Race, Class, and a Journey Towards Identity: A Critical Analysis of Passing.

Eng 230 Kassie Markovich

Prof. Wolfe

04/26/11

Race Class, and a Journey Towards Identity: A Critical Analysis of Passing.

On three centuries removed

From the scenes his father loved,

Spicy grove, cinnamon tree,

What is Africa to me? -Countee Cullen

An introduction to the novel Passing by Nella Larsen, these four lines summarize what I propose the author was trying to convey in her psychological analysis of the Harlem Renaissance. All of the characters are united by their race yet they lack any agreement of what it means to be African. Carrying American at the end of their group identity, they have all become acculturated to an environment removed from their ancestors, leaving each to form his own ideas of how race fits into his identity. As we look at a character analysis of four representatives of this cultural time period portrayed in Passing, we will see that family values, class, and personality play integral roles into the life each individual pursues and how the social construction of race only unites the characters because of their shared oppression.

Clare Kendry, a young woman who physically passes for an upper class European American in a society discriminatory against African Americans, her true ethnic group, is sometimes seen as the novel’s main character because of her literal representation of the title. Critics such as Cheryl Wall believe she represents a stereotypical mulatto woman whose choices are an inevitability of the environment she was born. I think Wall’s interpretation on Clare’s psyche is enlightening in the fact that she makes apparent the influence our environment can have on our pursuit of happiness, or lack there of (362). Where I would differ from her interpretation is that she doesn’t take the freedom of choice Clare had far back enough. Though Clare may have been inhibited and at the same time compelled by her race to seek freedom, the events that lead her to this choice of life are a shocking insight into her character.

In the first part of the book, Clare’s relationship with her father resembles an anxious ambivalent type of attachment. According to developmental psychologists Bartholomew and Horowitz, this is a type of attachment develops when a parent shows inconsistent patterns of behavior, leaving the child with a negative and positive view of self and others. (226-244) Her father is said to have been abusive towards Clare, but also hard working and supportive. Her reaction to her father, as a result of mixed signs of care and rejection, is one of withdrawal and pursuit of love (Larsen, 5). Through her relationship with her father she has learned to never completely depend on someone else but also has seen the potential good nature one can posses. This leads her to seek and pull away from those she cares about. As attachment styles usually last throughout one’s life, Clare repeats this type of relationship all throughout the novel. She is described in childhood as catlike. Certainly that was the word which best described her. Sometimes she was hard and apparently without feeling at all; sometimes she was affectionate and rashly impulsive.” (Larsen, 6). When Clare’s father died she was sent to live with her white aunts who showed a similar type of acceptance of her by looking out for her future but also reflecting negative opinions of her based on her race. Acquiring a type of defensive survival, this leads her to seek a life that would be materialistically fulfilling (Larsen, 19). On the outside it seems like she had become indifferent to relationships, but a closer look reveals that the man she married in order to pursue her wealth resembles her past experiences with her father and aunts. Clare entered into a serious commitment with a man who would never fully accept her if he knew her true race. After her husband, Jack, declared he would leave her if he found out that she were black regardless of the relationship they had built over time, Clare decided to try to reconnect with Irene and her race, a place she might find real acceptance. After Clare shared this with her childhood friend, Irene, the latter envisioned, “Clare Kendry staring disdainfully down at the face of her father, and thought that is would be like that she would look at her husband if he lay dead before her” (Larsen, 47). Though, even this isn’t a source of genuine love because Irene recalls that Clare was never part of her group of friends growing up as a result of Clare’s lower social class (Larsen, 14). Even towards her daughter, she couldn’t completely commit herself as she relates to Irene in regards to Margery’s well being, “children aren’t everything” (Larsen, 58). From Clare’s passing to her attempt to rejoin her race, she has unsuccessfully looked for love and acceptance. It’s the desire to feel accepted that guides her decisions towards finding a group identity and her fear of rejection that keeps her from a full commitment. As Clare reflects on her impulsive lifestyle, “Well then, what does it matter? One risk more or less, if we’re not safe anyway, if even you’re not, it can’t make all the difference in the world to me. It can’t to me. Besides I’m used to risks. (Larsen, 48)

