Adolescence in the life course spotlight.

The articles in this special issue were inspired by the late John Schulenberg's long view of adolescence, a perspective that emphasizes the integral role that the teens and twenties play in the life course. Using multiple longitudinal data sources to explore myriad developmental topics, the authors delve into the ways that adolescence connects, disrupts, and stands out from childhood and adulthood as a means of integrating rather than isolating these developmentally dense years. In this commentary, I highlight what this collection of studies does to drive home some basic tenets of the long view of adolescence and point out some other tenets that should garner more attention moving forward.

Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school.

Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment.

Mothers' work conditions, income, and parenting of young children.

Objective: In this study, we investigated the interplay of positive work conditions with parenting behaviors across children's first 4 years.

Background: Most mothers in the United States are employed in paid work during their children's early years. Research typically has focused on the ways that such employment can conflict with the intensive demands of parenting, but it can also help mothers socially and psychologically during this important period of children's development.

Mindset × Context: Schools, Classrooms, and the Unequal Translation of Expectations into Math Achievement.

When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory.

Family Formation History and the Psychological Well-Being of Women from Diverse Racial-Ethnic Groups.

Studying disparities in psychological well-being across diverse groups of women can illuminate the racialized health risks of gendered family life. Integrating life course and demand-reward perspectives, this study applied sequencing techniques to the National Longitudinal Study of Youth: 1979 to reveal seven trajectories of partnership and parenthood through women's 20s and 30s, including several in which parenthood followed partnership at different ages and with varying numbers of children and others characterized by nonmarital fertility or eschewing such roles altogether. These sequences differentiated positive and negative dimensions of women's well-being in their 50s.

Unpacking the linkages between single parent households and early adolescent adjustment.

Living with an unmarried mother is consistently associated with adjustment issues in adolescence, but these associations can vary by both time and place. Following life course theory, this study applied inverse probability of treatment weighting techniques to data from the National Longitudinal Survey of Youth (1979) Children and Young Adults study (n = 5,597) to estimate various treatment effects of family structures through childhood and early adolescence on internalizing and externalizing dimensions of adjustment at age 14. Young people who lived with an unmarried (single or cohabiting) mother during early childhood and adolescence were more likely to drink and reported more depressive symptoms by age 14 than those with a married mother, with particularly strong associations between living with an unmarried mother during early adolescence and drinking.

A cross-national comparison of the linkages between family structure histories and early adolescent substance use.

Family structure can influence adolescent health with cascading implications into adulthood. Life course theory emphasizes how this phenomenon is dynamic across time, contextualized in policy systems, and grounded in processes of selection and socialization. This study used data from the U.

The Health of Mothers of Adult Children with Serious Conditions.

Objectives: This study examined the association between parenting adult children with serious conditions and mothers' midlife health in the United States.

Background: The literature about the link between the parenting status of having an adult child with a serious condition and maternal wellbeing can be advanced by systematic analysis of the cumulative role that this parenting status can play in maternal health over the life course as opposed to at any one point.

Method: Propensity score reweighting models of data from the National Longitudinal Study of Youth 1979 and its linked child and young adult data estimated disparities in midlife health among mothers of adult children with serious conditions (disabilities, developmental disorders, chronic diseases) and mothers of typically developing children, including examining variation by how long mothers had been in this parenting role and moderation by maternal education and marital status.

Reduced growth mindset as a mechanism linking childhood trauma with academic performance and internalizing psychopathology.

Background: Despite the high prevalence of childhood adversity and well-documented associations with poor academic achievement and psychopathology, effective, scalable interventions remain largely unavailable. Existing interventions targeting growth mindset-the belief that personal characteristics are malleable-have been shown to improve academic achievement and symptoms of psychopathology in youth.

Objective: The present study examines growth mindset as a potential modifiable mechanism underlying the associations of two dimensions of childhood adversity-threat and deprivation-with academic achievement and internalizing psychopathology.

School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters.

Encouraging involvement in school-based extracurricular activities (ECA) may be important for preventing high school dropout. However, the potential of these activities remains underexploited, perhaps because studies linking ECA involvement and dropout are rare and based on decades-old data. Previous studies also ignore key parameters of student involvement.

Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work.

A growth-mindset intervention teaches the belief that intellectual abilities can be developed. Where does the intervention work best? Prior research examined school-level moderators using data from the National Study of Learning Mindsets (NSLM), which delivered a short growth-mindset intervention during the first year of high school. In the present research, we used data from the NSLM to examine moderation by teachers' mindsets and answer a new question: Can students independently implement their growth mindsets in virtually any classroom culture, or must students' growth mindsets be supported by their teacher's own growth mindsets (i.

The development of science, technology, engineering, and mathematics (STEM) efficacy and identity among Mexican-origin youth across Latino/a destinations.

