Journal of Adolescent Research

Using a reflective, phenomenological design, the current study explored how gifted adolescents presented themselves on social media. We collected data through semi-structured interviews with 18 gifted adolescents and used research diaries and thematic document analysis of participants’ social media accounts (n = 10) and their profile statements (n = 12). Results show that gifted adolescents prefer to remain anonymous, strive to create a positive self-image, and perceive social media as a “frontstage.” Their need for social approval shapes their sharing preferences. They primarily use filters in their posts to look more beautiful and aesthetically pleasing, engage in social surveillance out of curiosity, and leave digital footprints on social media. We discussed our findings in terms of the anonymity/visibility paradox. Contradictions between the adolescents’ stated practices, such as claiming anonymity, limited sharing, and their observed behaviors, such as extensive shared personal information in profiles, are worth further and deeper investigations.

Black adolescent girls encounter multiple levels of discriminatory injustices, including racism and sexism. Invisibility is an oppressive practice and a form of gendered racism used to marginalize Black girls. This study uses intersectionality and Black Feminist Epistemology as theoretical frames to explore and define invisibility for Black girls. Using a grounded theory methodological approach, data collection included two rounds of interviews with each participant who identified as a Black girl currently enrolled in high school in the United States (N = 13, ages 14–18, M_age = 16.54). The analysis process defined invisibility and uncovered the multidimensional themes of invisibility for Black girls related to feeling a lack of support, unacknowledged, dismissed, dehumanized, unheard, minimized, and excluded. These themes make up how Black girls articulated feeling invisible and illuminated implications for their well-being when feeling invisible in school. Findings also revealed several harmful types of invisibility motivated by gendered racial stereotypes, which have implications for Black girls’ wellness and school participation.

Visions of future possible selves are powerful motivators of human behavior. In adolescence, a pivotal period for identity formation, how parents envision and interpret their children’s futures, and how these visions are expressed and enacted in daily life, constitute a critical yet understudied aspect of adolescent development. We examined these issues through in-depth interviews with 24 urban Chinese mothers of high school–aged adolescents. Thematic analysis revealed that mothers held multifaceted perceptions of their adolescents’ possible selves, encompassing aspirations for holistic long-term development alongside a short-term priority of academic achievement. Although mothers frequently emphasized the importance of autonomy support, they also stressed the need for parental guidance. Perceiving academic success as a key stepping stone toward ideal future possibilities, mothers expressed strong motivation and described their current parenting efforts as focusing on helping with preparation for the college entrance examination, while conversations about career development were limited. Findings are discussed in relation to major motivational theories (e.g., Identity-Based Motivation, Self-Determination Theory) and youth developmental frameworks (e.g., Positive Youth Development, Possibility Development), as well as the interplay between evolving societal expectations and enduring cultural values.

This article examines the experiences of three families who were unable to secure mentors through a Youth-Initiated Mentoring (YIM) program. YIM is an emerging mentoring model that invites youth to identify adults in their existing networks and nominate them as mentors. The emerging evidence on YIM has been largely positive; however, important opportunities remain to explore potential risks. Data were collected from six participants, who included youth (n = 3) and their caregivers (n = 3). Participants were involved in a YIM program at a Big Brothers Big Sisters agency in Canada. Data were collected via observations and interviews and analyzed using qualitative coding procedures. Results indicated families participated to be matched with a mentor they knew and trusted, and to expedite their matching process. Nominees were youth professionals and adults closely connected to the family, who were described as caring, knowledgeable, and playful. Two families engaged in unstructured mentor-nominations without program support. Risk-mitigation strategies helped set expectations and prepare families. Participants reported disappointment and frustration after not successfully recruiting mentors. Directions for future research and practice are discussed. This article addresses the critical need for research on the risks of YIM, contributing to a more balanced discussion of the emerging mentoring model.

Adolescents increasingly report anxiety and depression concerns, yet few find professional help. Online short videos (OSVs, e.g., TikToks, Instagram Reels) are popular among adolescents and might be a source of mental health information and support. To understand why and how adolescents use mental health OSVs, we conducted in-person and online interviews with 24 Dutch adolescents with anxiety and depression (14–18 years, M_age = 16.21, 58.33% female) and analyzed the data using reflexive thematic analysis (using inductive and deductive coding). We identified four themes: (1) From being drawn to, to being drowned; (2) Supportive scrolls; (3) A dive into the dark; (4) Not everyone’s cup of T(ikTok). Our themes capture the multifaceted experiences of adolescents and show how adolescents initially perceived OSVs as helpful but later as overwhelming and triggering, leading to changes in use. Our findings have important implications for understanding the promises and pitfalls of OSVs and which strategies adolescents and healthcare professionals can use to navigate these pitfalls (e.g., double-checking information, the importance for professionals to address and be open-minded about adolescents’ OSVs use). Future research should adopt longitudinal, experimental or data-donation designs to elucidate causal effects.

