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The Adolescent: Development, Relationships and Culture offers an eclectic, interdisciplinary approach to the study of adolescence, presenting both psychological and sociological viewpoints as well as educational, demographic, and economic data.
- Sales Rank: #762938 in Books
- Published on: 2007-05-31
- Original language: English
- Number of items: 1
- Dimensions: 10.72" h x .81" w x 8.42" l, 2.36 pounds
- Binding: Paperback
- 544 pages
From the Back Cover
The Adolescent: Development, Relationships, and Culture offers an eclectic, interdisciplinary approach to the study of adolescence, presenting both psychological and sociological viewpoints as well as educational, demographic, and economic data. This text discusses not just one theory on the subject, but many, and outlines the contributions, strengths, and weaknesses of each. The authors also take into consideration current and important topics such as ethnic identity formation, gender issues, the Internet, and the effects of single-parent families. The twelfth edition offers a vibrant treatment of the adolescent that offers current scholarship, as well as an understanding of what it means to be an adolescent today.
New To This Edition!
- New full-color design adds visual interest and better complements the current and engaging content.
- Expanded epilogue contains coverage of emerging adulthood, a recently defined stage of life that often follows adolescence in modern 21st century society.
- More than 750 new references keep students abreast of the most contemporary research and topics in the field, such as sleep deprivation in adolescence and the down-turn in adolescent pregnancy.
- Thought Questions are now divided into three categories: Personal Reflection, Group Discussion, and Debate Questions.
- Expanded coverage of cross-cultural issues throughout provides a richer and deeper understanding of adolescence across different cultural groups.
About the Author
In This Section:
I. Author Bio
II. Author Letter
I. Author Bio
Daniel J. Gelo is Professor of Anthropology and Dean of the College of Liberal and Fine Arts at the University of Texas at San Antonio, where he has taught and researched since 1988. Gelo holds Ph.D., M.Phil. M.A., and B.A. degrees in anthropology from Rutgers University. His scholarship concerns cognitive anthropology and the symbolic analysis of expressive forms such as myth, ritual, language, music, and visual materials. He is a recognized authority on the culture of the Plains Indians and has conducted fieldwork with the Comanche people of southwest Oklahoma since 1982. Gelo is also the only anthropologist to have conducted fieldwork in all four main Indian communities in Texas: the Tigua, Kickapoo, and Alabama-Coushatta reservations, and the urban Indian enclave in Dallas.
His publications include Comanche Vocabulary (University of Texas Press, 1995), Comanches in the New West, 1896-1908 (with Stanley Noyes, University of Texas Press, 1999), and Texas Indian Trails (with Wayne L. Pate, Republic of Texas Press, 2003). Other publications include articles, commentary, and reviews for the American Indian Quarterly, Journal of American Folklore, Southwestern Historical Quarterly, Visual Anthropology Review, Western Folklore, Ethnohistory, Plains Anthropologist, Current Anthropology, Great Plains Research Ethnomusicology, American Anthropologist, and the Journal of American History, as well as the article on Native North Americans in the Encyclopedia of Cultural Anthropology and the premier entry on the Comanches in the Human Relations Area Files. Gelo researched and co-wrote three award-winning film documentaries on Texas Indians for public television: Circle of Life: The Alabama-Coushatta Indians (1991); Big City Trail: The Urban Indians of Texas (1992); and People of the Sun: The Tiguas of Ysleta (1992). Gelo is also the only anthropologist to co-author a national elementary textbook series, contributing to six national and state social studies texts for grades 3-6 published by Silver Burdett Ginn in 1997. His work has been funded by the Wenner-Gren Foundation for Anthropological Research, Inc., the National Endowment for the Humanities, and Humanities Texas. Professional affiliations include the Council of Colleges of Arts and Sciences, American Folklore Society, American Society for Ethnohistory, and Plains Anthropological Society. Among his recognitions, Gelo was a Henry Rutgers Scholar and was named Ambassador to the Comanche Nation; he has won the UTSA President's Distinguished Achievement Award for Creative Activity and the University of Texas System Chancellor's Council Outstanding Teaching Award.
II. Author Letter
Dear Colleague,
If you have been waiting for a complete, up-to-date, and engaging textbook about the Plains Indians I believe that Indians of the Great Plains will meet your needs.
I’m sure you enjoy teaching college courses about Plains Indians as much as I do. The people and their traditions are so vibrant, so colourful, so intrinsically interesting to students. But I’m sure too that you share my frustration when trying to put together a suitably comprehensive and meaningful syllabus about these splendid cultures. There hasn’t been a comprehensive and current text.
At my school, the University of Texas at San Antonio, the upper-division anthropology survey course on Plains Indians draws an enthusiastic but very diverse audience. There are undergraduates of all grade levels and occasionally grad students. Some are anthropology or history majors, but many are business, education, or science students looking for an interesting elective. They all come from a variety of ethnic and regional backgrounds and with varied understanding about culture and Native Americans.
