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"From the sociological point of view, adolescence traditionally has been described as a period of physical maturity and social immaturity. Adolescents reach physical adulthood before they are capable of functioning well in adult social roles. The disjunction between physical capabilities and socially allowed independence and power and the concurrent status ambiguities are viewed as stressful for the adolescent in modern Western society. It has been assumed that the need to disengage from parents during these years will result in high levels of rebellion and parent-child conflict. Moving into Adolescence follows students as they make a major life course transition from childhood into early adolescence. Substantial controversy has been generated within the behavioral sciences concerning the difficulty of adolescence as a transitional period. On the one hand, there are those who characterize the period as an exceptionally and necessarily stressful time in the life course. On the other hand, many investigators treat this view of adolescence as their straw man. To them, the supposed tumult of adolescence is just that--supposed and mythical. The purpose of this book is to study the transition from childhood into early and middle adolescence in order to investigate change along a wide variety of psychosocial dimensions with a particular focus on the self-image. The authors investigate the impact of timing of pubertal change and also the movement from an intimate, elementary school context into a large-scale secondary school environment. The first major movement into a large-scale organizational context may cause difficulty for the child, as may the dramatic changes of puberty. In addition, gender differences and changes in gender differences are studied. Both short- and long-term consequences of transition are examined focusing on is the role of pubertal change and school transition."--Provided by publisher

Cover Page -- Title Page -- Copyright Page -- Dedication -- Preface -- Acknowledgments -- I. INTRODUCTION -- 1 Introduction -- 2 Methods -- II. GENDER AND GRADE-LEVEL EFFECTS -- 3 Gender Differences in Late Childhood and Early Adolescence -- 4 Trends Over Time and Changes in Gender Differences during Adolescence -- III. THE IMPACT OF PUBERTAL TIMING AND PHYSICAL CHARACTERISTICS -- 5 The Social-Psychological Effects of Puberty on White Females -- 6 The Social-Psychological Effects of Puberty on White Males -- IV. THE IMPACT OF SCHOOL ENVIRONMENT -- 7 The Effect of Type of School Environment Upon Attitudes Toward School and Upon the Self-image -- 8 The Effects of Type of School Environment Upon Peer Relation ships, Independence, Future Plans, and Conformity Behavior -- 9 Individual Change and Recovery: Self-Esteem -- 10 Individual Change and Recovery: Extracurricular Participation and GPA -- V. FACTORS THAT MITIGATE OR AGGRAVATE THE EARLY ADOLESCENT TRANSITION -- 11 Cumulation of Change -- 12 Adjustment to the Junior High School Transition: The Effect of School Properties and Individual Resources on Self-Esteem -- 13 Adjustment to the Junior High School Transition: Other Interrelationships -- VI. CONCLUSION -- 14 Summary and Conclusion -- APPENDIXES -- Appendix A: Subject Attrition Throughout the Study -- Appendix B: Correlations of Developmental Timing with Physical Characteristics and Self- and Stranger Perceptions of Physical Development by Grade for Girls -- Appendix C: Correlations of Developmental Timing (of Peak Rate of Height Growth) with Physical Characteristics and Self-and Stranger Perceptions of Physical Development by Grade for Boys -- Appendix D: Pearson Correlations between Scores on the Same Variable in Grades 6-7 and between Scores on the Same Variable in Grades 9-10

Kidney transplantation as a medical innovation involves the entire extended family in a major decision. Will a relative donate a kidney to help save the life of a dying patient? It is the aim of this study to use the transplant experience as a research site to enhance our knowledge of how individuals in a family attempt to make a major and highly stressful decision. Over a 1½ year period 124 families were followed through the transplant experience with questionnaires and repeated qualitative interviews. The results indicate that only a minority of related donors and non-donors (non-volunteers) perceived themselves as going through a rational decision-making process involving deliberation and conscious choice. Instead the majority seemed to follow one of two patterns compatible with Schwartz's "moral-decision-making" model. First, the vast majority of donors, and a substantial minority of nondonors appeared to make an instantaneous choice and commitment with deliberation. Secondly, other subjects postponed donation without a conscious choice being made. A few donors of this type became "locked into" donation by taking a few first steps in the testing procedure; while a substantial minority of non-donors drifted into non-donation without arriving at a clear-cut decision.

Findings from a study of 798 sixth- & seventh-grade students in Milwaukee in 1974/75 were compared to those from a study of 470 Baltimore sixth- & seventh-grade students in 1968 to see if the new feminist ideology has had an effect on girls' self-esteem & attitudes toward their own sex. Results indicate few differences between the two studies. Girls in 1974/75 still demonstrated lower self-esteem & a lower evaluation of their sex-role than did their M counterparts. 7 Tables. AA.