Exam 2 Flashcards
Cultural Beliefs
- Basic aspects: how we do things
- Symbolic Inheritance: how do implicit/explicit ideas flow down through generations
- Roles: gender roles, age roles, social roles/norms, etc. in a group
Symbolic Inheritance
The way implicit and explicit ideas are passed down through generations
Socialization
The process where an individual learns through socializing
- Self-Regulate: ability to stop/control self
- Role Preparation: preparing for roles based on what is seen
- Sources of Meaning: why are we living/what do we strive for
- Broad vs. Narrow
Broad Socialization
Few restrictions on socialization/behavior
- Focus on independent self
- How am I unique/independent?
- Individualistic
Narrow Socialization
Control from and obligation to society/family
- Interdependent self
- Focus on group membership + working together in society
- Restrictions surrounding socialization and behavior
- Collectivistic
Sources of Socialization
- Family
- Peers/Friends
- School
- Community
- Workplace
- Media
- Legal System
- Cultural Beliefs
Ethnographies
Methods to understand a culture/group
- Aborigines: the law; beliefs/expectations that are passed down
- Middletown: 1920s vs. 1970s; asks if beliefs change with time, change in important values (ex. increase in religious tolerance and decrease in rigidity)
Custom Complex
A belief dependent on culture
- Typical practices in a culture + the cultural beliefs that provide the basis for that practice
- Ex: Dating happens in adolescence
Majority Culture
The prevalent culture in a place
- This group tends to have political and social power
- Determines the cultural norms
Minority Culture
Groups within a culture that don’t align with the majority culture
- Often ethnicity, race, etc.
- Disempowered by majority culture
- First-Generation Immigrants
First Generation & Second Generation
First Gen: fully immersed in minority culture, often find small communities within majority culture that align with their minority culture
- struggles with assimilation into majority culture
Second Gen: immersed in majority culture, but still carries practices and beliefs associated with minority culture
- not fully assimilated into majority culture but much more than first gen
Adolescent Religiosity
Undeveloped Areas: Large value surrounding religion
Developed Areas: Less religious than traditional cultures; highly secular
United States: More religious than virtually any other developed country; parental involvement trickles down to kids (more involved parent, more involved kid and vice versa)
National Survey of Youth & Religion (NSYR)
Interviewed over 3000 adolescents age 13-17 to show value of religion in day-to-day life
Adolescent Religious Beliefs/Practices
- Religion is important for many American Adolescents
- More individuals engage in religious beliefs over practices, but many also engage in practices
- Less important than other values in life
- African-American: religious focus influences kids, risk protected by religion
- Muslim-American: Ramadan causes pressure, influenced by peers
Emerging Adulthood Religious Beliefs/Practices
- Religious beliefs/practices decline as people grow, religiosity decreases
- People have religious affiliations (identify w/ religion regardless of involvement)
Religious Beliefs vs. Practices
Beliefs: religious affiliation
Practices: religious involvement
Moralistic Therapeutic Deism
Belief system
- God created/watches over human life
- God wants people to be good/nice/fair
- Central goal of life is happiness + feeling good about self
- God does not need to be involved in one’s life except when resolving a problem
- Good people go to heaven when they die
Levels of Religiosity (Emerging Adulthood)
- Committed Traditionalist: affiliate and believe/follow religion
- Selective Adherent: only adhere to the parts of religion one believes in (very common)
- Spiritually Open: belief system of spirituality but no religious affiliation
- Religiously Indifferent/Hostile: either dont care/hate religion, no religion (very common)
Religious Affiliation
Do you identify with a particular religion regardless of involvement
Adolescent Worldview
Ethic of Autonomy: individual guidance, does my behavior harm others? (no=good, yes=bad)
Ethic of Community: members of diff groups/roles as we grow up, responsibility for others well being
Ethic of Divinity: guided by religious systems rights and wrongs
Cycle of Worldview
Worldview –> Moral Reasoning –> Moral Evaluation –> Moral Guidance
Cognitive Mode (Adelson Study)
Asks how a new government should work/function
- Changes related to the development of formal operations
- Increased abstract ideas + ability to see laws as human constructions rather than concrete
Changes from Early to Late Adolescence (Adelson Study)
- Concrete (right vs. wrong) –> Abstract (nuanced)
- Views of laws (can’t change laws –> need for change)
- Authoritarian Political Views (ideas are given to reflect)
- Ideology (no guide –> how we think)
Political Involvement
- Trust in political systems = low/lacking
- Non-Conventional Organizations work to increase involvement (ex. GetOutTheVote)
- Political Extremes = radical views + extremism (ex. terrorism)
- Involvement based on place in life, amount of time, identity development etc.
- More common in emerging adults as they have more time and are working to figure out who they are
Self-Understanding
Becomes more abstract and complex in adolescence
- More organization/realisn
- Preoccupation
- Abstract/Idealistic Concepts: comparison to one’s ideal
- Self-Complexity: fluid through many situations
- Instability: Constantly changing identity
Actual Self
The person you truly are without any influence/pressure
Possible Self
Only exist as abstractions/ideas in the adolescents mind
- Ideal and Feared Self
Ideal Self
The person an adolescent would like to be
- Ex: someone may want to be popular or good at music
Feared Self
The person an adolescent imaginbes it is possible to become but dreads becoming
- Ex: may fear becoming an alcholic or disgraced from family
False Self
A self presented to others while realizing it doesn’t represent what one thinks/feels
- Most likely to be shown to dating partner, then to parents, and last to friends
Self-Esteem
A person’s overall sense of worth and well-being
-Decline in Adolescence
Adolescent Decline of Self Esteem
Reasons
- Imaginary Audience: everyone is judging/watching you
- Peer Orientation: peers and parents have different influences on development but peers tend to have more influence
- Physical Appearance
Baseline Self-Esteem
Stable, enduring sense of worth/well-being
- Average level for your age
Barometric Self-Esteem
Fluctuating sense of worth and well-being people have as they respond to different thoughts, experiences, and interactions in the course of a day
-Goes from high to low much faster through the day
Larson & Richard Beeper Study
Valence/extremity of emotions
- Adolescents are more often moody
Time Alone
Spend about 1/4 of time alone, spent in bedroom and lonely but can be beneficial
- Reflection
- Moods low when alone, but tend to rise after time alone
- Overall positive outcome
- Short periods of negativity may happen
- Too Much: school problems, depression, psychological difficulties
Social Loneliness
Occurs when people feel that they lack a sufficient number of social contacts and relationships
- Deficit in quatnitity
Emotional Loneliness
Occurs when people feel the relationships they have lack sufficient closeness and intimacy
- Deficit in quality
Identity
Clear definite sense of who you are/what makes you who you are
