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
Identity Confusion
Failure to form a stable/secure identity
Erikson’s 5th Stage
Identity vs. Identity Confusion
Identity consists of:
- Love: sexuality
- Work: career
- Ideology: value system
Psychosocial Moratorium
Experimentation of possible selves, period when adult responsibilities are put on hold to experiment
Ends with either:
- An identity
- Becoming withdrawn
- Blending into crowd
- Negative identity: identity based on identifications/roles that had been presented as most undesirable/dangerous
Diffusion (Marcia)
Status that combines no crisis and no commitment, aren’t exploring options or making commitments
Crisis (Exploration)
Process through which young people construct their identity
Commitment (Marcia)
Commitment to identity
Moratorium
Crisis but no commitment, actively trying different personal/occupational/ideological possibilities
- Based on psychosocial moratorium
Foreclosure (Marcia)
No crisis but have commitment, have not experimented with a range of possibilities but have committed themself to certain choices
Achievement (Marcia)
Crisis and commitment, young people who have made definite personal/occupational/ideological choices after exploring
Critiques of Marcia’s Identity Statuses
Gender critiques of research, how does specific gender tend to do
Assimilation
Rejection of minority culture, flock to majority
- Ex: immigrant suppressing culture/engaging in new culture
Marginality
Rejection of family/minority culture and rejection of majority culture
Separation
More similar to previous culture, reject majority culture and embrace minority
- First-Gen, small pockets of minority culture within majority
Biculturalism
Connected to minority and majority culture, keep them as two worlds
- Second-Gen
Hybrid Identity
Integrating both cultures into life, mixed identity
Sex Differences
Difference in testosterone vs. estrogen
Gender Differences
Difference in gender expression
Gender Socialization
Socialization impacts gender; how should you look/behave
Traditional Cultures
Girl to Woman
- Relationship to mother, learn through interactions with mother
- Narrow socialization: guidelines in appearance, behavior, etc.
- School & rules: strict
Boy to Man
- Must be achieved: status obtained, ethnography
- PPP (Provide, Protect, Procreate): men should have achievements and protect them
Developed Cultures
- Away from Biological Relationship: less focus on what men/women “should” do
- Change in Economy Type: focus on ability to think/reason
- Medical/Technical Advances: can make choices, birth control = do I want kids, am I ready?
- Prohibition on Jobs for Women: views of why laws should exist to “protect” women disappear
American History
Girl to Woman
- Belief on Work Capabilities: working wont hurt women
- Changes in Appearance Standards: beauty standards change w/ time
Boy to Man
- Communal Manhood: socialized to be head of house
- Self-Made Manhood: separate self from family, individuality + control
- Passionate Manhood: self-made, pursue passions/interests
Gender Intensification Hypothesis
Once in adolescence, there is a stark contrast of femininity vs. masculinity but that reduces in adulthood
- Working to appeal other sex by making oneself more intensely appear/act as their gender
Differential Gender Socialization
Parents
- early in development, treat girls/boys different, carries on through adolescence
Peers
- acting counter to gender norms can lead to one being ostracized for the counter
Teachers
- helping one sex over another or treating sexes different can reinforce norms
- has decreased over time
Effects of Media on Gender Socialization
Unrealistic Ideals
- adolescents strive to fit ideals and are later dissatisfied
Parasocial Relationships
- intense one-sided relationships with a negative impacts
Facebook
- repeated exposure is negative as it causes obsession over images/ideals
Parasocial Relationships
Intense one-sided relationships with a public figure/celebrity
- Negative impact
Negative Effects of Gender Socialization
Males
- Agression, dominance, social dominance hierarchy
Females
- Body image, disordered eating
Masculinity
Good in adolesence
Low expressive traits (warm, helpful, passive) and high instrumental traits (aggressive, assertive, leadership)
Femininity
Low instrumental traits (aggressive, assertive, leadership) and high expressive traits (warm, helpful, passive)
Androgyny
Good in adolescent girls/adults but not in boys
- High expressive traits (warm, helpful, passive) and high instrumental traits (aggressive, assertive, leadership)
Changes in Gender Segregation with Time
When you are young you are separated, integration increases as you get older
- Depends on time
“Middle School Dance” Study
Monthly after school dance used to observe the integration of gender, who does it, aggression, and physical attractiveness (rated by teachers)
- Change in who integrates: girls in beginning more likely, then it switches to boys
- As aggression increases, so does integration
- As attractiveness decreases, segregation increases
Gender Socialization for African American Adolescents
Increased independence and instrumental traits (aggression/assertiveness)
- Fall into androgyny
Gender Socialization for Latina/Latino American Adolescents
Mariachisma: girls act like virgin mary, passive, submissive, kind
Machismo: assertive, dominant, seen as a tool for gaining respect
Purposes of Adolescent Dating
- Recreation
- Learning
- Status
- Companionship
- Intimacy
- Courtship
Changes in Adolescent Dating
Terminology
- going steady
- dating
- going out with; seeing
Formality
- asking parents to date
- casual
Proactive Dating Scripts
Makes plans, takes control
- Typically the boy
- Has changed over time
Reactive Dating Scripts
Submits and complies with plans/control
-Typically the girl
- Has changed over time
Brown’s Developmental Model
Initiation
- Who do I like/crush, nervous/may hold back
Status
- Importance of how others will view and judge the relationship
Affection
- Less outside influence, personal feelings guide choices, long term
Bonding
- Longevity of relationship: do I see a future with them?
