This paper provides students the opportunity to demonstrate their ability to critically summarize, evaluate and compare research within a specific adolescent development topic: discrimination experiences or popularity.

This paper provides students the opportunity to demonstrate their ability to critically

summarize, evaluate and compare research within a specific adolescent development

topic: discrimination experiences or popularity. The paper must follow APA formatting style and must be 6 – 7 typed, double spaced pages in Times New Roman 12-point font with 1″ margins. The page limit includes the title page and a reference page. Points will be
deducted from papers that exceed the 7-page limit. Work should be proofread for spelling, grammar. and punctuation errors and for coherence and organization.

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Review the document “Sample Formatting” posted under Week 8 Assignments. In addition to the reference page, use in-text citations in the discussion sections so that it is clear
which article you are referring to throughout your responses. No direct quotes from the articles should be used. Summarize and paraphrase the information in your own words.

 

 

This paper is broken up into two parts to follow an iterative process that will allow students to obtain professor feedback (part 1) that they can use to improve their final paper
submission ‘pal(

 

Part 1: A summary for 1 journal article is due Week 3 to Canvas (Turnitin) by 2/12 at

1:00pm. Students will earn up to five points (of the total  50 points) for turning in a title page and the first article summary. Detailed feedback on how to improve the summary will be provided. Students are expected to incorporate this feedback to improve the summaries for the final assignment.

Part 2: The full assignment is due Week 8 and is worth the remaining 45 points. Papers
will be submitted to Canvas by 3/19 at 1:00pm.

 

■  Select Topic. From the two adolescent research topics that are listed below, select one.
Locate the three journal articles that correspond with the chosen topic and read them
carefully. Instructions for accessing peer-reviewed articles via the Pollak Library (at no
charge) are provided under Course Resources and External Links on Canvas,

 

Topic Option #1: Experiences with Discrimination

 

Benner, A. D., & Graham, S. (2013). The antecedents and consequences e racial/ethnic

discrimination during adolescence: Does the source of discrimination matter? Developmental Psychology, 49(8), 1602 -1613. doi: 10.1037!a0030557

(-submit this summary for Part 1**)

 

Huynh, V. W., & Fuligni, A. J. (2010). Discrimination hurts: The academic, psychological, and

physical well-being of adolescents. Journal of Research on Adolescence, 20(4), 916 – 941. doi:

10.11110532-7795.2010.00670.x

Prince, D. M., Rocha, A., & Nurius, P. S.                                                                         (2018). Multiple disadvantage and discrimination: Implications for adolescent health and education. Social Work Research, 42, 169 – 179. doi:

10.1093/swrisvy016

 

 

 

 

 

 

 

 

 

Topic Option #2: Popularity in the School Context

Allen, J. P., Porter, M. R„ McFarland, F, C., Marsh, P„ & McElhaney, K. B.                                                                   (2005). Two faces of adolescents’ success with peers: Adolescent popularity, social adaptation, and deviant behavior. Child Development, 76(3), 747 – 760. doi: 10.1111/0467-8624.2005.00875.x
(“submit this summary for Part 1**)

Tucker, J. S., Green, H. D., Zhou, A. J., Miles, J. N. V„ Shih, R. A., & D’Amico, E. J. (2011).

Substance use among middle school students: Associations with self-rated and peer-nominated popularity. Journal of Adolescence, 34, 513 – 519. doi: 10.1016/ji.adolescence.2010.05.016

 

Van den Broek, N., Deutz, M. H. F., Schoneveld, E. A., Burk, W. J., & Cillessen, A. H. N. (2016).

Behavioral correlates of prioritizing popularity in adolescence. Journal of Youth and Adolescence, 45, 2444 – 2454. doi: 10.10071s10964-015-0352-7

 

  • Summaries (3 pages total). Summarize and evaluate each journal article (1 page each).
    The summary should describe: the main research aims/questions addressed, the
    sample examined (such as the number of participants, age, ethnic background), the
    research methods utilized, and the main results. In addition, discuss what you consider
    to be the main strength and main limitation of the study (this should be different than the
    limitations noted by the authors). (9 points for each summary)

 

*  Discussion (2 pages). Based on the three journal articles draw conclusions about how
the findings compliment and how they contradict one another. Speculate how the
information presented in the articles could be used by a school professional. Your
discussion should address the specific questions below:

– What is one main similarity across the three journal articles? Describe the similarity

with specific details from each study (do not use the topic itself as a similarity) (5 points)

 

– What is one way in which the findings and conclusions drawn between any two

articles are contradictory? For example, a difference may be between article 1 and article 2 or between article 2 and article 3. Also, describe what may explain this difference/contradiction in findings or conclusions across the studies? (5 points)

 

– Imagine you are a high school teacher or a school counselor. Describe a specific finding from one of the studies that you would utilize in the specific role? Why? (5 points)

 

 

Scoring Information

Up to 5 points are earned for submitting the first summary on 2/12 (part 1). For part 2, the summaries are worth 27 points and the three discussion responses are worth 15 points. The responses are evaluated on their quality, content, thoroughness and accuracy. The final 3 points is based on the writing style, clarity and adherence to formatting guidelines (e.g., title page, page limit).