February 2002

Preparing for the Future

During the adolescent years, youth begin to think more and more about what they want to achieve in life. They begin to form opinions and make plans about their future school and work goals.

Young people now have more options than ever before. Less than one hundred hears ago, the number of different life options available to youth was highly limited, based on gender, social class, ethnicity, and also because society was less complex. There simply were not as many different types of jobs in existence until the 20th century.

Planning for the future can be exciting for teens and parents. It can also be stressful. Both teens and parents have the same goals in mind: they want the teens to grow up to be healthy, happy and successful. Yet it is impossible to be sure what will make someone happy in the future. The array of possible choices can be overwhelming. Adding to the pressure is the fact that decisions made during adolescence have important implications for future goals. Also, teens will develop new goals as they continue to mature. As a result, they may decide to completely change directions, even after some important decisions have been made.

Decisions about which courses to take and what job to pursue are important because they are likely to affect values, self esteem, earnings and life satisfaction in the future. Fortunately, the brain develops during adolescence to help prepare youth to make thoughtful decisions about their futures. The cognitive changes during puberty give teens the ability to see long-term consequences of the decisions they make. Also, teens typically have developed the ability to think logically. Teens can think about their futures by asking themselves questions that will take them through several levels of decision-making.

For example, a teen might think, "If I decide to take advanced biology, then I will plan to apply for college and major in _________. Then I could become a ________, and look for a job near _______, where I've always wanted to live." Even the most thoughtful plans often are shaken by unpredictable events, but teens who have learned to think about their options will be better able to handle unexpected bumps in the road.

Finally, research shows that adults influence children's achievement by their attitudes and behaviors. For example, when adults send a subtle message that science courses are a waste of time, youth hear the message and lose motivation to achieve in science. Regardless of ethnicity or gender, if students believe a certain skill or course is important, and that they are capable of learning it, they will be more motivated. And motivation is linked with better performance.

A Note About Gender Stereotypes

Research shows that parents, teachers and school counselors tend to encourage boys to learn math, and discourage girls from learning math. Studies also show that adults often attribute boys' high math scores to natural abilities, while girls' high math scores are attributed to hard work. How might these messages affect youth?

What can adults do?

Try to become aware of your own subtle gender stereotypes. Do not base your expectations for your child's achievement on gender. For example, be sure to encourage both daughters and sons to take advanced math courses.

Research shows that adolescents who feel strongly motivated to seek success have parents who:

• Set high, but realistic standards

• Encourage independence and responsibility in youth

• Have warm, loving relationships with their children

• Talk with children about rules and apply them consistently

• Reward their children's school achievements

For More Information:

For more information on the Internet, go to: http://kidshealth.org. The site has information for parents on helping your teen make decisions about what to do after high school. There also is information for teens about life after high school, how to select a college and more.

Sources:

Lee, Marks, & Boyrd (1994). Sociology of Education 67, 92-120. Parsons, Adler, & Kaczala (1982). Child Development 53, 310-31. Steinberg (1999). Adolescence (5th Ed.). Boston: McGraw-Hill.

This issue of Ups & Downs was contributed by Rosalie J. Bakken, Ph.D., Adolescent Development Specialist, University of Nebraska-Lincoln.

Ups & Downs is edited by Rosalie Bakken, Ph.D. We wish to thank Stephen Russell, Ph.D. University of California-Davis, 4-H Youth Development Specialist, for sharing his expertise and creativity as past editor/co-editor of Ups & Downs.