Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 1 Adolescence 9th edition Laurence Steinberg, Ph.D. Chapter Three: Social Transitions Insert Photo of Textbook cover

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 2 Chapter 3 Overview Society’s changing views of adolescence:Society’s changing views of adolescence: –Social Redefinition –Adolescence as a social invention Describe the changes in status during adolescence and the inconsistency in where we draw the age boundariesDescribe the changes in status during adolescence and the inconsistency in where we draw the age boundaries How does the process of social redefinition progress?How does the process of social redefinition progress? How do adolescents transition into adulthood?How do adolescents transition into adulthood? How might neighborhood conditions affect the behavior and development of adolescents?How might neighborhood conditions affect the behavior and development of adolescents?

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 3 Social Redefinition: An Overview In all societies:In all societies: –Adolescence is a period of social transition –The individual comes to be recognized as an adult The social transition is less explicit in contemporary U.S. society than in traditional culturesThe social transition is less explicit in contemporary U.S. society than in traditional cultures

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 4 Social Redefinition and Psychosocial Development IdentityIdentity –Attainment of adult status causes adolescents to feel more mature and to think more seriously about future work and family roles AutonomyAutonomy –Adult status leads to shifts in responsibility, independence, and freedom Intimacy, dating and marriageIntimacy, dating and marriage –Need for new decisions about sexual activity AchievementAchievement –Becoming a full-time employee; leave school of their own volition

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. The Elongation of Adolescence Adolescence lasts longer today than ever beforeAdolescence lasts longer today than ever before –Start puberty earlier and enter into adult roles of work and family later Elongation of adolescence has had important implications for how young people see themselves, relate to others, and develop psychologicallyElongation of adolescence has had important implications for how young people see themselves, relate to others, and develop psychologically 5

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 6 Adolescence as a Social Invention Adolescence defined primarily by being distinct from childhood or adulthood, not by cognitive and biological changesAdolescence defined primarily by being distinct from childhood or adulthood, not by cognitive and biological changes Inventionists stress that because we perceive adolescence as distinct, it exists as a distinct period of the lifespanInventionists stress that because we perceive adolescence as distinct, it exists as a distinct period of the lifespan –Relative to other cultures and historical periods –Problems experienced during adolescence may be due to society’s definition of adolescence, not cognitive or biological changes –Contradicts G. Stanley Hall’s views on adolescent development (driven by puberty)

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 7 Adolescence as a Social Invention Roots in the Industrial RevolutionRoots in the Industrial Revolution Young people excluded from labor forceYoung people excluded from labor force –Economic dependence on elders Formal schooling is lengthenedFormal schooling is lengthened New TerminologyNew Terminology –Teenager –Youth –Emerging adulthood Insert Photo

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 8 Emerging Adulthood Jeffrey Arnett’s term for ages caught between adolescence and adulthood, characterized by:Jeffrey Arnett’s term for ages caught between adolescence and adulthood, characterized by: –The exploration of possible identities before making enduring choices –Unstable work, romantic relationships, and living situations –A focus on oneself and independent functioning –Subjective feeling of being caught between adolescence and adulthood –Subjective feeling that life holds many possibilities

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. Is Emerging Adulthood Universal? 9

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 10 Changes in Status During Adolescence Two-sided alteration in statusTwo-sided alteration in status –Increasing privileges –Increasing responsibility Legal BoundariesLegal Boundaries Ability to participate in activities typically reserved for adultsAbility to participate in activities typically reserved for adults –Gambling, seeing X-rated films –Purchasing alcohol, smoking –Driving, voting Subject to a new set of laws and treatment by the society’s legal institutionsSubject to a new set of laws and treatment by the society’s legal institutions

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 11 Drawing a Legal Boundary Adolescents as criminal defendantsAdolescents as criminal defendants Inconsistencies in adolescents’ legal statusInconsistencies in adolescents’ legal status –Behavior typically restricted if viewed as potentially dangerous –Autonomy granted when behavior is viewed to have potential benefits

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. Adolescents as Criminal Defendants Should juveniles who commit crimes be viewed as less blameworthy than adults?Should juveniles who commit crimes be viewed as less blameworthy than adults? If a young person has committed a violent crime, should he or she be treated as a child (and processed as a delinquent) or tried as an adult (and processed as a criminal)?If a young person has committed a violent crime, should he or she be treated as a child (and processed as a delinquent) or tried as an adult (and processed as a criminal)? Should young teenagers and adults who are convicted of the same crime receive the same penalties?Should young teenagers and adults who are convicted of the same crime receive the same penalties? 12

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 13 The Process of Social Redefinition In contemporary AmericaIn contemporary America –Generally begins at age 15 or 16 Cohort groupsCohort groups –Graduating class –Quinceañera celebrations –Fraternity/sorority pledge groups Timetable is affected by economics, politics, and cultureTimetable is affected by economics, politics, and culture

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 14 The Process of Social Redefinition Some societies mark social redefinition of the young person with a dramatic and elaborate initiation ceremony called a rite of passageSome societies mark social redefinition of the young person with a dramatic and elaborate initiation ceremony called a rite of passage This usually marks the beginning of a long period of training and preparation for adulthoodThis usually marks the beginning of a long period of training and preparation for adulthood

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 15 Social Redefinition: Three Major Components ExtrusionExtrusion –Real or symbolic separation from parents Separation of males and femalesSeparation of males and females –Accentuation of physical and social differences between males and females Passing on of cultural, historical, and practical informationPassing on of cultural, historical, and practical information –From the adult generation to the newly inducted cohort of young people

