Adolescent learning is influenced by a variety of factors, informed by their individual and

social experiences. For some, school may be something that has been defined by positivity and
rewards. For others, school may be a space where failure and scorn are expected or feared. It is
necessary to think about why and how adolescents behave in order to mold and create a positive
learning environment for students. Examining adolescent learning, then, becomes a complex
process that involves looking at biological, psychological, cognitive, social, and cultural factors
that influence the ways that adolescents develop, the way the classroom runs, and the way school
is perceived by the adolescent.
My teaching will be guided by sociocultural approaches to studying adolescence.
Historically, adolescent psychology has been framed by biological development. G. Stanley Hall,
for instance, believed that adolescence development is controlled primarily by biological
factors, dictated by the onset of puberty and discrete phases of development (Santrock, 2014).
Margaret Mead spoke back to this research, highlighting the different childhood-adulthood
transitions that take place outside of the United States as well as the sociocultural factors that
inform adolescence (Santrock, 2014). As U.S. history progressed, adolescence was sculpted by
factors such as legislation between the 1900s-1950s, in which most children got out of the work
force and into secondary schools (Santrock, 2014). This transference of children changed
responsibilities and further separated them as a group, allowing for the emergence of an
adolescent social identity. Still today, adolescents as a group are particularly affected by events
and developments such as war and technology (Santrock, 2014). The somewhat recent
organization of adolescents into a group as well as the way that they are affected by sociocultural
circumstances leads me to believe that adolescence is primarily a social construct.
Adolescents experience a variety of cognitive changes, which influence the ways that

they learn. In the twentieth century, Jean Piaget emphasized a cognitive theory which states that
individuals actively construct their understanding of the world and go through four stages of
cognitive development (Santrock, 2014). These [four] stages start with the basic coordination of
human essentials, such as seeing and hearing. Later, individuals move into the concrete
operational and formal operational stagesthe stages of adolescence. These two stages are
distinguished by whether or not an adolescent can reason abstractly as opposed to just logically
(Santrock, 2014). Piagets work emphasizes the need to assess students development and use
hands-on activities to support their development and growth to formal and post-formal
operational stages. Vygotsky expands upon this work to emphasize the social nature of learning
as students actively construct their knowledge (Santrock, 2014). This continues to point to the
notion that there are forces (outside of biology) that control development and that adults
interactions with children may be a main source of guidance throughout their development.
Using these models in my classroom, I can try and distinguish where students may be
developmentally based on what I see in their interactions and learning styles. For instance, if I
notice that a child is able to reason in an abstract way, I might associate him/her as being in the
formal operational stage of Piagets model. This alone could produce for me a basic framework
for differentiation in teaching. In an English course, this model could help when conducting an
analysis of a literary passage. If I know that some students are still in the concrete operational
stage, I could start the lesson by looking at the cold, hard facts of the passage... essentially, the
who, what, where, and when. To differentiate, I could encourage those who are in the formal
operational stage to take the passage and find the why, or the hidden meaning behind the
words. Applying Vygotskys findings, I could help the concrete operational learners to start to
think more critically by going through the passage with them and guiding some of their thoughts.

Eventually, I would taper off the guidance, allowing students to work towards building
independent reasoning skills.
A series of identity changes also take place during adolescence, which can inform
learning in the high school classroom. Eriksons psychoanalytic theory depicts eight stages, a
few of which translate into the adolescent realm. The most important stage of Eriksons work, in
terms of adolescence, is the identity versus identity confusion stage (Santrock, 2014). Erikson
notes that during this stage, adolescents explore who they are, what they are all about, and
where they are going in life (Santrock, 2014). He claims that through this exploration,
adolescents can either arrive at a positive view of themselves or can continue to be confused in
terms of who they are (Santrock, 2014). Noting Eriksons theory, I need to keep in mind that
adolescents could be in a very fragile state, somewhere in between identity crisis and identity
moratorium. My actions as well as the way students are treated in my classroom could work to
hinder their identity achievement. I will thwart this by actively listening to students and showing
them that they are valued and cared for.
Urie Brofenbrenner stretched the social and cultural influence that Vgotsky and others
noticed and, in turn, developed a theory that was deemed ecological. His ecological theory
emphasizes that adolescents are essentially developing in a weba web including physical
settings, relationships (in and out of control of the adolescent), culture, and environment
(Santrock, 2014). Later, Brofenbrenner even introduced biology as a factor in his theory. Thus,
we continue to see that there are intricate complexities that shape adolescents in their everyday
lives and actions. As a teacher, I need to be aware that the ecological theories of development
hold significant value in terms of how students learn. The web of ecological forces (relational,
social, cultural and environmental) will collectively work to create unique, specific implications

