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Twelfth Edition

Twelfth Edition. Adolescence. by John W. Santrock. University of Texas at Dallas. Power point slides prepared by Leonard R. Mendola, Ph.D. Touro College. Culture Chapter 12 Outline. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD What Is Culture?

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Twelfth Edition

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  1. Twelfth Edition Adolescence by John W. Santrock University of Texas at Dallas Power point slides prepared by Leonard R. Mendola, Ph.D. Touro College

  2. CultureChapter 12 Outline • CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • What Is Culture? • The Relevance of Culture for the Study of Adolescence and Emerging Adulthood • Cross-Cultural Comparisons • Models of Cultural Adaptation • Rites of Passage

  3. CultureChapter 12 Outline • SOCIOECONOMIC STATUS AND POVERTY • What Is Socioeconomic Status? • Socioeconomic Variations in Families, Neighborhoods, and Schools • Poverty

  4. CultureChapter 12 Outline • ETHNICITY • Immigration • Adolescence and Emerging Adulthood: • A special Juncture for Ethnic Minority Individuals • Ethnicity Issues • The United States and Canada: Nations with • Many Cultures

  5. CultureChapter 12 Outline • THE MEDIA AND TECHNOLOGY • Use of Media • Television • The Media and Music • Technology, Computers, and the Internet

  6. CultureChapter 12 Outline • Technology and Socio-cultural Diversity • Social Policy and the Media

  7. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • What Is Culture? • Culture is the behavior, patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation. • Culture is a broad concept—it includes many components and can be analyzed in many ways (Cole, 2006).

  8. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • What Is Culture? • Culture is made up of ideals, values, and assumptions about life that guide people’s behaviors. • Culture is made by people. • Culture is transmitted from generation to generation, with the responsibility for transmission resting on the shoulders of parents, teachers, and community leaders.

  9. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • What Is Culture? • Culture’s influence often becomes noticed the most in well-meaning clashes between people from very different cultural backgrounds. • Despite compromises, cultural values endure. • When their cultural values are violated or when their cultural expectations are ignored, people react emotionally. • It is not unusual for people to accept a cultural value at one point in their lives and reject it at another point. For example, rebellious individuals might accept a culture’s values and expectations after having children of their own.

  10. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • Two additional important dimensions of culture in adolescents’ and emerging adults’ lives are socioeconomic status and ethnicity: • Socioeconomic status (SES) refers to a grouping of people with similar occupational, educational, and economic characteristics. • Ethnicity is based on cultural heritage, nationality characteristics, race, religion, and language.

  11. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • The Relevance of Culture • Schools and neighborhoods are no longer the fortresses of a privileged group whose agenda is the exclusion of those with a different skin color or different customs. • Immigrants, refugees, and ethnic minority individuals increasingly decline to become part of a homogeneous melting pot, instead requesting that schools, employers, and governments honor many of their cultural customs.

  12. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • The Relevance of Culture • In the twentieth century, the study of adolescents and emerging adults was primarily ethnocentric, emphasizing American values, especially middle-SES, White, male values (Spencer, 2000). • One example: • Ethnocentrism—the tendency to favor one’s own group over other groups—is the American emphasis on the individual or self.

  13. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • The Relevance of Culture • People in all cultures have a tendency to (Brewer & Campbell, 1976) • Believe that what happens in their culture is “natural” and “correct” and that what happens in other cultures is “unnatural” and “incorrect.” • Perceive their cultural customs as universally valid; that is, what is good for us is good for everyone.

  14. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • The Relevance of Culture • People in all cultures have a tendency to (Brewer & Campbell, 1976) (Continued) • Behave in ways that favor their cultural group. • Feel proud of their cultural group. • Feel hostile toward other cultural groups. • Over the past few centuries and at an increasing rate in recent decades, technological advances in transportation, communication, and commerce have made these ways of thinking obsolete.

  15. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • Cross-Cultural Comparisons • Cross-cultural studies involve the comparison of a culture with one or more other cultures, which provides information about the degree to which the development of adolescents and emerging adults is similar, or universal, across cultures, or the degree to which it is culture-specific (Shiraev & Levy, 2007).

  16. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD Average Daily Time Use of Adolescents in Different Regions of the World Fig. 12.1

  17. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • Achievement • US adolescents are: • More achievement oriented than the adolescents in many other countries • Less so than East Asians • Sexuality • Culture also plays a prominent role in adolescent and emerging adult sexuality (Saraswathi, 2006). • Some cultures consider adolescent sexual activity normal; others forbid it.

  18. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • Models of Cultural Adaptation • The models that have been used to understand the process of adaptation within and between cultures are: (1) assimilation (2) acculturation (3) alternation (4) multiculturalism

  19. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • Models of Cultural Adaptation • Assimilation • Assimilation occurs when individuals relinquish their cultural identity and move into the larger society. • Acculturation • Acculturation is cultural change that results from continuous, firsthand contact between two distinctive cultural groups.

