Social Transitions

1. Chapter 3 Social Transitions Futao Yao Graduate student of developmental psychology Tel：86184355

2. Outline • Social redefinition and psychosocial development • Adolescence as a social construction • Traditional culture and revolution of China • Changes in status • The process of social redefinition • Problems in social transition • What can be done to ease the transition

3. 1. Social redefinition and psychosocial development • Changes in social definition --the third set of fundamental transitions • Some theorists have argued that the nature of adolescence–compared with the biological or cognitive changes of the period – is far more influenced by the way in which society defines the economic and social roles of young people • Adolescence is a period of social redefinition

4. 1. Social redefinition and psychosocial development • Changes in social definition --the third set of fundamental transitions • Although the specific elements of the social passage from childhood into adulthood vary from one society to another, all societies recognize that the social status of the individual changes –a social redefinition of the individual--during the adolescent period

5. 1. Social redefinition and psychosocial development • From sociological or anthropological perspective • social redefinition –rather than the biological changes of puberty– has the most profound impact on the individual’s development and behavior

6. 1. Social redefinition andpsychosocial development • Psychosocial development /Impacts of social transition --- themes of adolescent development • Identity • Autonomy • Intimacy • Sexuality • Achievement

7. 2. Adolescence as a social construction • A social construction • Many writers/ inventionists (e.g., Fasick , 1994, Lapsley, Enrigh , & Serlin, 1985) have argued that adolescence, as a period in the life cycle,is mainly a social invention or construction • Child protectionists argued that young people needed to be kept out of the labor force for their own good. The 20th century saw the rise of schools and the growth of many organizations aimed at protecting young people

8. 2. Adolescence as a social construction • A social construction • Adolescence is defined primarily by the ways in which society recognizes (or does not recognizes) the period as distinct from childhood to adulthood

9. 2. Adolescence as a social construction • Adolescence has its roots in the industrial revolution of 19th century • Prior to the industrial revolution,children were viewed as miniature adults, and provided important labor for their families. With Industrialization in 19th century, new patterns of work and family life led to the exclusion of young people from the labor force ,more over, changes led to the lengthening of formal schooling and economic dependence on their parents or elders

10. 2. Adolescence as a social construction • Preparation for adulthood • Adolescence is seen as a lengthy period of preparation for adulthood in contemporary society, in which young people, in need of guidance and supervision, remain economically dependent on their elders

11. 3. Traditional culture and revolution of China • Traditional culture of China • The power of the historical influences, including Confucian teachings and the long agricultural history is evident • Strict father kind mother

12. 3. Traditional culture and revolution of China • Traditional culture of China • Filial piety and loyalty—to leaders and parents • Chinese societies have traditionally placed great importance on children’s roles and duties in the family,such as a belief in the need to repay parents for their efforts in raising the children, a willingness to make sacrifices for the sake of the family, and a respect for the authority of the family

13. 3. Traditional culture and revolution of China • Traditional culture of China • family conception • high expectation on children, emphasize the value of knowledge • Chinese high school students face an extremely demanding academic regimen that culminates in a national college entrance examination that largely determines their future economic opportunities as adults • different expectations on males and females in terms of behavior, personality,etc • emphasis on interpersonal relationship

14. 3. Traditional culture and revolution of China • Social and economic revolution of China • At the very end of the 20th century, however, China began to undergo additional social and economic changes, so many observers believe free-market economy will be more successful in weakening Chinese traditional values and bringing distinct changes • weakening duty and obligation within their family • emphasis importance on scientific knowledge • emphasis importance on money and weakness ofChinese traditional values

15. 3. Traditional culture and revolution of China • Social and economic revolution of China • Changes in living environment—parents’working out of home , influence of foreign Culture and culture from Hongkong and Taiwan • Widespread use of internet • Environment of more democratic –schools and family

16. 4. Changes in status • Anthropological perspective • Ruth Benedict, an anthropologist said in her classic work Patterns of Culture, “The most casual survey of the ways in which different societies have handled adolescence makes one fact inescapable…..in order to understand adolescence ,we need to know what is identified in different cultures with the beginning of adulthood and their methods of admitting to the new status”

17. 4. Changes in status • Two dimensions • Changes in status involve a two-sided alteration in status • On the one hand, the adolescent is given certain privileges and rights that are typically reserved for the society’s adult members • On the other hand, this increased power and freedom generally are accompanied by increased expectations forself-management, personal responsibility, and social participation

18. 4. Changes in status • Examples of this double shift in social status • Changes in interpersonal status • Changes in political status • Changes in economic status • Changes in legal status

19. 4. Changes in status • Changes in interpersonal status • Individuals who are recognized as adults are expected to maintain different social relationships with their parents, with the community’s elders, and with young people whose Status has not yet changed • In family, parents allow their adolescent child to stay longer time with his friends than do with their young child, and adolescence can sit together with adult in one table in spring festival, etc

20. 4. Changes in status • Changes in political status • In contemporary China, many new rights are reserved for our society’s adult members. e.g., voting is not conferred until the age of 18 • But in return for this increased power come new obligations. Young adults are expected to serve their communities in cases of emergency or needed, and others as training for warfare, obligation within their family, complying with rules of society, protecting our environment, etc

21. 4. Changes in status • Changes in economic status • Adolescents can have more pocket money than young children, some young people, such as those in college and university can have their personal account in bank • On the other hand, young people are expected to contribute to the economic well-being of their community, especially of their family. In contemporary society, the young adult’s economic responsibilities to society conclude paying taxes

22. 4. Changes in status • Changes in legal status • In most societies, not until adult status is attained is the young person permitted to participate in a variety of activities that are typically reserved for adults. e.g., drinking alcohol and smoking • Certain activities that are permissible among adults ,such as not showing up for school or leaving home without informing others, are considered “offenses” when they are committed by young people

23. 4. Changes in status • Changes in legal status • There is great disagreement about how we should view, and treat, young people who commit serious violent offenses. if someone has committed a violent crime, should he be treated as a child (processed as a delinquent) or as an adult( processed as a criminal). In China, 14 years old adolescent, 16 years old adolescent and 18 years old adolescent who are convicted of the same crime have different penalties

24. Some consequences of attaining adult status

25. 5. The process of social redefinition • Social redefinition during adolescence is not a single event but a series of events that may occur over a relatively long time • The timetable for the process of social redefinition is highly variable within and across societies, and it is affected by economics, politics and culture

26. 5. The process of social redefinition • Certain themes are common to the process of social redefinition across many societies. these include: • The real or symbolic separation of young people from their parents • The emphasis of differences between males and females • The passing on of cultural, historical, or practical information considered important for adulthood

27. 5.the process of social redefinitionages (years) at times of transition 1890 10 20 30 1990 10 20 30 leaving formal education entrance to occupational life entrance to peer group and entrance to partnership youth culture

28. 6. Problems in social transition • Many social scientists believe that the relatively high rate of divorce, family violence, youth unemployment, juvenile delinquency, and teenage alcoholism stem from the confusing and contradictory nature of the passage into adulthood in modern society • They argue that the vague and discontinuous nature of the adolescent passage in contemporary society has contributed to numerous psychological and behavioral problems among the juveniles

29. 6. Problems in social transition • These problems are more severe among adolescents who are not bound for college, and especially so among poor, minority youth living in pockets of concentrated poverty within the inner city ,where exposure to crime and violence is chronic

30. 7. What can be done to ease the transition • Comprehensive approach • Restructuring secondary education for not college-bound • expanding work opportunities • improving the quality of community life • working with the elderly to help them to learn responsibility and adult roles • popularizing legal knowledge

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