This study examines how community-based organizations providing wraparound services support opportunity youth—young people who are neither enrolled in school nor employed—by facilitating access to relationships and resources responsive to their needs. The study focused on six programs in Minnesota, including four urban and two rural sites, designed to strengthen education and career outcomes for opportunity youth. Using semi-structured focus groups and interviews, data were collected from 75 youth participants (ages 14–24; 52% cis-female; 90% youth of color) and 54 program staff. Inductive thematic analysis, conducted with NVivo software, identified key themes across programs, including how relationships and resources were provided, strengthened, and leveraged to enhance educational and career opportunities with and for youth. Findings show how staff cultivated trust by collaboratively helping youth overcome systemic barriers, appropriately sharing life experiences, understanding young people’s needs, facilitating targeted support, providing encouragement and accountability with flexibility, and empowering young people’s autonomy. Staff connected young people with previously inaccessible social capital while helping them build the knowledge and skills to leverage these assets.

A preponderance of research suggests that adolescents’ participation in structured after-school activities is linked to academic benefits, yet less is known about the educational effects of different types of after-school engagement. This mixed methods, two-wave longitudinal study examined associations between school-, community-, and home-based after-school activities and academic outcomes among Latino adolescents. The quantitative sample included 416 Latino adolescents at Wave 1 (M_age = 15.5) and 335 who participated at Wave 2 one year later (M_age = 16.6), serving as the analytic sample. A subsample of 45 adolescents participated in semi-structured interviews. Overall participation in structured activities was low, with unstructured home-based activities reported most often. Longitudinal path models indicated that greater breadth of structured community-based activity participation was associated with higher educational expectations one year later. Greater breadth and intensity of unstructured community-based activities were associated with lower subsequent GPA. Home-based activities showed no main effects but exhibited gender-differentiated associations with school effort and belonging. Qualitative findings contextualized these patterns, highlighting perceived academic benefits of tutoring, sports, and mentoring, alongside time constraints and family responsibilities that shaped adolescents’ engagement. Together, findings underscore the importance of activity structure and context in understanding how after-school experiences are linked to academic outcomes.

Ethnic-racial inequalities persist in learning opportunities related to science, technology, engineering, and mathematics (STEM) and contribute to the underrepresentation of racial minorities in STEM-related careers. Previous research has explored different ecological contexts in relation to youth development; however, perspectives from minoritized youth about STEM programming are an underexplored element in relation to STEM equity. Utilizing the Phenomenological Variant Ecological Systems Theory as our framework, this study examines how minoritized youth perceive barriers and facilitators to accessing STEM programs across different ecological contexts. Data for this qualitative community-based, youth-led research study consisted of six focus groups. Participants (N = 55) ranged in age from 13 to 24 years old. Findings highlight the often-overlooked exosystem as a critical influence on adolescents’ perceptions of STEM opportunities and academic success. Furthermore, minoritized youth are perceiving disproportional rates of negative barriers compared to facilitators in accessing STEM programming. Directions for future research and policy is discussed.

Economic inequality impacts development across the lifespan, influencing access to resources, suitable housing, and quality schooling. However, we lack an understanding of how differences in income shape interpersonal interactions, such as social class discrimination. Adolescence is a key developmental period to examine this construct, given identity formation and cognitive advances. We conducted semi-structured interviews with adolescents (n = 33; 18 cisgender girls and 15 cisgender boys) and adults (n = 8; five teachers and three parents; seven cisgender women and one trans-male). Interviews were analyzed using thematic analysis, incorporating both structured and reflexive coding. Findings indicated three themes. First, Social Class Discrimination Occurs in a Variety of Ways captured experiences ranging from overt acts to subtle biases. Targets included the adolescent (direct) and via other individuals (indirect). Sources of discrimination were teachers, adolescents, adults in the community, and social media. Second, What Makes Social Class Discrimination Unique highlighted its novel qualities, such as appearance, materials, housing conditions, parental occupation, and wealth. Third, The Intersectionality of Social Class Discrimination indicated its overlap with race/ ethnicity, skin color, and gender. Addressing this topic is crucial for supporting adolescent well-being. Efforts to combat such discrimination should consider its multidimensionality, uniqueness, and intersectionality.

