FAmily Diversity
concept
There are more U.S. adolescents growing up in a wider variety of family structures than ever before in history (1.4). There are adolescents that come from divorced families, stepfamilies, families where their parents have long work hours, and adoption. The diversity of families can make it harder on adolescents to concentrate on school work.
Majority researchers agree that children, adolescents, and emerging adults show poorer adjustment from divorced families than nondivorced families (Hetherington, 2005, 2006; Lansford, 2009; Parke & Clarke-Stewart, 2011; Wallerstein, 2008). Adolescents in divorced families are more likely than nondivoced families to have academic problems, to be less socially responsible, to drop out of school, to take drugs, and to have lower self-esteem (Conger & Chao, 1996; Hetherington, 2005, 2006; Hetherington & Kelly, 2002). This research reveals that adolescents from divorced families suffer from more problems than adolescents from intact families.
Parents are also remarrying more than ever before in relation to divorced families (Ganong, Coleman, & Jamison, 2011; Hetherington, 2006; Marsiglio & Hinojsoa, 2010). Adolescents in stepfamilies have more adjustment problems than nondivorced families (Hetherington, 2006; Hetherington & Kelly, 2002; Marsiglio & Hinojsoa, 2010). The adjustment problems for stepfamilies are similar to divorced families (Hetherington, 2006). Adjustment for parents and adolescents in stepfamilies may take longer (five or more years) than divorced families (within two years) (Anderson & others, 1999; Hetherington, 2006). Researchers have found that adolescence is a difficult time for the formation of a stepfamily (Bray & Kelly, 1998; Hetherington & others, 1999). Either way adolescents have trouble adapting in stepfamilies and divorced families compared to intact families.
Another family variation is adoption, which is the social and legal process by which a parent-child relation is made between two unrelated people. In general adopted adolescents are more likely than nonadopted adolescents to experience psychological and school-related problems (Bernard & Dozier, 2008). One specific study revealed that adopted children are more likely than nonadopted children to have a learning disability (Altarac & Saroha, 2007).
Working parents also play a big role on adolescents. For example, parents who have poor working conditions compared to parents with better working conditions are likely to be more irritable at home. Poor working conditions also produce parents to engage in less effective parenting (Crouter, 2006). Adolescent's behavior problems and lower grades are linked to negative work conditions of parents. Also if parents have long work hours and adolescents are under out-of-home care, supervised or not, is linked to delinquency, drug use, and school problems (Coley, Morris, & Hernandez, 2004). The truth is no one really knows what adolescents face once they get home.
Majority researchers agree that children, adolescents, and emerging adults show poorer adjustment from divorced families than nondivorced families (Hetherington, 2005, 2006; Lansford, 2009; Parke & Clarke-Stewart, 2011; Wallerstein, 2008). Adolescents in divorced families are more likely than nondivoced families to have academic problems, to be less socially responsible, to drop out of school, to take drugs, and to have lower self-esteem (Conger & Chao, 1996; Hetherington, 2005, 2006; Hetherington & Kelly, 2002). This research reveals that adolescents from divorced families suffer from more problems than adolescents from intact families.
Parents are also remarrying more than ever before in relation to divorced families (Ganong, Coleman, & Jamison, 2011; Hetherington, 2006; Marsiglio & Hinojsoa, 2010). Adolescents in stepfamilies have more adjustment problems than nondivorced families (Hetherington, 2006; Hetherington & Kelly, 2002; Marsiglio & Hinojsoa, 2010). The adjustment problems for stepfamilies are similar to divorced families (Hetherington, 2006). Adjustment for parents and adolescents in stepfamilies may take longer (five or more years) than divorced families (within two years) (Anderson & others, 1999; Hetherington, 2006). Researchers have found that adolescence is a difficult time for the formation of a stepfamily (Bray & Kelly, 1998; Hetherington & others, 1999). Either way adolescents have trouble adapting in stepfamilies and divorced families compared to intact families.
Another family variation is adoption, which is the social and legal process by which a parent-child relation is made between two unrelated people. In general adopted adolescents are more likely than nonadopted adolescents to experience psychological and school-related problems (Bernard & Dozier, 2008). One specific study revealed that adopted children are more likely than nonadopted children to have a learning disability (Altarac & Saroha, 2007).
Working parents also play a big role on adolescents. For example, parents who have poor working conditions compared to parents with better working conditions are likely to be more irritable at home. Poor working conditions also produce parents to engage in less effective parenting (Crouter, 2006). Adolescent's behavior problems and lower grades are linked to negative work conditions of parents. Also if parents have long work hours and adolescents are under out-of-home care, supervised or not, is linked to delinquency, drug use, and school problems (Coley, Morris, & Hernandez, 2004). The truth is no one really knows what adolescents face once they get home.
Classroom
Diversity of families is not necessarily a part of healthy adolescent development, but knowing this information can help teachers have a better understanding of what adolescents are facing at home. Knowing that adolescents are from diverse families helps the teacher understand that the students are not always staying at one home. The adolescents could be a part of a stepfamily and switch from one parent to the next every other night. The student could leave behind his homework assignments/agenda at one parent's house and therefore not know what his homework was for that evening.
One way a teacher could help their students with this problem is by creating an online website. The website could include class assignments and resources for easy access to students. Math teachers could also include different examples on how to solve equations to help the students better understand and prepare for class. Putting class assignments online would ensure that the students would be able to see the assignment anywhere that had internet access, making it easier on the students that bounce between homes.
One way a teacher could help their students with this problem is by creating an online website. The website could include class assignments and resources for easy access to students. Math teachers could also include different examples on how to solve equations to help the students better understand and prepare for class. Putting class assignments online would ensure that the students would be able to see the assignment anywhere that had internet access, making it easier on the students that bounce between homes.