Irene Redfield, the other leading female character in the story is described as an upper middle class African American woman who tries to live up to the standards of her social status. She throws tea parties, judges her company on intelligence and dress, and finds the street life of Chicago to be draining as she aspires to the cooling and refined environment of upper class society (Larsen, 8-9). I propose that this fixation with class results from a combination of personality and upbringing. Irene grew up in a comfortable middle class environment with parents who not only cared for her, but also showed concern towards her less privileged friend, Clare (Larsen, 13). With a stable group of friends and family she made a comfortable transition into a stable marriage with a well off Manhattan doctor (Larsen, 14,15). This choice was natural and wanted by her because it would keep her in a sheltered life, content. Reflecting on her marriage, she thought, “ He was the husband and father to her sons. But was he anything more? Had she ever wanted or tried for more? In that hour she thought not” (Larsen). The desire for stability and comfort lies within her personality, carried down through her son Junior. Just like her mother, Junior is described as ‘practical and determined’ (Larsen, 44). What need is there to move beyond what is safe and comfortable, a practical Irene might reason?

Still, within a segregated society the negative connotations associated with her race compete with her attainment of a perfectly superficial life. She is reminded of this when she passes in the Drayton, fearing she might get caught and be humiliated in the high-end restaurant. Irene knows that no matter how much she tries to assimilate herself with mainstream middle class white standards, she will never be fully accepted because of the color of her skin (Larsen, 11). When she sees Clare for the first time, she becomes fascinated with her, “Negro eyes! mysterious and concealing. And set in that ivory face under that bright hair, there was about them something exotic.” (Larsen, 21) Irene’s interpretation of Clare’s bi-racial features might reflect her personal search towards a bi-cultural identity: her own racial background, and the one she’s adopted. As Clare represents the best of both worlds to Irene, she finds her appearance stunning and her opinion important, as elaborated by critic Youman, who notes that Irene dismisses another’s opinion based on her husband’s appearance resembling that of a butcher. She can’t dismiss Clare’s because she fits perfectly into her utopia of comfort within a minority identity (339).

Irene’s husband Brian, as stated earlier, is a doctor in Manhattan who lives a seemingly comfortable life in middle class society. Yet, his desire to move to South America for a better chance at equality leaves him continually restless and disturbed. It isn’t status or a need for love that fuels his desire, but his high intellect. When talking to Irene about race, Brian clearly understands that the whites who don’t understand the concept that race does not make one better or worse than another are the ones at a disadvantage because they will always be blinded from the truth (Larsen, 38). Just as Junior reflects Irene, the younger son Tim displays Brian’s speculative and withdrawn character (Larsen, 44). Looking at his reality from an objective standpoint Brian reasons that life abroad is the only solution to obtaining true equality. Finding dissatisfaction in a job he believes he is overqualified for, his desire to reach as high as he can achieve is his primary motivation (Larsen, 40). It is his race that keeps him from reaching his full potential through his mind and fuels his desire for a satisfying career that reflects his perceived worth.

The last character we will look at plays a small role on the surface of the narrative, but offers an excellent example of what could happen when a minority person doesn’t become afflicted by her race. This character is Gertrude. In high school she fell for a white man during a racially segregated time in history. As we’ve seen through the last three characters, the issue of race could have had a negative impact on her pursuit of happiness, yet the novel tells us that her and his parents were supportive of the relationship. Because of this familial acceptance during a critical time of identity formation, the two ended up getting married, much to their satisfaction (Larsen, 24). The positive effects of this are displayed through Gertrude’s countenance at the reunion with Clare and Irene. When Clare and Irene talk of opposing view of passing, Gertrude is able to understand both sides of the issue with an even temper. When Clare’s husband unknowingly releases painful racial insults onto the guests, Gertrude is able keep her cool while later showing her extreme distaste for the former to Irene in private (Larsen 26-27, 32). Her ability to relate and tolerate both racial classes with such logic and a cool head is a likely result of her exposure and acceptance within these two groups early in life. I think Gertrude is a crucial example in showing us the social construction of race and the effects that only result when one feels a need to defend himself because of it.