This study examined how adolescents experience social class discrimination. Social class discrimination refers to the differential treatment that individuals experience based on their social class. The majority of the research on this topic has focused on adults. To advance scholarship about adolescents, we conducted semi-structured interviews with multiple stakeholders, including 33 adolescents and eight adults (five teachers and three parents). Interviews revealed three main themes. First, the multidimensional nature of social class discrimination showed that this form of bias was experienced as an overt act or a subtle bias. Discrimination targeted the adolescents themselves (direct) or through the treatment of others (indirect). Peers, teachers, community adults, and social media emerged as sources of social class discrimination. Second, the results highlighted unique features of social class discrimination. These comprised judgments based on appearance, possessions, housing, parental occupations, and family wealth. Lastly, results revealed the intersectionality of social class discrimination, highlighting how social class discrimination overlapped with other biases, including those based on race/ethnicity, skin color, and gender. These findings emphasize the pervasive and complex nature of social class discrimination among adolescents. Efforts to combat social class discrimination should focus on fostering inclusive environments in schools, communities, and broader societal contexts to support the well-being of adolescents. Programs should address the multidimensionality, uniqueness, and intersectional qualities of social class discrimination.

This study aimed to investigate the dynamics of the acculturation process within Polish, opposite sex, nuclear families residing in Spain. Havighurst’s developmental goals associated with life stages, the Relative Acculturation Extended Model (RAEM), and the theory of family loyalties provided a theoretical framework for a qualitative multiple case study. The research involved 19 families of Polish or partially Polish origin (with 44 participants in total: 23 second and “1.5 generation” children aged 10–18, 19 mothers, and two fathers). Data collection methods included semi-structured individual interviews and participatory observation. The data analysis utilized Template Analysis, which is an approach rooted in interpretative phenomenological analysis, using the theoretical frame (template) in this case devised on the life areas outlined in the RAEM. According to mothers’ retrospective narratives about their migration experience, the developmental stage they were in at the time of arrival played a significant role in the acculturation process for Polish mothers. The findings also suggest that adolescents, especially those from the second generation of migrants, encounter a significant acculturation gap while managing developmental tasks linked to achieving autonomy, while experiencing a strong sense of family loyalty. Such results hold potential significance for informing therapeutic interventions aimed at supporting immigrant families.

As they navigate public schools and Islamic weekend school settings, Muslim American adolescent girls negotiate gendered, linguistic, racial, and religious identities across contexts that often frame being Muslim and being American as oppositional. This qualitative study examines how these adolescents construct in-between spaces through which they manage belonging, legitimacy, and constraint across multiple, and sometimes conflicting, social environments. Grounded in Bronfenbrenner’s ecological systems theory and cultural studies of hybridity and third space, the study draws on three collective case studies involving interviews with six Muslim American adolescent girls from diverse racial and linguistic backgrounds, as well as three mothers and six teachers. Findings reveal four interrelated forms of in-between spaces: race and language, religion and culture, being American Muslim, and dawah and activism. Across these spaces, participants navigated both external Islamophobia and internal community hierarchies, negotiating when identity work felt empowering and when it became burdensome. The findings underscore the need for closer collaboration between public schools and Muslim community institutions to support Muslim adolescents in navigating identity without forcing binary choices between faith and belonging.

Ageism against older adults is well documented, but adolescents also experience ageism in ways that remain under-researched. Anti-youth ageism consists of stereotypes, prejudices, and discrimination toward adolescents due to their age. This qualitative study aimed to document adolescents’ experiences of anti-youth ageism based on one-on-one interviews with a racially, ethnically and geographically diverse sample of forty 14- to 18-year-olds. Inductive thematic analysis yielded four main themes. First, adolescents observed adults espousing various negative stereotypes about adolescents that form a foundation for anti-youth ageism. Second, adolescents explained how adults’ negative stereotypes translate into unfair treatment of adolescents. Third, adolescents described how adults’ unfair treatment toward adolescents due to age overlays with experiences of racism, cisheterosexism, classism, and ableism. Fourth, adults’ exercise of power over adolescents is a driver of anti-youth ageism. Together, these processes illustrate how anti-youth ageism is a form of oppression faced by adolescents and highlight the need to interrupt these harmful processes.

