table of Contents

I. INTRODUCTION, HISTORY, AND GENERAL ISSUES.

The History of Adolescence.

The Storm and Stress Debate.

The Concept of Emerging Adulthood.

II. BIOLOGICAL FOUNDATIONS.

Puberty Rituals in Melanesia.

Effects of the Timing of Puberty.

III. COGNITIVE FOUNDATIONS.

Understanding Deception and Sarcasm.

The Development of Social Cognition.

IV. CULTURAL BELIEFS.

Cultural Beliefs Among Immigrant Adolescents.

Religious Beliefs in Emerging Adulthood.

V. GENDER.

Requirements for Manhood in an East African Culture.

Gender Socialization in Girls' Teen Magazines.

VI. THE SELF.

The Complexity of the Self in Adolescence.

Variations in Ethnic Identity.

VII. FAMILY RELATIONSHIPS.

Adolescents' Family Relationships in India.

How Leaving Home Influences Relations With Parents.

VIII. FRIENDS AND PEERS.

Popularity and Unpopularity in Middle School.

The Complex World of Peer Crowds.

IX. DATING, LOVE, AND SEXUALITY.

Learning the Ways of Romance.

When Love is Betrayed.

X. SCHOOL.

Ethnic Differences in School Performance.

How College Affects Students.

XI. WORK.

The Costs and Benefits of Employment in Adolescence.

Cross-National Variation in the Post-High School Transition to Work.

XII. MEDIA.

Media Use Among Moroccan Adolescents.

Media Use in Adolescents' Bedrooms.

XIII. PROBLEMS.

Alcohol Use in College.

Adolescent Problems in the East and the West.

Index.

Read More Show Less

Preface

This book of readings can be used to supplement a textbook in an undergraduate course on adolescent development or as a foundation of readings for a graduate course. I assembled and edited this book as a companion to my textbook Adolescence and Emerging Adulthood: A Cultural Approach (2001, Prentice Hall), but it should also work well as a companion to other textbooks. The readings cover a broad range of topics found in most textbooks, from biological and cognitive development to relationships with family and friends to young people's experiences with school, work, and media, among other topics.

A good textbook provides students with a credible, well-informed, and comprehensive overview of afield, but even the best textbook must translate and paraphrase research rather than present it directly. To understand how scholarship in a field is conducted, it is important for students to read original theoretical and research papers. This book contains 27 papers to inform students of the range of scholarship currently taking place on development from age 10 to 25.

The principles that determined the selection of the papers here were similar to those that guided my writing of the textbook: take a cultural approach, include emerging adulthood (roughly age 18 to 25) as well as adolescence, and draw from a variety of disciplines. Taking a cultural approach allows students to see what adolescents are like in different parts of the world. This approach is intended to inspire readers to examine their assumptions about the "natural" course of development in adolescence and also analyze the assumptions sometimes made by scholars on adolescence. In my experience, students are fascinated by learning about how different adolescence can be from what they have experienced themselves, and their understanding is expanded by this knowledge.

Emerging adulthood is also included because doing so reflects the profound changes that took place in the nature of "adolescence" in the twentieth century. In that time span, puberty moved about 2 years earlier in the life course of people in industrialized, societies so that most young people now show the first physical changes of puberty at age 10 to 12. Meanwhile, since 1950 the typical age of entering marriage and parenthood has risen steeply; it is now in the late twenties in every industrialized country.

In my view, the age range of 10 to 25 is too broad, and the changes that take place during that period too vast, to be considered one developmental period of adolescence. I have proposed emerging adulthood as a separate period, different from adolescence but not fully adult. I included material on emerging adulthood in my textbook, and this book of readings contains several selections that pertain to this age period, including a theoretical framework for understanding it (Reading 1.3). Students enjoy readings on this age period, in part because for many of them it is a period they are in themselves or have passed through recently.

The readings are taken from a variety of disciplines, including psychology, sociology, anthropology, and education. I believe it is important to draw from all these disciplines, because each has information and insights to offer that contribute to a whole portrait of adolescence and emerging adulthood. Drawing from a variety of disciplines also means representing a variety of methods, including questionnaires, text analysis, interviews, and ethnographies. My goal was to present a broad view so that students learn about many different ways that scholarship in the field is conducted.

In selecting the readings, then, I sought to represent a variety of different cultures, to represent scholarship on emerging adulthood as well as adolescence, and to draw from numerous disciplines. In addition, I sought readings that were written clearly and with a minimum of arcane terminology so that they could be digested by students. I avoided articles that simply reviewed an area of the field, because students get enough of that in their textbooks. I did, however, include theoretical articles, which go beyond reviewing an area to add new ideas, and articles that combine theory and research.

One theme that was part of my textbook but is not part of this book of readings is a historical approach. I was not able to include readings from different eras of research on adolescence and still have room for a variety of cultures, emerging adulthood as well as adolescence, and a variety of disciplines. Thus, with the exception of one reading by G. Stanley Hall and the two readings on cognitive development, all the readings are from works that have been published since 1990, most have been published since 1995, and nearly one-fourth were published in 1999 or 2000. Together, the readings should provide students with an understanding of how scholarship on adolescence and emerging adulthood is conducted now, in our time.

I edited each reading, some more extensively than others. Some had to be trimmed considerably because the original length was much too great to fit comfortably into a book of readings. Some contained extensive statistical analyses that few students would be able to follow. In general, I avoided editing that would change the style or the wording of the readings. Instead, I tried to choose readings that were already written in a lively and accessible way.

Each reading contains a brief introduction in which I provide background information and describe the key points of the reading. Following each reading is a series of Thinking Critically questions. The purpose of these questions is to encourage students to analyze the validity of the material in the readings, to consider hypothetical questions, and to apply the material to their own lives and their own society. Instructors may wish to use these questions to initiate class discussions or as questions for student essays.

I wish to thank the many colleagues who sent papers to me in response to my request for material to consider for this book. Although I was not able to use them all, I read and benefited from each, gaining knowledge of the current scholarship taking place in each area. I hope any scholar who has a paper that may be suitable for this book will send it to me to consider for future editions. I would also like to acknowledge the following reviewers: Karen G. Howe, The College of New Jersey; Mary Ann Manos, Bradley University; Virginia Navarro, University of Missouri-Saint Louis; and Merryl Patterson, Austin Community College.

Jeffrey Jensen Arnett
University Park, Maryland

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)