Beruflich Dokumente
Kultur Dokumente
Delaney Owens
Professor Grant
ENG 1001
1 August 2018
Adolescence, the developmental period falling somewhere between age ten and twenty
five, is considered to be one of the greatest periods of physical and psychological development in
a person’s life. This period is also surrounded by negative and potentially harmful stereotypes.
After parents have made it through the ‘terrible twos’, they become familiar with the phrase
“terrible teens”. The onset of double digits brings with it a nasty reputation. Stereotypical
American teenage disposition includes risk-taking, laziness, and moodiness. Adolescents are
known to be technology dependent, defiant, and hard to manage. It is also important to note that
stereotypes about adolescents impact different marginalized groups in different ways. Many of
these claims have a supposed scientific basis and justification. For example, the stereotype of
moodiness might be justified by spiking hormones. However, stereotypes have not all held up to
recent scientific research. Yet they continue to influence young people through media and
instances in daily life. The perceptions of teenagers that are ingrained in society have become a
self-fulfilling prophecy.
The article “Understanding Teenage Behavior Problems And Tips To Handle Them”
from the parenting website Mom Junction states that “Dealing with a teenager is not easy. No
matter how good a parent you are, and how great your relationship with your children is, you are
likely to face parenting roadblocks when it comes to your teenager.” Like many similar articles,
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it intends to advise parents, but also perpetuates negative ideas about adolescents. According to
the article, “Teenagers are rebellious… They break rules more often. They may refuse to do
chores, and talk back all the time.” The article also explains that mood swings, irrational anger,
lying, dangerous behavior, and rebellion are to be expected from teens. These ideas are common
in discussions about adolescent issues. Articles like these make assumptions and needlessly
In her TED talk “The Danger of a Single Story”, Nigerian author Chimamanda Ngozi
Adichie describes just how impactful stereotypes or ‘single stories’ are. Adichie explains that
Americans often have a single story of Nigerians. They imagine a simple and impoverished
nation, totally detached from Western society. This idea has followed her throughout her life.
Adichie also admits that in her childhood she had a preconceived notion of her houseboy,
viewing him as poor and nothing else. Adichie explains that these single stories divide people
and prevent them from connecting to each other as “human equals.” Compared to stereotypes
about nationality and class, stereotypes about adolescents may seem harmless. However, they
can have negative consequences, both for the adolescent and for society. Stereotypes about
teenagers keep them out of important conversations and can even be reflected in their behavior.
their actions or behaviors, of confirming negative stereotypes about their group” (Inzlicht &
The consequences of stereotype threat include decreased performance in academic testing as well
as non-academic tests, such as driving for women. It can also result in self-sabotaging behaviors
such as decreased preparation for a task. Stereotype threat can also affect the goals, interests, and
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career paths of affected groups. The phenomenon is especially recognizable in environments
where a person is the only member of a certain group. Additionally, stereotype threat occurs
when a person is aware that a stereotyped element of their identity is being considered. For
example, a study showed that test scores of African American students decreased when the
students were asked to indicate their race at the beginning of a test. The factors of stereotype
threat that contribute to these results include anxiety, loss of focus and confidence, lessened
effort, and even physiological responses like change in heart rate (Stroessner & Good).
While stereotype threat is most often discussed in the context of race or gender, it also
applies to the perception and representation of teenagers. By depicting teenagers as defiant and
difficult, we create the potential for adolescents to see those stereotypes as expectations. We
criticize teenagers for being moody and reckless, yet we continue to enforce those stereotypes.
There are exceptions to these rules, including well-known teenagers like Olympic gold medalist
Chloe Kim. But there are also countless teens we known in daily life who are hard-working
students, kind friends, and good role models. Still, regardless of all the mature, intelligent, and
motivated young people we know, the stereotype stands. As Adichie states, the way we portray a
group of people can quickly become a reality: “To create a single story, show a people as one
thing, as only one thing, over and over again, and that is what they become.”
A recent surge of activism by young people has brought stereotypes about adolescents
into the national spotlight. After the tragic school shooting in Parkland, Florida in February of
2018, survivors began a nation-wide movement campaigning for gun control legislation. They
are speaking to news outlets and lawmakers, organizing marches and walkouts, and continuing to
make their voices heard. The movement, led by high school students, has been met with a variety
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of responses. But regardless of political affiliation, many adults have shared the same sentiment
of surprise and even suspicion about how young the leaders of the movement are. I first heard
about the shooting in my fourth period journalism class. My teacher turned on the news to a live
interview with survivor David Hogg. As he spoke, the anchor repeatedly commented on how
eloquent and well-informed he was, for a teenager. As the staff of a high school newspaper, we
were familiar with this response from well-intentioned adults. The response that we found more
shocking was the suspicion. Some coverage of the events discredits the actions of the teen
activists because of their age. Hogg and many of his peers were accused of lying and being
actors or pawns of politicians. While this response was likely politically motivated, it leaned
Stereotypes about adolescents are at the center of a modern scientific debate. The quickly
growing field of adolescent development is experiencing a dynamic shift. Many older studies
thrill-seeking, or the imbalance theory. The popular theory, as seen in a 2008 report “The
Adolescent Brain” (Casey et al.), states that teenagers take risks because of an imbalance in
development. Put simply, the limbic system, which identifies desires, matures before the
prefrontal cortex, which allows cognitive control. In more recent sources, developmental
scientists are questioning prior beliefs about the ‘teen brain’. One such report is “Importance of
another report "Beyond stereotypes of adolescent risk taking: Placing the adolescent brain in
developmental context" developmental scientist Daniel Romer and his colleagues challenge the
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imbalance theory with the life-span wisdom model. This theory essentially states that during
adolescence, both cognitive control and the desire for exploration increase rapidly. However,
wisdom is gained more slowly over time (Romer et al). This newer research in the field views
adolescence as an essential, and even valuable, stage in development. Risk-taking behavior and
the resulting exploration are necessary steps allowing teenagers to quickly gain wisdom and
In another article, Dahl expands on the idea that adolescence serves a unique purpose, but
it is often misunderstood: “The normal developing adolescent brain is not broken, deficient or
impaired. Rather, it is very well adapted to the fundamental task of adolescence: learning, in
particular, exploring, trying new things and learning about the larger social world and one’s
place in it.” The article points out that toddlers fall down over and over as they learn to walk.