Characteristics of “Desirable” Adolescents
- Attractive
- Homophily: similarity of values/interests/attractiveness
- Popular
- Aggressive
Effects of Dating
Positive: more social status/popularity, increased self image
Negative: more likely to engage in risk behaviors (substance use/risky sex)
Sternberg’s Triangle of Love
Intimacy: emotionality
Passion: physicality/sex
Commitment: invested, want longevity
Dating in Early Adolescence
Middle school
- Initiation/status phase
- Infatuation/passion
Dating in Late Adolescence
High school
- Status/some affection phase
- Intimacy, romantic love, infatuation
Dating in Emerging Adulthood
College/20s
- Bonding
- People are all in various stages
Relationship Dissolution
Causes
- Decreased Intimacy
- Lack of similarity
- Lack of effort
- Bored
- Etc.
Effects
- Increased substance use due to increased sadness, trying to cope w/ emotions
- Relationship harassment: repeated unwanted advances, goes too far, increases with age
Cohabitation
Romantic partners who aren’t married living together
- Emerging Adulthood
- Trial marriage
- Doesn’t lead to decreased divorce or increased, rather is the same rate
- Older individuals or those w/ a previous marriage
Arranged Marriages
“Uniting of Families”
- Effects of status, wealth, and religion (usually similar)
- Progression: commitment 1st then passion then intimacy vs United States intimacy –> passion –> commitment
Parenting Implication of Learning About Sex
“The Talk”
Do
- Start Early
- Spread Out
- Use Teachable Moments
- Correct Terms
Don’t
- Lie
- Lecture
- Assume
Progression of Adolescent Sexual Activity
Masturbation
- typically 1st experience
Kissing, Necking (fondling/kissing neck), and Petting
- First Kiss; happens somewhat early, typically 1st experience in this category
- Petting: late/high school, mutual masturbation
Sexual Intercourse
- Age of 1st Intercourse has slowly increased with time
- Have had intercourse in adolescence (highest to lowest chance, African American –> Latino –> White
- Less individuals are sexually active
Cultural Beliefs of Sex
Restrictive Cultures
- gender segregation, no sex before marriage
- emphasis on females
Semirestrictive Cultures
- shouldn’t have sex before marriage but no rules
Permissive Cultures
- no expectations surrounding sex, wait until you are ready/comfortable
Sexual Scripts
Heterosexual and cultural
- Boys: initiators of sex
- Girls: receptive to sex
Influence of Sexual Behavior
Earlier Initiation (14, before 14 increases risk)
- Substance use rate it higher when earlier initiation
- Those in poverty have a higher risk of engaging in sex early
Parental Monitoring/Closeness
- Do you know about your kids lives? If so, they are less risky
Friendships
- We do what friends do at a similar time
LGBT Adolescents
Attraction (who you’re attracted to), Behavior (how you act), and Identity ( who you are)
- Coming out has been happening at a younger age as time passes (Emerging Adulthood –> Late Adolescence) and is a gradual process
Negative Outcomes
- Behavioral Effects (internal vs. external, substance us)
- Rejection/Mistreatment: if at school, may skip school. if at home, may try to run away
Adolescent Pregnancy
Contraceptive Use
- Timing of 1st intercourse = higher risk of pregnancy
- Conditions/time of sex (planned or unplanned)
- Cognitive Development (personal fable: it won’t happen to me)
Prevalence Rates
- US: 1# adolescent pregnancy rate
- Not due to sex amount
- Lower in permissive culture (open = safer sex), when there is access to family planning services (info = safer sex), and in restrictive culture (less sex)
Concerns of Adolescent Pregnancy
- Child: biological risks (complications, neurological issues, etc.)
- Mother: social risk (less education, less money, etc.)
Policy Implication of Sex Education
- Comprehensive Sex Education Programs: reduces risks the most
- Abstinence Only Programs: not always medically accurate, not great
- Abstinence Plus Programs: abstinence + safe sex practices, not great but better than abstinence only
Qualities of Effective Programs - Accurate info: no lying, not just lecturing but offering skills
- Social Pressure: how to avoid social pressure
- Refusal Skills: ability to say no
- Participation