Adolescents value the idea of purposeful careers and gain numerous benefits from exploring career purpose options early in their education. However, most families and educational systems would benefit from a deeper understanding of adolescent career purpose exploration. Through qualitative interviews and thematic analysis, this exploratory study uncovers important factors for supporting early exploration of career purpose. A socioeconomically diverse group of high school sophomores (N = 45; M_age = 15.6) identified significant factors that helped them explore early career purpose interests. Findings suggest the importance of: (1) new, fun, and/or meaningful experiences to inspire and further the exploration of purposeful work, (2) authentic connections with others, especially parents, for needed social support, and (3) key psychological strengths including prosocial behavior, identity and future self development, and resilience in the face of life pressures. These exploratory findings offer insights to guide school- and family-based interventions aimed at strengthening adolescent career purpose exploration. Further studies will benefit adolescents by improving career purpose exploration processes and assisting adolescents in building a future that includes a career purpose in life.

This case study explored the influence of dance practice taught with a holistic and feminist pedagogy on adolescent identity construction. An inductive approach to data analysis informed by grounded theory was employed. The meanings eight alumni made of their dance experiences and the opportunities they provided to explore their personal identities, including their behaviors, choices, beliefs about themselves, their place in the world, and their approach to life, were examined through 70 surveys and 16 interviews. Participants’ ages spanned 20 years of the dance program in a Title 1 secondary school and represent a range of race, gender, ability, and interest. Findings suggested the following influenced their identity development: holistic and feminist pedagogy, a supportive educator and learning culture, inclusivity and diversity, and opportunities to challenge their abilities and stretch their comfort zones physically, emotionally, socially, and intellectually. Participants experienced increased confidence, expressivity, well-being, and body awareness. Notable was the positive impact dance had on students who struggled with anxiety and depression. Implications for this research include the value of dance education informed by holistic and feministic frameworks to wellbeing and positive identity construction.

This qualitative study aims to explore developmental and cultural factors influencing adolescents’ engagement and preferences for digital messages depicting content related to health and well-being. Twenty Somali American adolescents recruited from a large metropolitan area in the Midwestern United States participated in this study (M_age = 14.35 years; 55% female). All participants were first- or second-generation migrants. Four semi-structured qualitative focus groups were conducted with younger (12–14 years old) and older (15–17 years old) adolescents. Participants answered questions about their exposure to and opinion of online health messages. For engagement styles, we found similarities (e.g., both use media to inform health choices) and differences (e.g., younger and older adolescents reported differing strategies to verify information) when comparing themes across younger and older adolescent groups. For design preferences, younger and older adolescents preferred messages tailored to teens (e.g., developmentally appropriate language), whereas only older adolescents reported cultural design preferences (e.g., depiction of diverse people). Adolescents discussed heritage and nonheritage cultural factors influencing health message engagement and preference. Overall, both developmental and cultural factors influence Somali American adolescents’ engagement with digital health information, and they are strong critical thinkers about these messages. Findings indicate effective health messaging strategies for this population.

Using a mixed methods approach, this study aimed to examine adolescents’ concerns about high school and the challenges they encounter after their transition to high school. Participants were recruited from 31 primary schools in metro Vancouver, British Columbia; most participants identified as female and were from a non-white ethnic background. Data was collected via self-report questionnaires from students in their last year of primary school and again 6 months after their transition to high school. The surveys used a combination of structured and unstructured questions, and thematic content analysis was used to identify the areas in which students’ express concerns about high school. Pearson chi-square tests were conducted to examine between-group gender differences in concerns about high school. Before high school, girls’ concerns were mostly centered around their social life and relationships with peers, while boys’ concerns were more varied. These findings underscore the importance of considering the unique experiences of students, by gender. In high school, boys and girls face similar challenges, with many students finding it challenging to adapt to the academic demands of high school. These findings suggest that certain key developmental assets for positive youth development, among other factors, may be lacking in schools and/or communities.

Adolescence is identified as a key period for identity development, but anthropological literature hints at cross-cultural variations. Past research suggests Japanese adolescents may experience more identity exploration/confusion compared to Western counterparts, but the reasons behind these findings remain unclear. This comparative study investigates how adolescents in England and Japan perceive and engage with their environments, and aims to identify similarities/differences that could explain cross-cultural variations in identity development. Using autophotography, 98 teenagers aged 13 to 15 years across 10 schools in England and Japan documented important aspects of their lives. We applied template analysis to qualitatively analyze these photographs/texts. Overall, we identified two shared themes between countries: “This Is Me,” reflecting personal identity through self-discovery and skill development, and “Connectedness,” emphasizing relationships and belonging. A Japan-specific theme, “Reflections Through Time,” captured the broader temporal lens of Japanese adolescents, sometimes with a sense of melancholy. This notably differed from English adolescents in our study, who focused on the present in a positive manner. These findings suggest cultural differences in how adolescents engage with their environments, which may contribute to cross-cultural variations in identity development. Our findings point to the importance of biocultural approaches in developmental research by considering the role of culture.