Persistence in high school curricula leading to science, technology, engineering, and mathematics (STEM) careers is structured by complex institutional systems, but developmental processes underlie how young people navigate these systems. This study examined differences in the development of STEM identity and efficacy during high school among Mexican-origin youth-a large and fast-growing demographic group that shows developmental assets and risks. Contextualizing development within larger community structures, this examination focused on the diverse array of destinations throughout the United States where Mexican-origin youth are living as contexts for their STEM identity and efficacy development.

Contextualizing the Social and Educational Journeys of Adolescents within the Life Course.

What happens during adolescence emerges from early in life and sets the stage for later in life. This linking function of adolescence within the life course is grounded in social, psychological, and biological development and is fundamental to the intergenerational transmission of societal inequalities. This article explores this life course phenomenon by focusing on how the social ups and downs of secondary school shape adolescents' educational trajectories, translating their backgrounds into their futures through the interplay of their personal agency with the constraints imposed by the stratified institutions they navigate.

Understanding The Health Landscapes Where Latinx Immigrants Establish Residence In The US.

The diversity of health contexts in which members of the US Latinx population establish residence may provide insights into the variety of health challenges they face. We investigated differences in health professional shortages, general health services, health care safety-net supply, health access, and population health rankings across 3,113 US counties classified as established, new, or other Latinx population destinations. Compared with new destinations, established destinations had more health professional shortages, as well as higher rates of child and adult health uninsurance.

Maternal Education and Early Childhood Education across Affluent English-Speaking Countries.

Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families' societies. Investigating such country-level variation with a life course model, this study estimated associations of mothers' educational attainment with their young children's enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( = 17,900 girls, 18,500 boys) drawn from nationally representative datasets from Australia, Ireland, United Kingdom, and United States. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the United States, potentially reflecting processes related to strong relative advantage (i.

Predictors and consequences of school mobility in middle childhood.

In this prospective longitudinal study ( = 1094, age = 5.6 years to age = 11.1 years), we examined family factors associated with school mobility and then asked if either a move during the previous year or cumulative moves across elementary school were related to child functioning.

Concentrated Poverty in U.S. Schools and Adolescents' Risk of Being Overweight.

The economic segregation of U.S. schools undermines the academic performance of students, particularly students from low-income families who are often concentrated in high-poverty schools.

Family Structure and Secondary Exposure to Violence in the Context of Varying Neighborhood Risks and Resources.

Secondary exposure to violence in the community is a prevalent developmental risk with implications for youths' short- and long-term socioemotional functioning. This study used longitudinal, multilevel data from the Project on Human Development in Chicago Neighborhoods to consider how family structure, including parental instability, is associated with youths' secondary exposure to violence across diverse neighborhood contexts. Results showed that both living in a stable single-parent household and experiencing parental instability were associated with greater secondary exposure to violence compared with living in a stable two-parent household.

Preliminary Findings of the Links Between Gender Role Attitudes and Sexual Behaviors in Mexican American Early Adolescent Boys.

This study explored the relations between Latino gender role attitudes (traditional machismo attitudes and caballerismo attitudes) and sexual behaviors among 242 Mexican American early adolescent boys in the southwest United States. Specifically, a multiple mediator model estimated the association between gender role attitudes and sexual activity through a mediational pathway connecting substance use, sexual motives, and peer influence. Results from analyzing this structural equation model indicated that traditional machismo attitudes were not associated with sexual behaviors.

How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries.

Here we evaluate the potential for growth mindset interventions (that teach students that intellectual abilities can be developed) to inspire adolescents to be "learners"-that is, to seek out challenging learning experiences. In a previous analysis, the U.S.

Crowd Sourcing: Do Peer Crowd Prototypes Match Reality?

During the transition into high school, adolescents sort large sets of unfamiliar peers into prototypical peer crowds thought to share similar values, behaviors, and interests (e.g., Jocks).

Community Contexts and Utilization of Early Childhood Care and Education among Mexican-Origin Children.

Children of Mexican origin are under-enrolled in early childhood education programs relative to Black and White children, which is problematic given the potential benefits of early childhood education. o better understand this under-enrollment in ways that can inform efforts to change it in the future, this study examined how utilization of early care and education programs varied among Mexican-origin families according to the community contexts where they lived. Integrating data on Mexican-origin children in the Early Childhood Longitudinal Study- Birth Cohort ( 1,100) with community data from the U.

What Do Parents Want From Preschool? Perspectives of Low-Income Latino/a Immigrant Families.

With a qualitative approach drawing from four focus groups, this study explored what aspects of preschool are valued most by 30 low-income Latino/a immigrant parents with children enrolled in a state-funded preschool program in Texas. Beyond the push and pull factors of necessity, convenience, and supply, parents reported valuing the responsiveness of schools to families' needs and concerns, the provision of a safe and developmentally appropriate environment, the role of preschool in both care and education, the incorporation of parents within the school, and the school's capacity for developing parents' human and navigational capital. Even though parents saw great value in preschool preparing their children for school and helping themselves as parents, there was also fear and mistrust in neighborhood schools that was rooted in discrimination and long-term educational inequality.