(1) After my interview with these four young people, I reflected on the quiet sense of "difference" I sensed with many of these Upward Bound students. (2) As a college teacher who has also taught seventh-grade science, I have some experience with the faces and attitudes of adolescence. (3) Upward Bound students had those faces. (4) There was the puzzled coping with changing bodies—hormone hell. (5) There was ambivalence about "authority figures" and uncertainties about whether or not the world would have some place for them. (6) There were the studied rationalizations about lapses on homework assignments, moments of despair, adolescent angst—all of that. (7) But there was also that "difference." (8) Maybe it's one part knowing people care and one part beginning to trust the future. (9) I wasn't sure.
(Turner, "Onward and Upward: Upward Bound Helps Open College Doors," Virginia Journal of Education, June 1992. Adapted as fair usage.)
Which one of the following statements accurately reflects bias in relation to this passage?
A. The author feels that adolescence is a bad time for making choices.
B. The author shows no bias.
C. The author is biased in favor of the Upward Bound Program.
D. The author is biased against adolescents.
The title alone announces bias. The article conveys good reason for it.
To determine the accurate reflection of bias in relation to this passage, we need to analyze the language and tone used by the author. The author describes the "difference" they sensed in the Upward Bound students and goes on to list various characteristics of adolescence that they observed. While the author does mention some challenges of adolescence, such as hormone changes and uncertainties about the future, there are also positive elements mentioned, such as caring people and the potential for trusting the future.
Given this analysis, the most accurate statement reflecting bias in relation to this passage is:
C. The author is biased in favor of the Upward Bound Program.
The passage indicates that the author is reflecting on their interview with the Upward Bound students and seems to have a positive perception of them. However, it is important to note that this bias is not negative towards adolescents as a whole, as the author also mentions their experience with teaching seventh-grade science.