Past research from Euro-Western populations has found that adolescence is a key period of identity development, but studies suggest there could be some differences in the way identity develops across cultures. For example, in Japan, studies suggest teenagers may be less likely to be certain about “who they are.” To understand cultural variations in developmental processes, we need to understand cultural differences in the developmental environment. In this project, we asked teenagers aged 13-15 years in England and Japan to photograph the important things, people, and places in their lives. We qualitatively analysed the photographs and accompanying texts through a template analysis, identifying shared topics and themes across multiple photographs.

In both countries, we found that adolescents photographed things to showcase who they were (This is me), including what kinds of skills they were developing. They also photographed their connections to their family, friends, school, local area, and beyond (Connectedness), showcasing how they engaged with and valued different aspects of their environment. However, we found that adolescents in Japan were more likely to consider and refer to time (Reflections Through Time), and not all reflections were positive. These were in distinct contrast to photographs from England, which were overwhelmingly positive and focused on the present.

Our results show that, in both England and Japan, identity development seems to be an important part of being a teenager, and connectedness to the wider world underpins their developmental environment. However, teenagers in Japan may think about themselves and their lives differently than teenagers in England, which may explain why teenagers in Japan may be less certain about their identity. Our results highlight the importance of understanding and considering culture when thinking about developmental processes and pathways.

Prior literature has focused on challenges experienced by youth following the death of their parent, but burgeoning research underscores the importance of also examining growth post-loss. Further, Black and African American youth have been historically excluded from the grief literature, despite experiencing high rates of parental death due to discriminatory systems of oppression and violence. Through the lens of the Meaning Making Model of Coping, the current study employed a constructive, phenomenological approach to inductive thematic analysis to explore the narratives of 15 parentally bereaved Black and African American youth (M_age = 13.07, SD = 2.22; 60% female) recruited from a grief therapy center in the Mid-South, United States. Five themes emerged: (1) Missing the Lost Parent, (2) Reconciling with Death, (3) Navigating Life after Loss, (4) No Positive Aspects Identified after Loss, and (5) Rebuilding after Death. Findings suggest that creating space for bereaved youth to openly discuss the death of their parent and the availability of engaged and safe adults were central to growth after loss. This study underscores the complexities of youth bereavement, discusses how the Meaning Making Model of Coping was seen through youth responses, and shows how youth derive meaning from the death of their parent.

As Black girls make sense of their identities in the context of racial, gender, and intersectional oppression, they also develop an awareness of the system of inequality and oppression in society. However, with in the growing body of research in developmental science focused on adolescents’ awareness of structural oppression in society, or “critical consciousness,” there remains a gap in listening to Black girls and their unique intersectional identity experiences to understand how adolescents are aware of oppression. The current qualitative analysis uses in depth interview data to examine whether and how adolescent Black girls discuss oppression in the context of their racial, gender, and intersectional identities. Analysis reveals that adolescent Black girls (N = 60; M_age = 16.17; SD = 1.23) display an awareness of oppression through: (a) Stereotypes and (b) Hierarchies. Patterns of awareness were high and similar for race (“Black”) and intersectionality (“Black girl”) but lower for gender (“girl”). We discuss contributions for studying identity, critical consciousness, and intersectionality during adolescence, and prioritizing the knowledge of Black girls.

Mentoring relationships are critical to adolescent development and can foster social change. While evidence highlights the positive impact of mentors, there is limited understanding of how this process unfolds for Latinx immigrant-origin emerging adults, and the potential for other adults to hinder their sociopolitical development. Through Constructivist Grounded Theory, we explored: How do nonparental adults (1) positively shape and (2) hinder the sociopolitical development of immigrant-origin Latinx emerging adults? Semi-structured interviews were conducted with participants (N = 23; M_age = 20) from U.S. regions with large but varying Latinx populations in collaboration with university and community partners. The results are in line with our assertion that participants’ sociopolitical development was positively shaped by adults who gave emotional support, provided opportunities for critical social analysis, modeled sociopolitical engagement, arranged opportunities for action, and equipped young people through instrumental support. The findings also support our assertion on how nonparental adults hindered sociopolitical development through discouraging dialogue, restricting action, and manipulation. Findings have implications for future youth development interventions. We provide recommendations for future research and practice.