Janet Belsky’s Experiencing the Lifespan, 2e

1. Janet Belsky’s Experiencing the Lifespan, 2e Chapter 10 Constructing an Adult Life Robin Lee, Middle Tennessee State University

2. Emerging into Adulthood Emerging adulthood begins after high school and tapers off by late twenties. • Function of emerging adulthood includes _________________________________. • However, emerging adults are typically not ready to settle down and take on adult responsibilities such as getting married, having children, etc. • Emerging adulthood is focuses on developing self-development. • .

3. Emerging Adulthood: challenges and changes This stage of life is typically considered the most challenging and change-inducing stage of life based on: • The need to re-center life roles – focusing on responsibility, supporting self, and making independent decisions about life. • The change to an unstructured path (e.g., college, independent living, work world, as opposed to the previously highly structured environment of adolescence.

4. Major effects on emerging Adulthood: Culture and History • Emerging adulthood has changed with developed world. • Emerging adults are _____________________________________________________, therefore postponing adults roles. This is due to: • Life expectancy gains: People now live into their 70s or 80s, as opposed to 60s a half-century ago. This offers emerging adults the luxury of postponing adult commitments until later. • Changes in education and workforce: a half-century ago (1960s), __________________could successfully entered the workforce. Now, most go to college, typically spending about 6 years in college before entering the workforce. • Cultural norms focusing on self-expression: emerging adults focusing more on self, thus making dramatic life changes throughout adult life.

5. Emerging adulthood in Southern Europe: A Difficult Time • Due to economic issues, in Spain and Italy priority is placed on hiring men (and women) with families, so it is hard for ___________________to find jobs. • In these countries, there are strong norms against cohabitating and beginning families prior to marriage. • So many young people in these countries continue to live with their parents. • Reaching full adulthood– and having the financial ability to leave home – often does not happen until their _____________.

6. Emerging adulthood in Scandinavian countries: A time of true exploration • In these countries, independence is typically encouraged in emerging adulthood due to: • College being financed by __________________ • Employers making efforts to hire the young. • Free health care for all ages. • These factors combined make it possible for young people to leave the parent’s home and successfully live independently. • In Sweden, it is common for young people to cohabitate and have children before being married.

7. United States: Independence vs. Dependence • There are similarities with U.S. young people as in Scandinavian countries. • Cohabitation • Children before marriage • Leaving home after high school (age 18) • In the U.S., one exception to these similarities occurs – there is less focus on helping young people emerge into the world of work. • This exception causes a less smooth, predicable transition to adulthood.

8. Leaving home: Stay or go or both? • Historically, women left home when ______________, men when they become __________________. (nest-leaving) • This change occurred with the draft of WWII and more young people attending college. • Currently, although many young people leave home after high school, they often return home. This is due to: • A fundamental need for help from parents • Graduation from college • Leaving the work force for more education • This return home can be both positive and negative. • Even if parent-child relationships are rocky, parents still these reentries. • Reentry to the parental home can lead to a feeling of “back-sliding” to a part of life that had been left behind. • Nest-leaving is not a universal developmental task. Many young people in other cultures chose to live with parents to help provide economic support. • Some cultures view this choice as a signal they have become an adult.

9. The ticking ______________ • Social clock– the idea that we chart our adult progress by referring to ______________ • On-time – matching the normal timetable • Off-time – too early or too late of the normal timetable • Are we on-time (on schedule) or off-time (either too early or too late) for what we- and society- expect at our age? • Being off-time in the late direction can ____________________________________________For example, beginning career late or marrying late. • The social clock norms may vary depending on the culture and cohorts. For example, women marrying late at one point were called “old maids.” • Another issue is the lack of control regarding some of these developmental task. For example, wanting to marry at typical age with no significant relationship.

10. Constructing an Identity – Erikson’s Psychosocial stage • Identity versus _________________ • Identity – the life task of deciding who to be as a person in making the transition to adulthood. • Indentify confusion – a failure in identify formation, marked by the lack of sense of a future adult path. • Moratorium – taking time out to explore various paths. Erikson believed this moratorium was crucial to building a solid adult identity.

11. James Marcia - Identity Statuses • Marcia developed four different identity statues which expanded on Erikson’s theory. • ____________ – young people drifting aimlessly toward adulthood without goals. This compares to Erikson’s role confusion. “I don’t know what I want to do, nothing appeals to me.” • ____________– young people who adopt an identity without any self-exploration or thought. “My parents want me to continue the family business, so that’s what I’ll do.” • ____________ – young people who engage in exciting, health search for adulthood. This is often an internal process which can be anxiety-provoking due to the exploration of different philosophies and ideas. “Let me try this, that, and the other. How can I chose from so many careers in which I have an interest.” • _____________ – the end result where identity formation is complete.(“I know what I want to do with my life; I have found my calling.”)