Because Gertrude doesn’t appear very much in the story I will limit the rest of this paper to focus on the interactions within the first three characters. Because this interpretation approaches this subject from a psychological stance, it is important to look at the relationships between the main characters to find the reason for the inevitable downfall of Irene Redfield.

The friendship between Clare and Irene is interesting because of the apparent attraction between the two who have led opposite lives. It may be the mysteriousness encapsulated by both to the other that sustained their friendship opposed ultimately by their desired ends: for Clare, to be truly accepted and Irene, to be safe. Irene notes the lives of her and Clare are completely different and being able to relate to each other would be almost impossible: “ Between them the barrier was just as high, just as broad, and just as firm as if in Clare did not run that strain of black blood.” (Larsen, 44) Further in the novel she goes on to say that the complete opposite of oneself can invoke an excitement because of its strange quality.

I think that what they feel is- well, a kind of emotional excitement. You know, the sort of thing you feel in the presence of something strange…something so different that it’s really at the opposite end of the pole from all your accustomed notions of beauty (Larsen, 55)

The unusual transformation of Clare’s social class into a beauty encapsulating two worlds Irene can’t assimilate or make sense of is what ultimately sustains their friendship for that short period of time. It contradicts her entire experience but as Deborah McDowell points out in her critical article Black Female Sexuality in Passing, though they may not live identical lives, Clare and Irene are both on a search for identity that allows them to recognize that weakness in each other. Each possessing what the other wants only adds to the ‘attraction’ of their pursuit for self-understanding (373).

The relationship between Brian and Irene is one of convenience for the latter. Because of Brian’s discontentment, he secretly resents Irene for his settled life that his spirit and intellect strongly oppose. Without any major disturbances everything remains calm. It isn’t until Irene’s and Brian’s most unsettled character enters that their settlement is violently shaken: “ No use pretending that he was happy, that things were the same as they had always been. He wasn’t and they weren’t. However, she assured herself, it needn’t be because of anything that involved Clare” (Larsen, 68).

Clare and Brian both try to upset the status quo of society in order to achieve a fuller acceptance of self, Brian through his career and Clare through a sense of belonging. Their dispositions highly contrast and upset that of Irene’s. When it was just Brian’s restlessness she had to keep under control it almost ended her marriage (Larsen, 40). With the introduction of Clare to his life, his old desires are reawakened by her reminder of the possibility to take risks for the pursuit of happiness. Seeing her adventurous life at the very least invoked a sense of motivation in him that had been somewhat suppressed by Irene. When Clare suspects that this dream could have been reawakened in him she becomes frantic, but can’t figure out why she had lost control. She assumes adultery, but with the lack of evidence to support this claim even in her own mind (Larsen, 68-69), I propose that this interpretation was only a temporary answer to her problem of how she had lost control. Underneath she knew Clare’s entrance had something to do with it, but she may have been to overwhelmed at the thought of losing her security in middle-class America to have realized just how it happened. Yet, she knew one thing: Clare Kendry had to go. Controlling Brian was almost too much and she knew that with Clare’s indirect support and influence she would very likely lose everything her life was based on. The conflict with racial acceptance and class represented in these characters is portrayed as beyond reconciliation. The class of Irene can’t permit the happiness of Brian, yet Clare reminds him that the importance of his own sense of identity will not fade away in Irene’s restricted society.

Through the interactions of the novel’s characters we see the conflict between class and identity formation. How one incorporates the meaning of race into their identity usually results from how it has oppressed them. African American studies professor Jennifer Brody suggests a similar idea by saying that Clare maintained her cultural heritage while Irene gave this up for class (396). Though race and class do conflict between all three characters, and more directly between these two, I argue that it’s not a definitive culture that Clare identified with, but a group that would accept her for the element she had been previously oppressed. As all three had very different beginnings, as well as being unique individuals, we see that race is not inborn, but the social construction of oppression based on ancestry unites these characters that have felt it’s undeserving weight on their pursuit of happiness. I believe Larsen was trying to show us that features or behavior couldn’t group African Americans, like anyone else, because we are all different people who deserve individual regard and respect. When this is taken away, the individual doesn’t disappear but will fight harder for his happiness.