for the way each of my students learns. I need to be cognizant of these forces and try to maintain
a positive presence in my students lives. To do this, I can foster a nurturing, consistent
environment in my classroom in which students feel respected and supported. I can also maintain
positive and constructive contact with parents, through e-mail or phone. The better relationship I
can have with the parents, the further I can understand where the student has come from and how
I can best meet their needs as an instructor.
Similarities are abundant in all of these theoriesmost of which perpetuate the idea that
adolescence is not independently biological. Keeping Eriksons and Brofenbrenners theories in
mind, it is necessary to explore the role of social and cultural factors in the way that adolescents
develop in order to determine how adolescents learn. By exploring concepts of gender, sexuality,
race, and ethnicity, it becomes evident that the various factors that inform adolescent
development are important in informing and influencing adolescent learning.
In terms of gender and sexuality, Nakkula and Toshalis refer to scripts that boys and
girls are supposed to follow in order to fit in. They claim that, We internalize gendered norms
for masculinity and femininity that are picked up through family life, in the neighborhood, and
throughout the media (2006). Thus, boys in adolescence often retreat to a hyper masculine
role because, frankly, to care is to be feminine, and to be feminine is to be gay (Nakkula and
Toshalis, 2006). Since there can certainly be a homophobic presence in high school, individuals
experiencing role differentiation and sexual exploration can often feel devalued and stigmatized
(Santrock, 2014). Girls adjust their personalities as well during adolescence. Nakkula and
Toshalis contend that adolescent girls experience a shift from exuberant self-expression... to
insecurity and self-silencing (2006). They claim that those who fail to concede to their
prescribed gender roles often experience forms of social shunning, which can be devastating to

teenagers in a time that social hierarchy holds such lofty value. The labeling of gender itself can
even become a source of concern for particular teenagers who do not readily identify with one of
the two categories.
Other categories that need to be recognized and examined to understand student learning
are race and ethnicity. These two constructs are distinct from one anotherrace is defined as a
concept created in the modern era as a way of drawing distinctions between peoples such that
some might benefit at the expense of others whereas ethnicity is defined as distinctions based
on national origin, language, religion, diet, styles of dress, modes of communication, and other
cultural markers (Nakkula and Toshalis, 2006). The idea that race and ethnicity are social
constructs appears repetitively in the literature.
What do these concepts have to do with student development and learning? Nakkula and
Toshalis explain that there are different racial and ethnic identity development models. African
American identity development (according to a model by William Cross) consists of phases
marking the individuals capacity to form trusting relationships with Whites and feel secure in
their own identity as Blacks (Nakkula and Toshalis, 2006). Since ethnicity (unlike race) can be
hidden, ethnicity development models depict the steps that children take when they attempt to
maintain their own cultural markers amongst a generally un-accepting predominant culture
(2006). Ethnic adolescents become finely attuned to the implications of their choices and may let
these choices affect everything in their lives, from relationships to schoolwork (2006). Thus,
these factors do present themselves in the classroom.
Because these phases of development are different for each student and because each
student comes from a unique background with varied perspectives, I feel that it is essential to
take action in the classroom to promote diversity and untangle harmful stereotypes. As a teacher,

I aim to inherently understand and remind myself constantly that adolescence is not solely based
on biology. Rather, adolescence is based on a myriad of sociocultural factors, all of which
provide each adolescent with a particular lens. I will embrace the diversity of these lenses, while
at the same time I will be careful not to classify and judge students myself.
I will encourage careful discussion about how race and ethnicity have affected and
continue to affect our society. I will equate differences to a positive uniqueness and will be
conscious of the way I describe gender and heterosexual norms. In my classroom and beyond, I
will advocate for the creation of safe zones. I will see to it that all students feel included, whether
it be by selecting literature by marginalized authors or making sure that no one is left out in
group collaboration. I will further make sure to be vigilant of student comfort and safety, both in
regulating the way students interact in my class and seeing to it that school policies work to
ensure safe environments that optimize student learning.
I look forward to using the lenses that students possess as a springboard for creative and
meaningful discussion. I expect that each student will bring a unique, dynamic perspective to the
classroom and will be persistent in making sure that students establish respect for one another.
Although I expect challenges to be abundant in this dynamic, energy- consuming profession, I
will embrace and learn from each challenge that comes my way. As I teach, I will consciously be
aware of the factors that affect how adolescents learn. I will look to these different factors as
models to guide my teaching and will work vehemently to meet the needs of each student.

Works Cited
Nakkula, M. J., and E. Toshalis. (2006). Understanding Youth: Adolescent Development for
Educators. Cambridge, MA: Harvard Education Press.
Santrock, J. W. (2014). Adolescence. 15th Edition. New York: McGraw Hill Education.