• Transition to Middle School

    Transition to Middle School
    The researchers mentioned "students’ self-esteem is higher in the last year of elementary school and that they like school better than in the first year of middle or junior high school (Hawkins & Berndt, 1985; Hirsch & Rapkin, 1987). In my elementary school, I felt completely comfortable being myself.I was pleased that my family came to support me and showed an enthusiasm in my school. In the first year of middle school, my self-esteem wasn't the same. I had a lot of self-awareness.
  • Maturational Timing

    Maturational Timing
    I was in the fifth grade at the time, when I was around nine years old. In compared to other young females, I started noticing that my body had changed to be "wider." I already knew what boys find attractive. I also developed having a mature conversations with friends, teachers, and classmates. According to the book, Adolescents, "before 11 years of age was linked to a higher incidence of distress disorders, fear disorders, and externalizing disorders in females" (Platt & others, 2017).
  • Stimulation

    Our friendship, which began when we were about 12 years old, consists of introducing each other to ideas and experiences that we had never experienced or attempted before.I attend a regular school with a deaf education program. She has never been exposed to deaf identity and deaf culture before, so I introduce these to her. We also have completely different personalities, to the point that our educational background has given us diverse experiences that have helped us develop our skills.
  • parent adolescent conflict

    parent adolescent conflict
    My parents and I first experienced parent-adolescent conflict when I reached 13 years old. Because of my decisions, my parents don't agree with me. For instance, my parents expected that I would follow to their religious practices and often attend church. I don't consider myself to be religious and I want to enjoy my life whatever I like. Most parents and adolescents frequently share similar political and religious convictions. (1990; Gecas & Seff). It is completely opposite to our viewpoints.
  • Gender intensification

    Gender intensification
    Gender Intensification theory describes how society created stereotypes of attitudes and behavior toward male and female gender role. For instance, in the book, Adolescent, mentioned "sexual roles featuring women as sexual objects, whose value is based only on their physical beauty, and males as sex-driven players looking to "score" at all costs". As you can see in the photo, I felt under social pressure to dress as feminine like my cousins. I used to dress more masculinity.
  • Niche-picking

    My cousin and I cheered together for almost three years outside of school between middle and high school. My parents, who had never played sports before, and the environment in which we saw my community cheering also had an influence. It improved my social abilities and was picked up by teammates. I did make an attempt to play soccer, basketball, and other sports. Both my interests and my genotype did not fit me.
  • Social Cognition

    Social Cognition
    When I was fifteen years old, I first realized how people were observing me based on my appearance or how I was dressed. They might criticize my weight or the way my clothing look, I sometimes worry. It is presented as an imaginary audience, and it is about your thoughts that they will view you as a target. It also applies to formal operational thinking, which is based on how people think about their ideal self, other people, and the surrounding world.
  • Ego support

    Ego support
    Ego support in friendship supports self-worth development by providing help and a feelings of safety. It also helps to motivating people to step outside of their comfort zone. When adolescents fail to create such deep friendships, they feel lonely and have a lower feeling of their own worth, according to Henry Sullivan, who examined adolescent friendships (Sanrock, 2022). It's crucial to speak positively about oneself in order to develop self-confidence.
  • Abstraction

    My parents have high standards for both my academic and athletic performance. They asked me to participate as much as I am capable of. Basketball was a sport I played in the past that I really liked. I was forced to continue the season by playing. I had said to my parents, "I am not perfect, but I have others skills I can use in the future."
  • Social Comparison

    Social Comparison
    In high school, I was developing a world of my own and self-protection, but I've always been curious about what it's like to have friends in a group. Since then, I've seen of hearing peers having their own social circles. I didn't have any experience being part of small groups until I attended the Explore Your Future camp at NTID/RIT. Since then, it has helped me realize that I prefer to be myself and never compare myself to others. Even so, I had close cousins who always down.
  • Entering Adolescence

    Entering Adolescence
    I began working with children between the ages of 5 and 7 when I was sixteen and received my first job as a camp counselor. I had my first boyfriend at that time as well. The statement "career interests, dating, and identity discovery are generally more pronounced in late adolescence than in early adolescence" (Santrock). is where I first began to explore. It got me to thinking the kind of future vision I want.
  • Rite of Passage

    Rite of Passage
    The traditions that my family values for a lifetime have a rite of passage in Mexican culture. Ex: Quinceanera. My parents strongly believe in different approaches for protecting kids in a household. When I became 16 years old, I didn't get a formal license until I was an independent 18-year-old. Due to my parents belief that "adolescents become adults in the United States has not been as clearly delineated as it has in primitive cultures where rites of passage are universal" (Sanrock, 2022)
  • Transition to College

    Transition to College
    In the book, Adolescent, mentioned how college students started to "feel grown up, have more subjects from which to select, have more time to spend with peers, have more opportunities to explore different lifestyles and values, enjoy greater independence from parental monitoring, and may be more challenged intellectually by academic work" (Halonen & Santrock, 2013). These describe how I feel exactly, allowed me learn about other people's backgrounds. It was beneficial to analyze myself as well.
  • Emerging Adulthood

    The first time I went away from my family was right after I graduated from high school. It guides me while I explore what I want to do for a career. The best thing for me was making friends from diverse backgrounds since it helped me develop. I also have a strong of independence and enjoy living in my own world; this is something I discovered about myself while in college. I also work two jobs, and my responsibility is to maintain a balance between my work and my academic responsibilities.
  • Intrinsic Motivation

    Intrinsic Motivation
    Having grown up in an immigrant family as a first-generation deaf college student, I was motivated by my parents since they frequently reminded me to stay in school, held high expectations for me based on my grades, and wanted me to perform well in school. I want to finish school in particular so that my parents can support me and provide me opportunities for a better future."Self-determination, curiosity, challenge, and effort" are qualities I identify with internally (Sanrock, 2022).