Works Cited

Bartholomew, K., & Horowitz, L. M. Attachment Styles Among Young Adults: A Test of a Four-Category Model. Journal of Personality and Social Psychology, 1991.

Brody, Jennifer. “Clare Kendry’s ‘True’ Colors: Race and Class Conflict in Nella Larsen’s Passing.” W.W. Norton and Company, 2007.

Cullen, Countee. “Heritage.” W.W. Norton and Company, 2007.

McDowell, Deborah. “Black Female Sexuality in Passing.” Passing: A Norton Critical Edition. W.W. Norton and Company, 2007.

Wall, Cheryl. “Passing for What? Aspects of Identity in Nella Larsen’s Novels.” W.W. Norton and Company, 2007.

Youman, Mary. “Nella Larsen’s Passing: A Study in Irony.” W.W. Norton and Company, 2007.

Cultural Beliefs Autobiography

EDMUL 205

Kassie Markovich

Dr. Burgess

02/23/11

Within the classroom there will numerous cultures interacting with each other. Our society has shown to be favorable of some, such as working class white culture, and less favorable others, like the lower class Southern culture. In 2000, Coon defined culture as “the totality of socially transmitted behavior, patterns, arts, beliefs, institutions, and all other products of human work and thought characteristic of a community or population.” (68) By this definition we see the strong bonds that hold people to their way of life. To promote healthy development for every cultured child, respect for differences and appreciation of commonalties in the classroom will be promoted thorough the following values.

I value independence because it allows me the opportunity to pursue a life that’s most personally fulfilling. Because I’m not subservient to anyone, that will always be an option if I want to change my mind. Because the choices I make are mine, I can feel pride when I succeed. If I was doing everything because I had to, I don’t know if I would appreciate my life as much. In the same way I like that independence allows me to fail. I’m the type of person who learns through trial and error, so the ability to make my own decisions even when they’re wrong is imperative to my personal growth.

I believe this value is important to incorporate into the classroom to promote intrinsic motivation. I know that when I was in high school everything I was told to do seemed like more work than it really was because it wasn’t my choice to complete the assignments. When a class was student centered, almost everybody loved coming to class because they took what was important to them out of the experience, and so worked harder. This type of motivation is important in promoting a sense of identity and goal within the student. In my classroom I want to help my students find what is important to them so that they can give back to the community in a meaningful and personal way.

I also value romantic relationships. Though I understand not all partnerships are romantic, I find comfort in the fact that our society puts an emphasis on this type. In choosing someone you love that you want to share your life with, there is a deep bond that is keeping the two people together. This allows the relationships to be more personally meaningful than practical. I also think this type of relationship would be more fulfilling long term. To have someone who feels connected to you and is your constant support can be very beneficial to one’s mental and physical wellbeing. Also, the sense of using someone for survival isn’t present in this type of relationship. Relating back to the value of independence, this relationship allows you to make decisions based on the health of the relationship instead of the economy.

I think this value is becoming more imperative as we see bullying increase towards minority sexual preferences in schools. As I stated earlier, romantic relationships and independence are related. If someone chooses to be with another person solely because they find a personal value in that person then that should be respected regardless of gender. When bullying intervenes it can hurt the student’s sense of identity and self-worth. For this reason I will promote an environment where students show respect to everyone’s personal decisions, including matters of dating.

I value innovation because of its place in the arts. A progressive spirit influences the constant change found in music, visual art, technology, and so on. In the past sometimes styles would stay stagnant for hundreds of years but now artists are free to create in any way that moves them. Innovation also influences a developing future. This attitude to not settle is the reason we’re moving away from a linear society into a technologically spatial environment. To grow up with the old perspective and experience the new is very exciting. I also like the idea that it’s okay to hate what’s out there today. If someone doesn’t like the music that’s being written, it’s perfectly acceptable for him to pick up a guitar and change that. Innovation allows the opportunity for everyone to feel comfortable in society.

To promote this value I want to make my student’s classroom experience very hands on. Instead of immersing them in a primarily theoretical world of books I will give them assignments that allow them to turn the lesson into a real world experience. For example, I could give them a project that promotes communication skills to solve a current societal problem, but the way they solve it will be left to their creativity.