These falls can be compared to mistakes that adolescents make. We should not examine them as
failures of the brain. Making mistakes is the purpose of adolescence, not an unpleasant side
effect.
One point stressed by Dahl and his colleagues is the unique capacity of adolescents to be
influenced, with long-term results. This idea can be explained by applying a model of physical
health. Research has shown that the conditions a person experiences during adolescence can
dramatically influence their later adult lives. For example, those who are in adolescence during
periods of famine commonly experience stunted growth in later life. Studies also suggest that
experiencing wartime during adolescence leads to a shortened lifespan. This principle may also
translate to “cognitive, affective, social and motivational domains,” (Dahl et al). This means that
the experiences we have in adolescence shape our later behavior and mental health in ways that
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we may not yet know. This view of adolescence further supports its importance to human
development. It also shows the rare potential of adolescents to absorb positive influences.
The student activism movement promoting gun control is a perfect example of the
characteristics of adolescence being used productively. At the core of the movement is the
connectivity that young people share. Social media instantly became a place for teens to plan
protests, learn about the issue, and amplify their voices. The adolescent brain’s need for respect
and a sense of belonging created a cause that many young people can identify with. The urge to
explore new things and push boundaries continues to push the movement forward. In a speech
one week after the shooting, survivor Delaney Tarr expressed this idea: “Our biggest flaws- our
tendency to be a bit too aggressive, our tendency to lash out, things that you expect from a
normal teenager, these are our strengths.” As Tarr explains, the movement exists because of
teenage qualities, not despite them. Adolescents are full of fresh perspectives, passion, and
resilience. They are equipped with a strong generational connection through the internet. It
should be no surprise that they are the ones pushing for change. Once the negative rhetoric is
removed from adolescent traits, it becomes clear that the teenage brain has tremendous potential.
set aside stereotypes. Experts present solutions to work with, rather than against, the
developmental processes of adolescence. For example, the increased desire for respect which is
instructional setting. Additionally, the social learning aspects of teenage development should be
utilized. For example, early adolescence is an ideal period to introduce positive role models and
stress values like gender equality. Adults should also create collaborative learning environments
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and opportunities for exploration and productive risk taking (Dahl et al). Parents, teachers, and
policy makers on all levels should consider the developmental science of adolescence. In recent
years, researchers have shifted away from stereotypes that have impacted the study of
adolescence. But these ideas will have to spread beyond the scientific community to truly
influence the lives of young people. What we need is a more positive representation of
adolescence, across movies, parenting blogs, and any discussion about issues that impact young
people.
Stereotypes about adolescents are fundamentally different from stereotypes about other
groups. Every author of every book about taming teens was once a teen themselves. They too,
answer this question, one must look to the values of our culture. Individuality and exploration are
at the core of the American teenage experience. At a neural level, adolescents are undergoing
rapid development with a new capacity for growth. The adolescent brain needs to learn about the
world by experiencing it, and mistakes are often a part of that necessary developmental process.
In a fast-paced world with no tolerance for mistakes, it is no wonder teenage growth is viewed in
a negative light. However, the problem can be lessened by representing young people positively
and fairly and choosing to not pass on stereotypes. As adolescents, we develop our identities and
understanding of the world. We make mistakes and learn how to recover from them. Ultimately,
Adichie, Chimamanda Ngozi. “The Danger of a Single Story” TED, 7 Oct. 2009.
www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Casey, B.j., et al. “The Adolescent Brain.” Developmental Review, vol. 28, no. 1, 2008, pp.
62–77., doi:10.1016/j.dr.2007.08.003.
Dahl, Ronald E., et al. “Importance of Investing in Adolescence from a Developmental Science
Perspective.” Nature, vol. 554, no. 7693, 2018, pp. 441–450., doi:10.1038/nature25770
Dahl, Ronald. “5 ways we misunderstand adolescents, according to brain science.” World
www.weforum.org/agenda/2018/01/we-misunderstand-adolescent-brains-science/
Gongola, Sagari. “Understanding Teenage Behavior Problems And Tips To Handle Them.” Mom
Junction.
www.momjunction.com/articles/important-teenage-behavioural-problems-solutions_0010
084/
Romer, Daniel, et al. “Beyond stereotypes of adolescent risk taking: Placing the adolescent brain
19–34., doi:10.1016/j.dcn.2017.07.007.
Romer, Dan. “Why It's Time to Lay the Stereotype of the 'Teen Brain' to Rest.” The
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Conversation, 15 July 2018,
theconversation.com/why-its-time-to-lay-the-stereotype-of-the-teen-brain-to-rest-85888
Stroessner, Steve and Catherine Good. “Stereotype Threat: An Overview Excerpts and
diversity.arizona.edu/sites/default/files/stereotype_threat_overview.pdf