Financially strapped school districts are being forced to make tough decisions about how their budgets are spent. Some people argue that extracurricular activities are a frill that should be cut. Build a case for making extracurricular activities a central part of the educational experience. What do they do for adolescents? Whom do they benefit? How would you structure them to best support the school’s academic program?
 |
1 | |
Which of the following statements describe adolescent work during the 20th century? Check all that apply. |
| | A) | In the early 1900s, most teenagers left school and entered the workforce by the time they were 15 years old. |
| | B) | By 1950, almost no teenagers held jobs while attending school. |
| | C) | After WWII, the retail and service economy expanded, and many of these new jobs were filled by teenagers. |
| | D) | During the 1970's, inflation affected all segments of the population except for teenagers. |
| | E) | By 1980, about two-thirds of all high school seniors had part-time jobs. |
|
|
2 | |
Which adolescent is most likely to have a job while in high school? |
| | A) | Leslie, a white upper-middle class student who lives in the U.S. |
| | B) | Pierre, a white upper-middle class student who lives in France. |
| | C) | Alvin, an African-American working-class student who lives in the U.S. |
|
|
3 | |
What does research show about sex differences in the adolescent workplace? |
| | A) | Boys and girls hold the same types of jobs and receive the same pay. |
| | B) | Boys and girls hold very different jobs and receive the same pay. |
| | C) | Boys and girls hold very different jobs and boys' jobs usually have higher pay. |
|
|
4 | |
According to the textbook, which of the following statements about working and adolescent development is supported by research? |
| | A) | Working teaches the adolescent about responsibility and prepares them for the real world and adulthood. |
| | B) | Working keeps adolescents out of trouble because they do not have time to engage in deviant acts. |
| | C) | Working teaches adolescents how to manage money wisely. |
| | D) | Working more than 20 hours per week puts adolescents at risk for poorer school performance. |
|
|
5 | |
When Jason was a teenager, he held a job in a fast-food restaurant and had about $300 in spending money per month. Now that Jason has his first full-time job after high school and lives on his own, he has very little extra spending money but has a huge credit card bill. Jason's experience is an example of |
| | A) | the school-to-work transition |
| | B) | the problem of premature affluence |
| | C) | self-indulgent affluence |
| | D) | disenfranchisement |
|
|
6 | |
What are some strategies for dealing with the problem of youth unemployment in the U. S? Check all that apply. |
| | A) | Provide more opportunities for community service. |
| | B) | Strengthen youth organizations and services for young people in communities. |
| | C) | Lower the age at which adolescents can get a job so that they have more time to gain work experience before they leave school. |
| | D) | Create apprenticeship programs for high school students. |
| | E) | Rely only on work experience programs that teach job skills and provide job placement. |
|
|
7 | |
According to the book, why do adolescents who participate in extracurricular activities perform better in school and get into less trouble? |
| | A) | Extracurricular activities keep students so busy that they must stay very organized for school and they have no time to get into trouble. |
| | B) | There is a selection effect-only those students who are already high achievers participate in extracurricular activities. |
| | C) | Extracurricular activities increase students' contact with teachers and other school personnel who may reinforce the value of school. |
|
|
8 | |
What is the Experience Sampling Method? |
| | A) | A pencil-and-paper survey used to collect information about adolescents' moods. |
| | B) | A method of collecting information in which adolescents carry pagers that signal them at random times to report to researchers. |
| | C) | A method of collecting information in which researchers make telephone calls to adolescents and ask them to recall what they did during the day. |
|
|
9 | |
Which of the following is true about the effects of mass media on adolescents? |
| | A) | Adolescents are likely to change their beliefs based on the messages they receive through mass media. |
| | B) | Adolescents are likely to change their behavior based on the messages they receive through mass media. |
| | C) | Adolescents are affected more negatively by violence in the media than by sex in the media. |
|
|
10 | |
Which of the following statements best sums up the research on solitude? |
| | A) | Adolescents spend very few of their waking hours alone; therefore, it has been very difficult to study the effects of solitude. |
| | B) | Solitude may result in negative mood in both the short-term and the long-term, because adolescence is a time of heightened peer orientation and adolescents do not enjoy being alone. |
| | C) | Solitude may result in negative mood in the short-term, but in the long-term, it seems to be associated with positive mood and better mental health. |
|
2002 McGraw-Hill Higher Education