  20. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • Models of Cultural Adaptation • Alternation • Assumes that it is possible for an individual to know and understand two different cultures. • Multiculturalism • Promotes a pluralistic approach to understanding two or more cultures.

  21. CULTURE, ADOLESCENCE, AND EMERGING ADULTHOOD • Rites of Passage • Ceremonies or rituals that mark an individual’s transition from one status to another, such as the entry into adulthood. • Some societies have elaborate rites of passage that signal the adolescent’s transition to adulthood; others do not. • The absence of clear-cut rites of passage makes the attainment of adult status so ambiguous that many individuals are unsure whether they have reached it or not.

  22. SOCIOECONOMIC STATUS AND POVERTY • What Is Socioeconomic Status? • The grouping of people with similar occupational, educational, and economic characteristics. Socioeconomic status carries with it certain inequalities: • Occupation • Education • Economic Resources • Power to Influence

  23. SOCIOECONOMIC STATUS AND POVERTY • Socioeconomic Variations in Families, Neighborhoods, and Schools • Parenting Style • Intellectual Experiences • Mental Health • Negative Experiences

  24. SOCIOECONOMIC STATUS AND POVERTY • Poverty • Some adolescents are resilient and cope with the challenges of poverty without major setbacks, but many struggle unsuccessfully. • In 2005, 17.8 percent of children under 18 years of age were living in families below the poverty line (U.S. Bureau of the Census, 2006). • The U.S. figure of 17.8 percent of children living in poverty is much higher than those from other industrialized nations.

  25. Socioeconomic Status and Poverty Living in Distressed Neighborhoods Fig. 12.2

  26. SOCIOECONOMIC STATUS AND POVERTY • Ramifications of living in poverty • Health • Housing/neighborhoods • Often Powerless/Having less prestige • In occupations, they rarely are the decision makers • Rules are handed down to them in an authoritarian manner • Vulnerable to disaster • Range of alternatives is often restricted

  27. SOCIOECONOMIC STATUS AND POVERTY • Feminization of poverty • Far more women than men live in poverty. • Likely causes include: • Lower income for women • Divorce • Resolution of divorce cases by the judicial system – leaves women with less money than needed to function adequately

  28. SOCIOECONOMIC STATUS AND POVERTY • Antipoverty Programs • One trend in antipoverty programs is to conduct two-generation interventions (McLoyd, Aikens, & Burton, 2006). • Services for children (such as educational day care or preschool education) and services for parents (such as adult education, literacy training, and job skill training).

  29. SOCIOECONOMIC STATUS AND POVERTY • Antipoverty Programs • Programs that benefit adolescents living in poverty: • The Quantum Opportunities Program • El Puente

  30. ETHNICITY • Immigration • Relatively high rates of immigration are contributing to the growth in the proportion of ethnic minorities in the U.S. population (Berry & others, 2006). • Stressors • Language barriers • Dislocation • Separation from support network • Preserve identity • SES

  31. ETHNICITY • Adolescence and Emerging Adulthood: A Special Juncture for Ethnic Minority Individuals • Most ethnic minority individuals first consciously confront their ethnicity in adolescence. • They become acutely aware of how the majority White culture evaluates their ethnic group (Comer, 1993). • A special concern is the lack of successful ethnic minority role models (Blash & Unger, 1992).

  32. ETHNICITY • Ethnicity Issues • Many ethnic minority adolescents experience a double disadvantage: • (1) Prejudice, discrimination, and bias because of their ethnic minority status • (2) The stressful effects of poverty.

  33. ETHNICITY • Differences and Diversity • The emphasis often placed by society on the differences between ethnic minority groups and the White majority has been damaging to ethnic minority individuals (Banks, 2006). • Differences does not equal deficits. • Ethnic minority groups are not homogeneous. • Individuals within ethnic minority groups have different social, historical, and economic backgrounds.

  34. ETHNICITY • Prejudice, Discrimination, and Bias • Prejudice is an unjustified negative attitude toward an individual because of the individual’s membership in a group. • The group toward which the prejudice is directed can be made up of people of a particular ethnic group, sex, age, religion, or other detectable difference.

  35. ETHNICITY The percentage of African American adolescents who reported experiencing different types of racial hassles in the past year. Fig. 12.3

  36. ETHNICITY • People frequently have opposing views about discrimination and prejudice. • Individuals who value and praise the significant strides made in civil rights in recent years, pointing to affirmative action programs as proof of these civil rights advances. • Individuals who criticize American institutions, such as education, because they believe that many forms of discrimination and prejudice still characterize these institutions.