Stemming from innovation, I value rebellion. This value is what led to this society’s counterculture movements. Rejecting values of the past they spoke out against mainstream society and created subcultures entirely unique, such as the new wave, hippie, and punk movements. Not only does this spirit lead to developments that likely would have never happened if discontentment hadn’t been it’s guide, it does so in an authoritative way, establishing it’s presence. Rebellion also leads to progression in such extreme ways that it causes you to see things ‘up side down.’ Extremity can be good in pointing out the good and bad of a former system. Finally, rebellion is a medium used to stand against injustice. This outlet helped the recognize civil rights and make apparent the injustices of the Vietnam War. Having the option to stand in opposition is valuable when needed to preserve basic rights, such as equality and freedom of speech. Though rebellion doesn’t last forever, and I wouldn’t want it to, it is a temporary force that can be used for the betterment of society.

A way to make rebellion recognized as an option to students is to promote independent study. By this I mean making the students aware that not everything you read, even in the classroom, is necessarily the truth. Also, making sure the classroom environment is one where questions are always welcome and outside research is encouraged is necessary to the development of independent thought. Furthermore, helping the students value their basic rights will hopefully make them more protective of their freedom.

I value equality because through it women have been trying to find ultimate personal fulfillment in their place in society. This value has led to many progressions for women’s rights that continue to develop today. This value is also doing the same for the varied racial groups in this society. This is not only important because of the personal well being of every member of society but also because our society is and will continue to be so varied. Recognizing this fact is needed to establish a place of peace and unity. Finally, the adolescent period is gaining more attention because of a focus on equality. This age group is being recognized for it’s significance in human development and is starting to be treated with respect towards their need for independent choice and exploration.

In promoting equality in the classroom I know I can personally take this value only so far if I want to maintain equality between the students overall. Though, I would like my classroom to be a collaborative environment where we learn and share ideas together. This will not be teacher focused but student focused so they can realize their own capabilities in leadership and while respecting the positions of their peers. Also, having the students work together will help them see past stereotypes associated with their image because through dialogue they will likely share personal experiences that will help them to see each other as individuals.

All of these values are intended to show respect and encouragement for one another as we all try to develop into the person we desire to be. No one is exactly the same and to expect a universal attitude and behavior pattern is to expect the impossible. This will only lead to unnecessary stress that could have personal development. As an educator it’s my responsibility to make the classroom a safe environment for all of my students as they are trying to discover their self-identity.

Works Cited

Cushner, Kenneth and McClelland, Averil, and Safford, Philip. Human Diversity in Education, An Integrative Approach. New York: McGraw Hill, 2009.

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ARP Standards/EDPSY 251

EDPSY 251 Kassie Markovich
Prof. Waite
03/18/11

Analysis and Reflection Paper

The intention of this paper is to examine some of the reasons why certain adolescents struggle socially, understand the serious consequences of social withdrawal with a particular emphasis on marijuana abuse, and express my intentions to provide a supportive classroom environment that will aid in the adolescent’s social development and self-esteem.

Attachment theory is the concept that children and parents develop a bond at an early age that will influence the child’s self worth and interactions with others. (AYA1: k1) According to Bowlby (1982), the dependent infant will naturally rely on the caregiver to provide for his needs. If the parent is unresponsive, the child will internalize this response to reflect his own self-worth. In other words, if a parent is consistently sensitive and caring to the child’s needs, he will then see himself as worthy of love and attention. Adversely, the child who experiences neglect from the caregiver could develop the idea that he is unworthy of love and attention.

There are different types of attachment styles and they can be divided into four categories. (AYA1: k2)The relationship between the responsive parents and well cared for child would be classified as a secure attachment style. This relationship is ideal because it gives the child a sense of self-worth and positive view of others. (Bartholomew & Horowitz, 1991) The other type of attachment styles, known as insecure attachment styles, result from either partially or completely unresponsive and or abusive parents. Next, we will look at types of insecure attachment styles and the effects of these relationships.

