Foundations for Young Adult Success¶
Product or Programme · All products and programmes
Evidence · 2 claims (2 for) · 1 study (1 theoretical),q2· 0 of 1 report an effect size · 2 claims rest on one study
Description¶
A UChicago Consortium framework that organizes developmental conditions and experiences supporting young people's successful transition to adulthood.
Components¶
- Ten developmental experiences framework: five action and five reflection experiences underpin social-emotional development: Drawing on the UChicago Consortium's Foundations for Young Adult Success framework, the report organizes arts learning opportunities around ten developmental experiences. As printed: "These 10 developmental experiences include five action experiences (encountering, tinkering, choosing, practicing, and contributing) and five reflection experiences (describing, evaluating, connecting, envisioning, and integrating)." Arts education is argued to provide particularly rich opportunities for all ten, which the report uses to analyze how arts activities build social-emotional competencies. (Camille A. Farrington et al. (2018))
- Integrated identity framework: young adult success as agency and motivation grounded in an integrated identity: The article's central framework conceptualizes a well-prepared young adult as one with an integrated identity and the agency to use internal and external resources toward self-set goals. It defines success as "being poised to work toward and achieve the goals a person sets for herself," with goals emerging from values and purpose. The framework names key factors — knowledge and skills, awareness, mindsets, strategies, and behaviors and habits — that come together in an integrated identity enabling directed action across life domains. (Nagaoka et al. (2014))
Claims¶
- The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance [+M]
- The review reports that equally qualified Chicago graduates' college persistence differed systematically depending on the institutional graduation rates of the colleges they attended [+M]
Related Products and Programmes¶
Key Sources¶
- Camille A. Farrington, Joseph Maurer, Meredith R. Aska McBride, Jenny Nagaoka, J. S. Puller, Steve Shewfelt, Elizabeth M. Weiss, and Lindsay Wright. (2018). Arts Education and Social-Emotional Learning Outcomes Among K–12 Students: Developing a Theory of Action. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes
- Nagaoka, J., Farrington, C. A., Ehrlich, S. B., with Johnson, D. W., Dickson, S., Heath, R., & Mayo, A. (2014). A Framework for Developing Young Adult Success in the 21st Century: White Paper — Defining Young Adult Success. University of Chicago Consortium on Chicago School Research Working Paper. https://consortium.uchicago.edu/publications/framework-developing-young-adult-success-21st-century
Page metadata
| Field | Value |
|---|---|
type |
product |
id |
foundations-for-young-adult-success |
aliases |
foundations-for-young-adult-success-a-developmental-framework |
title |
Foundations for Young Adult Success |
description |
A UChicago Consortium framework that organizes developmental conditions and experiences supporting young people's successful transition to adulthood. |
status |
review |
moved_from |
theory/ten-developmental-experiences-arts-framework |
product_kind |
framework |
generated |
by process:sweep-kinds on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — camille-a-farrington-2018 |
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