BP 9

Two part Blog Post:

Referring to the peer review process for student websites, please state three changes you would recommend for your peer’s website and justify reasons for those changes.
Citing the text for specific supportive evidence, name one positive aspect and one negative aspect that influenced your adolescent development.


The first recommendation I would make for my peers website is to change the color scheme. The orange color of the link and titles does not contrast well with the white background, creating too much strain on my eyes.

The second recommendation for her website is the inclusion of a resume. As an employer looking at a potential worker, a resume is a must.

The third recommendation for my peers website is some information on the landing page that indicates what the website is about. Currently on the landing page is the blog role, however, without some contextual assistance the information in the blog role means nothing to someone visiting the website that doesn’t already know what it is.


One positive aspect of my childhood was my choice of peer selection, or who i surrounded myself with. (Broderick, p. 374) I had surrounded myself with friends that cared enough about high school that they were not willing to skip classes and insure that their homework was completed. Because of this, my peers had a positive influence in my own behaviors as I was working to imitate their own successes, an aspect of peer influence. (Broderick, p.388)

Also during my childhood, I spent a lot of time at my moms house outside the authoritative parenting style of my father. My mothers parenting style was more permissive and I was allowed to freely do what I want as long as the consequences did not affect her. This resulted in me making more risky behaviors (Broderick, p.389) than I usually would have taken under my fathers supervision.

BP 8

Reflecting on our mid-term class self-assessment and mutual problem solving exercise, name at least one thing that YOU will do for the rest of the semester in this course to contribute to your personal learning experience and at least one thing that you will contribute to the collaborative learning experience.

In order to contribute to my own personal learning experience I will focus on reading the material for the week earlier than I have been. Normally I would read the material the night before, however, as a classmate had shared, sometimes the material will be so dry and put me to sleep. So starting the reading in advance would give me extra time if needed in order to finish it.

One thing that I will contribute to the collaborative learning is the sharing of knowledge with other classmates. As an individual that has taken this course in my undergrad, most if not all of the information is the same, if only presented in a different way. I could share which chapters or theories proved to be the most difficult and which ones should be given more attention when studying. Up till now, I don’t think I have used my privilege of taking this class before to benefit anyone in a meaningful way.

BP 7

Reflecting on specific gender messages in your culture, clearly name 2 messages that are restrictive and 2 that inspire inclusivity.

Cite at least one supporting example from the text as evidence for your ideas.

When thinking of gender messages, males and females receive two completely different messages. As a male, I have experienced a particular restrictive message, that of “boy’s don’t cry”. This message indicates that it is “weak” for boys to show emotion when they are hurt. Another restrictive message is that of how males should dress. Though it makes sense to most people in my culture, the message of “boy’s don’t wear dresses” doesn’t make any sense other than the fact that it is considered feminine by american culture even though it’s acceptable in others. i.e. Kilts.

There are also inclusive messages told by society that may be contradictory to the restrictive ones. One inclusive message is that when in a relationship, boys are encouraged to share their emotions with their partner. This contradicts the restriction in emotion when boys are told not to cry. Another inclusive message is that of hair length. This message may be specific to my life, but it has been socially acceptable by my family and the people who surround me for males to have long hair. In the past, long hair on a male would be seen as feminine, in today’s society, it is a growing trend regardless of gender. The same can be said for females that have short hair.

An example from the text is the concept around who can be a ballet dancer as told by a boy. His mother asks him who can be a ballet dancer and he claims that only girls can, despite his mother telling him otherwise. The message to him is that only girls can be ballet dancers, which acts as a restrictive force in his interests, even though the reality is different. (Broderick, p. 301)