12. Ethnic Identity • Ethnic identity – the sense of belonging to a specific ethnic category. • Some develop dual minorities or reject one identity for another. • A more balanced focus is better – accepting and knowledgeable of personal heritage while being connected to the universal human community. • Challenges occur for biracial or multiracial adults. • Some may have difficulties connecting with one ethnicity vs. the other. • Some research indicates this struggle to make a connection with more than one ethnicity helps people think creatively about life.

13. Constructing a Career • Compelling research (Csikszentmihalyi and Schneider, 2000) indicates every teenager expects to go to college. • Most expect to have professional careers, regardless of gender or social class. • On the positive side, this ambition and high expectations can help teens avoid delinquent behaviors, depression and dropping out of school. • On the negative side, many will not reach their ambitions due to barriers such as poverty, economic factors, etc. • One key to predicting a successful transition to a career is the ____________________________________________________________________________________________________

14. College – the real story • 2 of every 3 U.S. high school graduates enroll in college. • However, half of all college freshmen do not graduate. • 1 in 4 emerging adults has completed a four-year degree. • Most enter the primary labor market – jobs that offer good salaries, benefits, and health care.

15. Workforce – the real story • Those not attending college can have fulfilling careers, often other types of intelligence (practical or creative intelligence). Examples of these non-college graduates include Bill Gates and Wood Allen. • However, young people who enter the workforce directly after high school can have difficulties reaching identity achievement in their careers by 30s or 40s. • Most often, these young people enter ___________labor market - jobs with few benefits and low pay. • Research indicates that success can depend on chance for advanced, friendly co-workers, opportunity to enhance work skills.

16. Workforce – the real story, cont. • Planful competence (the ability to have a procative “work like” strategy to finding work) can help with job-satisfaction • The key to constructing a satisfying non-college career is to undertake a moratorium search and find a job that gives flow. • Sometimes taking time off to work right after high school makes you a more focused, better student later!

17. The School to Work Transition • Problems with the U.S. Approach: • Encouraging high school teens to identify a career track • Encouraging all to attend college, setting non-academically inclined kids up for failure. • Limited focus on helping teens enter the work force • Some interesting alternatives: • Japan: Instead of there being a separation between what happens at school and work, employers develop relationships with schools and hire students that the faculty recommends. • The German plan: Instead of going to college, young people enter an _________________________________in that field.

18. Making College a Flow Zone! • Becoming emotionally connected to the college environment is key! • _____________________Try to live on campus or close to school; join organizations; if possible, avoid working long hours. • _________________________Set up internships or research experiences with faculty. • ________________________Reach out to at least one professor and be sure to see your advisor every semester. (If that advisor seems distant, ask a favorite professor to be your advisor!)

19. Finding Love • Eirkson’s Psychosocial stage • ___________________ • Intimacy – the search for a soul mate or enduring love • Finding a mate is a western value. • In other countries, finding a mate is primarily a family responsibility.

21. Changes in finding a mate • Interracial/inter-ethnic dating • Strong identification with racial group and/or ethnicity is a strong predicator to choosing a same-race/ethnicity mate. • Same sex relationships are much more acceptable. • Homophobia (intense fear and dislike of gays and lesbians) is less common.

22. Coming Out to Mom and Dad • Most parents accept, love, and rally around their gay daughters and sons, after a difficult period of coming to terms with their child’s sexual orientation. • 4% of young people report parental rejection or verbal abuse. • Coming out is a gradual process. Most gay young people reconcile their own feelings, then tell a good friend, then tell families. (Most share with their families by age 19.) • However, each person’s situation is unique. Diversity of parent-child relationships is the norm. • Bottom line for gay emerging adults: It may not be as “bad” as you expect, but trust your gut instincts about how your parents will respond.

23. Murstein’s Structured Three Phase Mate Selection Theory • Stimulus-Value-Role Theory 1) __________________ • We approach people who visually appear to fit us: “I think this person looks like we might mesh.” 2) ____________________ • Then as we date we try to figure out whether we match up according to values. 3) ______________________ • Now we have decided that this is the one, and discuss our plans for our shared life. • Murstein suggested opposites do NOT attract. Matches are made based on ________________ (similarity). • Choices are often based on “ideal-self”– the person we want to be. • Relationships with family can also have an impact on mate choices.

24. Evaluating your own relationship