Issue link: http://educator.cta.org/i/1130365
Jean Twenge says Gen Zers have the tendency to expect equal- ity, and are often surprised or shocked when they encounter prejudice. Perhaps it's because they came of age having a black president and seeing Ellen DeGeneres on TV. Gen Z is also the most racially diverse generation to date — and is the last generation in the U.S. expected to have a white majority. According to the U.S. Census Bureau, 49 percent of children under the age of 15 are minorities. By 2020, more than half the children in America will belong to a nonwhite racial or ethnic group. In a study by Trendera, 65 percent of Gen Zers said it's import- ant to understand people from different backgrounds, 67 percent said that same-sex marriage should be accepted, and 69 percent said that racism still exists in the U.S. today. A CAUTIOUS GENERATION Gen Zers are growing up more slowly, says Twenge. "Today's youth are waiting longer to date, putting off getting driver's licenses, and less likely to work after school or have sum- mer jobs." Teens today spend more time hanging out with their parents, who often don't let them walk to and from school or go places alone with friends. Twenge marvels that instead of rebelling against this, teens have embraced the need for safety. Studies show Gen Zers are more cau- tious. ey are fiscally responsible. ey are less likely to engage in binge drinking, heavy partying and drug abuse. Violent crime and teen homicide are way down. Juvenile detention centers are emptier statewide; San Francisco even plans to close its juvenile hall. e upside, says Twenge, is that teens are safer, getting into fewer car accidents and less trouble. e downside is that ado- lescence can be an extension of childhood rather than the beginning of adulthood. Students are arriving at Political party identification, 18- to 29-year-olds (excludes "don't know" and "other party") (General Social Survey, 1972-2016). Independent Republican Democrat 10 1976 1974 1972 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 20 30 40 50 60 26 cta.org Lauren Leiato B R E N T S M I L E Y has a paperless classroom, puts textbooks online, and has students collabo- rate online. "After 30 years, I've converted to a com- pletely digital environment," says Smiley, a social studies teacher at Sherman Oaks Center for Enriched Studies in Los Angeles and UTLA member. "Yet I haven't altered my teaching that much. Technology is just a tool. We need to teach the same things that have been taught since the time of Socra- tes: How to think through a problem, ask a question and find an answer." Fellow UTLA member Angie Barton, a teacher at Polytechnic High School in Sun Valley for six years, incorporates technology into her classroom with online quizzes and inter- active PowerPoints where students can type notes during her presentation. "Every day I do something a little different to make it interesting," she says. Barton, a millennial, thought her generation was tech-savvy. But there's a big difference, she shares: Millennials prefer computers for writing, while Gen Z students see computers as anti- quated compared to their phones. Recently a student wrote an entire essay by talking into her smartphone, and Barton was impressed with the quality of the work. San Diego State University psychology professor Jean M. Twenge says teachers have to make it relevant, because Gen Zers "aren't convinced that their education will help them get good jobs or give them the information they will need later." So, how can educators engage Gen Z? Below are ideas from a variety of sources. • Think digital. Post everything from lecture notes to e-books to textbooks online. There are many programs that let educators give assignments, track progress and engage students in an interactive forum. • Encourage online collaboration. Use Google Classroom, where students can work together from home. Educating a New Cohort special report Angie Barton