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. Variations in Social Transitions Societies differ in the process of social redefinition on two important dimensions:Societies differ in the process of social redefinition on two important dimensions: –Clarity ExplicitnessExplicitness –Continuity 16

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 17 Clarity of Social Redefinition in Contemporary Society No formal ceremonies marking the transition from adolescence to adulthoodNo formal ceremonies marking the transition from adolescence to adulthood –No clear indication of when responsibilities and privileges as an adult begin Contemporary trends in status according to Arnett:Contemporary trends in status according to Arnett: –Less emphasis on attaining a specific role and more emphasis on self-reliance –Decline in importance of family roles –Similar criteria for males and females, fewer gender-typed role expectations

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 18 Clarity of Social Redefinition in Traditional Cultures Social redefinition is clearly recognizedSocial redefinition is clearly recognized Formal initiation ceremonyFormal initiation ceremony –Boys: timing of ceremony varies At puberty, at a designated chronological age, or when community decides individual is ready for status changeAt puberty, at a designated chronological age, or when community decides individual is ready for status change –Girls: timing usually linked to menarche –Physical appearance is often changed (clothing, circumcision) Adults clearly differentiated from childrenAdults clearly differentiated from children Insert photo

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 19 Social Transitions: Clarity in Previous Eras Baby boom generation (individuals who were adolescents in 1950s- 1960s)Baby boom generation (individuals who were adolescents in 1950s- 1960s) –Finishing school, moving out, getting married all occurred earlier and within narrow timeframe Transition in the early 19th century was more disorderly and prolonged (like today)Transition in the early 19th century was more disorderly and prolonged (like today) –School – viewed as children –Work – viewed as adults –Timetable depended on household/family needs

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 20 Continuity and Discontinuity Continuous transitionsContinuous transitions –Gradual transitions –adolescent assumes the roles and status of adulthood bit by bit Discontinuous transitionsDiscontinuous transitions –Sudden transitions –adolescent’s entrance into adulthood is more abrupt, with little or no training

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 21 Continuity and Discontinuity Ruth BenedictRuth Benedict Contemporary culturesContemporary cultures –Discontinuous –Little preparation for roles of worker, parent, citizen Call to improve “school-to-work transition”Call to improve “school-to-work transition” –Youth apprenticeship model –Options for non-college-bound high school students Traditional culturesTraditional cultures –Continuous –Adolescents’ preparation for adulthood comes from observation and hands-on experience Involved in work tasks that have meaningful connections to the work they will perform as adultsInvolved in work tasks that have meaningful connections to the work they will perform as adults Previous erasPrevious eras –In general, transition into adult roles began at a younger age and proceeded along a more continuous path

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 22 The Transition into Adulthood in Contemporary Society Adolescents are living at home longer than ever beforeAdolescents are living at home longer than ever before –55% of U.S. 20- to 22-year-olds –May be a result of increased costs of housing and transportation

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. Adolescents Living at Home Potential positive consequencesPotential positive consequences 23

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. The Transition into Adulthood in Contemporary Society 3 very different trajectory possibilities3 very different trajectory possibilities –One for the “haves” –One or the “have nots” –One for those who are somewhere in between Two societal trends are reshaping the nature of the transitionTwo societal trends are reshaping the nature of the transition –The increasing length of the transitional period –Increasing demand for more formal education Increase the division between the “haves” and “have nots”Increase the division between the “haves” and “have nots” 24

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. Young People from Minority Backgrounds –Beginning of the century 2/3 of American adolescents were White2/3 of American adolescents were White –Today 45% of American adolescents are from ethnic minority groups45% of American adolescents are from ethnic minority groups –End of the century Estimated that 2/3 of American adolescents will be from ethnic minority groupsEstimated that 2/3 of American adolescents will be from ethnic minority groups 25

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 26 Special Transitional Problems of Poor and Minority Youth Special Transitional Problems of Poor and Minority Youth “Americanization”“Americanization” –Associated with worse outcomes (compared to immigrants) Possible factors involved: poverty, discrimination, disproportionate involvement in the justice system, and segregationPossible factors involved: poverty, discrimination, disproportionate involvement in the justice system, and segregation Experiencing poverty during adolescence has an especially negative effect on school achievementExperiencing poverty during adolescence has an especially negative effect on school achievement

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 27 What Can Be Done to Ease the Transition to Adult Work? What Can Be Done to Ease the Transition to Adult Work? Restructuring of secondary educationRestructuring of secondary education Expand work and volunteer opportunitiesExpand work and volunteer opportunities Improve the quality of community life for adolescents and their parentsImprove the quality of community life for adolescents and their parents Expand opportunities in the workplace to make high school a “bridge”Expand opportunities in the workplace to make high school a “bridge” Encourage adolescents to spend time in voluntary, nonmilitary service activitiesEncourage adolescents to spend time in voluntary, nonmilitary service activities Facilitate mentoring programs for at-risk adolescentsFacilitate mentoring programs for at-risk adolescents

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 28 The Influence of Neighborhoods Adolescents growing up in poor, urban communities are more likely to:Adolescents growing up in poor, urban communities are more likely to: –Be sexually active at an earlier age –Bear children as teenagers –Become involved in criminal activities –Achieve less in (or drop out of) high school

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. 29 How Do Neighborhoods Affect Adolescent Development? If neighborhoods are poor: Undermine collective efficacy of neighborhoodUndermine collective efficacy of neighborhood Stress of poverty undermines the quality of interpersonal relationshipsStress of poverty undermines the quality of interpersonal relationships Fewer chances to engage in activities that facilitate positive development; fewer resources available during difficult timesFewer chances to engage in activities that facilitate positive development; fewer resources available during difficult times