An anxious ambivalent relationship would leave the child with a negative view of self and a positive view of others. This can result from parents who are both supportive and abusive in irregular patterns, leaving the child unsure of his worth but still aware of the potential good in others. A fearful/avoidant relationship leaves the child with a negative view of self and others. This can result from consistent neglect from the primary caregiver. Finally, there is a dismissive-avoidant attachment style. This leaves the child with a positive view of self and a negative view of others. This occurs when the child decides that he has positive self-worth and everyone else is the problem. Because his earliest experiences have only shown him negativity, naturally he interprets the rest of the world to be this way. (Bartholomew & Horowitz, 1991)

As we’ve stated, this relationship has an incredible impact of the child’s first interpretation of self-identity. (AYA1: k2) For the child, the relationship with the caregiver is usually the first and strongest because of his natural state of dependency development. This can become dangerous if the child happens to have an insecure relationship with the parent because he becomes likely to adapt a thought process known as cognitive vulnerability. (AYA6: k2) According to Beck (1976) the child learns to interpret the rest of his environment based on his experiences at home. This will result in negative schema, causing the child to potentially view himself and others in a negative light. This could in turn result in low self-confidence, making it harder to develop relationships with others.

The adaptation of low self-confidence becomes increasingly dangerous when the child enters adolescence because the primary attachment switches from the caregiver to his peers. (AYA 1: k4) As the teenager is spending less time at home and more time with those his own age, there becomes a need to develop relationships with others. When an insecurely attached child sees the world in a dysfunctional way he will likely have problems developing the social relationships necessary for combating his low self-esteem. (Kuiper & Olinger, 1986) This is because the insecure parental attachment left the child with insufficient skills in building relationships with peers. (Shaw & Dallos, 2005) Sadly, poor self-image can lead to depressive symptoms because the child is feeling hopeless about his own future. (Hankin, 2005) Having a negative view of the world and of yourself not only places a tremendous amount of negative stress on the adolescent but it also prevents him from developing healthy relationships that could help alter his negative schema patterns. This circular logic can leave the child unable to recover from his self-harming pattern of behavior.

There is one particular risk taking behavior of adolescents that this paper will address, and that is the use of marijuana. According to the selective recruitment hypothesis, the more socially isolated the adolescent is, the more likely he is to smoke marijuana. (AYA2: k2) This effect results from the teen’s inability to handle his negative reality and looks for a release. (Hall & Lynskey 2005) Marijuana use in this particular category of adolescents is especially dangerous because of the drug’s correlation with suicidal thought increase. (Greenblatt, 1998) These adolescents are already susceptible to hopelessness and a negative self-view. Turning to a drug for intended escape can increase these symptoms, unknowingly to the teen. Further the circle is dug around the adolescent, making it difficult for him to find his way into a positive and healthy light.

Furthermore, research is showing overwhelming support that marijuana increases the risk of developing schizophrenia. (Gurley 2010) This is defined as any of several psychotic disorders characterized by distortions of reality and disturbances of thought and language and withdrawal from social contact. (Princeton) This condition being related to ‘withdrawal of social contact’ would cause significant harm to the already socially deprived individual.

We reflected earlier on the transition from the importance of parent-focused relationships to peer relationships. Because friends play important roles in the adolescent’s life, it would seem logical that a friend using marijuana could influence others in his circle. (AYA2: k2) Combing the dangerous side effects on the adolescent brain and influence among peers, it is that more imperative that the teen is educated about harmful factors of this drug before the onset of use.

As a teacher I would aim to make my classroom a safe haven for all students to be themselves. (AYA2: d3) Making sure the classroom is kept without bullying and discrimination will hopefully allow my students to see each other as people they can trust. To further this cause, I would also construct a significant amount of group activity. This is to aid the students in developing positive relationships with each other in order to further secure attachments and help them develop schemas that will allow them to interpret humanity in a more positive light. (AYA2: p2) Also, I would make it clear to all of my students that I am someone they can trust and come to when they are in trouble, or just need someone to talk to. Letting my students know that they have someone to turn to for social support will help instill a sense of hope and alleviate against depressive symptoms. (AYA2: d2)