  37. ETHNICITY • The United States and Canada: Nations with Many Cultures • The United States has been and continues to be a great receiver of ethnic groups. • Canada comprises a mixture of cultures that are loosely organized along the lines of economic power. The Canadian cultures include: • Native peoples, or First Nations, who were Canada’s original inhabitants • Descendants of French settlers who came to Canada during the seventeenth and eighteenth centuries • Descendants of British settlers who came to Canada during and after the seventeenth century, or from the United States after the American Revolution in the latter part of the eighteenth century

  38. ETHNICITY (Continued from previous slide) • The United States and Canada: Nations with Many Cultures • The late nineteenth century brought three more waves of immigrants: • From Asia, mainly China, immigrants came to the west coast of Canada in the latter part of the nineteenth and early twentieth centuries. • From various European countries, immigrants came to central Canada and the prairie provinces. • From countries in economic and political turmoil (in Latin America, the Caribbean, Asia, Africa, the Indian subcontinent, the former Soviet Union, and the Middle East), immigrants have come to many different parts of Canada.

  39. THE MEDIA AND TECHNOLOGY • Use of Media • Mass media play important roles in adolescents’ lives. • On average, youth spend 6 ½ hours a day (44 ½ hours a week) with media while spending only 2 ¼ hours a day with parents and just 50 minutes a day on homework. • Two-thirds have a TV in their bedroom • About 50 percent have a TV, a VCR/DVD player, and a videogame player, while almost one-third have a computer.

  40. THE MEDIA AND TECHNOLOGY (Continued from previous slide) • Use of Media • The average U.S. adolescent lives in a home with: • 3.6 CD or tape players • 3.5 TVs • 3.3 radios • 2.9 VCRs/DVD players • 2.1 videogame consoles • 1.5 computers.

  41. THE MEDIA AND TECHNOLOGY Of all the newly developed technologies available, the most time was spent watching TV Fig. 12.4

  42. THE MEDIA AND TECHNOLOGY Older adolescents spend more time listening to music and using the computer Fig. 12.5

  43. THE MEDIA AND TECHNOLOGY (Continued from previous slide) • Use of Media • Large, individual differences characterize all forms of adolescent media use. • Gender, ethnicity, socioeconomic status, and intelligence are all related to which media are used, to what extent, and for what purposes. • As adolescents become older, “television viewing decreases, music listening and computer use increase, and media tend to migrate to adolescents’ bedrooms” (Roberts, Henriksen, & Foehr, 2004, p. 492). • As adolescents become older, they are more likely to use media alone or with friends or siblings, indicating increasing independence from parents and the importance of peers.

  44. THE MEDIA AND TECHNOLOGY • Television’s Functions • Window to the world • Takes time away from reading • May Produce Passive learning and lifestyle • May teach that problems are easily resolved • Violence is pictured as a way of life in many shows • Police are shown to use violence and break moral codes in their fight against evildoers. • The lasting results of violence are rarely brought home to the viewer. • Portrayal of ethnic minorities

  45. THE MEDIA AND TECHNOLOGY • Television and Violence • Correlation research • Indicates that watching television violence is associated with aggressive behavior. • Experimental research • Provides evidence that viewing television violence can increase aggression.

  46. THE MEDIA AND TECHNOLOGY • Television and Violence • The television that young children watch may influence their behavior as adolescents. • There is increased concern about children and adolescents who play violent video games, especially those that are highly realistic. • Television and Sex • The number of sexual scenes on TV nearly doubled from 1998 through 2004 (Kaiser Family Foundation, 2005).

  47. THE MEDIA AND TECHNOLOGY (Continued from previous slide) • Television and Sex • The number of sexual scenes on TV nearly doubled from 1998 through 2004 (Kaiser Family Foundation, 2005). • Watching television sex can influence adolescents’ sexual attitudes and behavior. • Television teaches children and adolescents about sex (Brown, Halpern, & L’Engle, 2005). • The overall conclusion about adolescent exposure to sex in the entertainment media is very negative (Collins, 2005).

  48. THE MEDIA AND TECHNOLOGY • Television and Achievement • The more adolescents watch TV the lower their school achievement is (Comstock & Scharrer, 2006; Shin, 2004). • Three possibilities involve interference, displacement, and self-defeating tastes/preferences (Comstock & Scharrer, 2006). • Interference • Having a television on while doing homework can take away time and attention from engaging in achievement-related tasks, such as homework, reading, writing, and mathematics.

  49. THE MEDIA AND TECHNOLOGY (Continued from previous slide) • Television and Achievement • Displacement • Reading achievement is negatively linked with the amount of time they watch TV (Comstock & Scharrer, 2006). • Self-defeating tastes/preferences • Television attracts adolescents to entertainment, sports, commercials, and other activities that capture their interest more than school achievement. • Adolescents who are heavy TV watchers tend to view books as dull and boring (Comstock & Scharrer, 2006).

  50. THE MEDIA AND TECHNOLOGY (Continued from previous slide) • Television and Achievement • Some types of television content—such as educational programming for young children—may enhance achievement. • Such as Sesame Street and Mr. Rogers’ Neighborhood

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