I needed a single text that speaks to all of these students in plain language about the kinds of questions they bring to class: How old are the Plains tribes? How did the Indians defeat Custer? What is it like to live on a reservation today? Who is really an Indian? I wrote Indians of the Great Plains to fill this need. Concurrently, the book tackles key concepts in theory, method, and ethics, from kinship terms to archaeological revolutions and graves protection law; and there is also plenty of history about the contributions of leading Indian and non-Indian authorities–all so the social science and Native American Studies majors can pursue further the ideas they have been exploring in prior classes.
Students have needed a book in which they can hear the people they are learning about. In Indians of the Great Plains, direct quotations, song texts, and stories continually reintroduce the Native voice. Native language words are frequently included and explained, inviting readers to venture into the cognitive world of the Native Plains. In class I am keen on emphasizing that Indian cultures are alive today–not frozen in time–and persistent in addressing common assumptions and stereotypes, and you will see this approach throughout the book.
Also, I like my course organization to be smooth and simple, so I needed a text that was designed practically. Nowadays it is difficult to ask students to buy several books for one class. Indians of the Great Plains is thorough enough to work without supplementary readings if you desire. And the chapter structure lends itself to one topic per week over a long semester.
If you don’t teach a Plains Indian survey, but perhaps other Native American courses, or just sometimes need information on these fascinating societies, you will find Indians of the Great Plains to be a handy and reliable reference to keep on your office bookshelf. It is meant to contribute to your success as a teacher and scholar. If you ever have questions or suggestions about the book I would be delighted to hear from you at daniel.gelo@utsa.edu.
Sincerely,
Dan Gelo
University of Texas–San Antonio
Most helpful customer reviews
18 of 20 people found the following review helpful.
A Comprehensive Look at Adolescent Culture
By Lisa A. Urso
This book presents a comprehensive view of adolescent psychology. In the first half of the book the author, F. Philip Rice, includes a chapter describing such common adolescent tehories as those of Piaget and Erikson, and presents the strengths and weaknesses of each theory. He also devotes a chapter to adolescent physical development. From reading the first few chapters, it seems like a standard college textbook. What sets this book apart from many textbooks dealing with this subject, however, is its focus on diversity issues and adolescent culture.
F. Philip Rice, the book's author, argues that most psychological surveys of adolescents do not take ethnicity into account. He believes that it is important to include ethnicity as a factor in such studies, for the cultural beliefs, values, and traditions of the different minority populations in America (i.e., African Americans, Asians, Mexicans, Native Americans, and Puerto Ricans) and describing their religious beliefs, family traditions, and cultural attitudes towards such topics as dating, marriage, and education. It is important to note that he describes Mexicans and Puerto Ricans as separate groups. Most studies, he argues, tend to group both these ethnicities as "Hispanics," but they each as a group have their own cultural traditions and attitudes.
Rice's chapter on adolescent culture is the highlight of the work. In this section, he focuses on his theory of adolescent subculture, which "emphasizes conformity to the peer group and values that are contrary to adult values. This culture exists primarily in the high school, where it constitutes a small society..." (Rice, 236). Rice argues that, since this subculture primarily exists within the confines of high school, adolescents are able to form their own systems of values and beliefs separate from adult society. He devotes a large portion of the chapter to how adolescents are able to form their own class system and create their own status indicators, and shows how their world can be seen as a scaled-down version of adult society.
This is a wonderful textbook for students, and an outstanding reference for secondary school administrators and guidance counselors. If this work is used in a college course, however, it should serve as a compliment to other books, rather than serve as the primary work, because of its lack of case studies.
8 of 10 people found the following review helpful.
From A Student's Perspective: Far Too Rudimentary
By Jay Watsby
I am currently studying for the final in a class that uses this textbook as the primary text. I've read nearly every page of this text for this course. I'd like to give you an example of the depth of the its subject matter:
"Best friends usually get along well because they are similar and thus compatible."
....Really?! (That's not even an introductory sentence.)
I'd also like to note that while this text focuses on diversity issues (which I commend them for trying), almost all of the supporting statistics are at least 10 years old and thus utterly useless in today's world.
Unless you magically skipped adolescent life, you won't find anything in this text that you didn't already know from your own adolescent experience.
BOTTOM LINE: Don't read this if you don't have to, and certainly don't pay for it if you do end up reading it. I'm sure there's another text out there that would be better for you.
Reading this was a waste of my time. Don't make it a waste of yours.
1 of 1 people found the following review helpful.
Adolescent
By Nina B. Gettes
You can read my review below. I just wanted to make sure I could also give it one star. Although no stars would be just as fitting.
This is what I posted under someone's review of the book:
I could not agree more. There is a quiz about AIDS and it asks, "Can you get AIDS by holding hands?" SERIOUSLY? This is supposed to be a graduate class and I'm pretty sure I learned that in 4th grade. This book is an embarrassment. I could have written a better book on adolescents with out their research. This book is pathetic. If you have a teacher who asks you to get this book, if possible, run the other way.
See all 12 customer reviews...
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