I also think it’s important that my class know about the harmful effects of drug use. Especially considering its association with those who are already suffering from social withdrawal, it is important that the students understand how serious the side effects are and their potentially harmful ends. Lastly, I find it important that the parents or primary caregivers be involved in their child’s academic life in a supportive way. In this way there can be two-way communication with the best interest of the child at heart. This will allow me to have more insight into the child’s cognitive patterns and personality, which will enable me to better detect if there is a problem and communicate it more efficiently to the parent. Making sure the parent and I are on the same page in regards to drug safety would also help further the cause in substance abuse awareness and prevention outside of the class room. (AYA6: p3)

Ultimately, my goal is to help my future students develop a positive social environment that will aid them in dealing with life stresses hardships. Having this in their lives will help them to continue to approach life in a positive manner and defend against a hopeless worldview. (AYA3: d3) Furthermore, I want to educate my students on the dangers of marijuana because of its worsening effects on social withdrawal. As reflected in my research, having a supportive group of people you can depend on is very helpful in maintaining a healthy mental state. Once the adolescent develops a negative lens, a circular pattern of negativity and social withdrawal result and the end can be devastating.

Developmental Standards


Teachers of Adolescence and Young Adulthood

Standard #1: The Development of Adolescents and Young Adults.

The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.

Knowledge 1: Understands components, principles, and theories of adolescent and young adult development such as identity formation and physical, social, and cognitive characteristics, as noted in research.

Knowledge 2: Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning.

Knowledge 4: Understands the importance of the social and cultural context in which adolescents and young adults develop.


Standard #2: Decision Making.

The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.

Performance 2: Engages students in activities related to their interpersonal, community, and societal responsibilities

Knowledge 2: Recognizes the benefits of student and/or teacher participation in co-curricular and extra-curricular activities.

Dispositions 2: Is attentive to indications of challenges or difficulties that may affect healthy development.

Dispositions 3: Is committed to establishing a caring environment that supports the healthy development of adolescents and young adults.


Standard #3: The High School Learning Community.

The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.

Disposition 3: Appreciates the importance of high school in empowering students for an independent life.


Standard # 6: The Home-School Connection.

The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.

Performances 3: Establishes and sustains mutually respectful and productive relationships with students’ homes to promote student learning and well-being.

Knowledge 2: Understands the impact of the relationship of home life to the academic and personal success of the student.















Works Cited

Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226 – 244.

Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: International University Press.

Bowlby, J. (1969/1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York: Basic Books.

Greenblatt, J. (1998), Adolescent self-reported behaviors and their association with marijuana use. National Household Survey on Drug Abuse, 1994-1996 SAMHSA

Gurley, J. (2010) Marijuana causes schizophrenia which s a serious problem. www.KevinMD.com

Hall, W. & Lynskey. (2005) Is cannabis a gateway drug? Testing hypotheses about the relationship between cannabis use and the use of other illicit drugs. Drug and Alcohol Review

Hankin, B. L., Kassel, J. D., & Abela, J. R. Z. (2005). Adult attachment dimensions and
specificity of emotional distress symptoms: Prospective investigations of cognitive risk and interpersonal stress generation as mediating mechanisms. Personality Social Psychology Bulletin, 31, 136–151.

Kuiper, N. A., & Olinger, L. J. (1986). Dysfunctional attitudes and a self-worth contingency model of depression. Advances in Cognitive-Behavioral Research and Therapy, 5, 115–142.
Princeton University. wordnetweb.princeton.edu/perl/webwn

Shaw, K., Samantha & Dallos, Rudi (2005). Attachment and adolescent depression: The impact of early attachment experiences. Attachment and Human Development 7 (4): 409-424

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HAL 9000: "Information Overload" In the book, Thinking wi...

HAL 9000: "Information Overload"



In the book, Thinking wi...: "'Information Overload' In the book, Thinking with Type, Luhan said that we can only process one message at a time. If this is true, than ..."

HAL 9000: When Others Are Oppressed No One Is Truly Free"......

HAL 9000: When Others Are Oppressed No One Is Truly Free"......: "When Others Are Oppressed No One Is Truly Free'... Albert Einstein. The Internet: Is it a new outlet of the entrepreneur? This is a place w..."