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Cross cultural perspectives on adolescence > exam 2 > Flashcards

exam 2 Flashcards

1
Q

4 Types of friendship support

A
  • Informational support: advice and guidance of problems
  • Instrumental support: offering help
  • Companionship support: rely on someone as a companion in social situations (going with you to an event)
  • Esteem support: cheering you on when you succeed and consoling you when you fail
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2
Q

chum- Sulliva

A

Around 10 years of age need for intimacy and friendship intensifies which leads to the development of a chum= same-sex close friendship

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3
Q

How adolescent friendships are based on similarity

A

Adolescents report/view friends as being more similar than they actually are
-Selective association: we choose to be friends with people like us BUT we also become more similar to our friends over time

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4
Q

-The Arapesh: (mountain dwellers, farming culture)

A
  • Both males and females work cooperatively for good of society- caring for crops and children who are carried everywhere
    • Aggressive behaviors are prohibited- considered deviant behavior– ostracized
    • Status and prestige for those who share and cooperate
    • Competition is regarded with shame
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5
Q

-The Mundugumor: (river dwellers, cannibals, warfare)

A
  • Success= capacity for violence & seeing & avenging insult
    • Mothers see maternal duties as burdensome and unrewarding– children quickly learn to fend for themselves, which promotes competition at an early age
    • If submissive, withdrawn, or gentle–misfit, shunned from society
    • Show of kindness/tenderness highly frowned upon
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6
Q

-The Tchambuli: (headhunting, live by a lake)

A

 reversal of Western gender roles

- Women: responsible for village’s business, breadwinners, responsible for farming & 	fishing, manufacturing, decision making, have shaved head
- seen as easygoing, hardworking and reliable
- Men: weaker, interested only in own adornment and pursuits, hang out with other men 	talking about clothes and body adornment, become timid and in awe of women, long hair 	with curls and extensions
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7
Q

-Israel:

A

kibbutz–social commune agriculturally based, believed that females need to be freed from being sole caretakers of children, so a caretaker cares for the children so that both males and females can manage farm and participate equally
-in realitY– women still get pregnant, have to nurse children and then gradually return to traditional gender roles

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8
Q

-Sweden:

A

emphasized that changes in the masculine gender role are necessary is the changes in the feminine gender role are to have a permanent effect

  • Government has generous leave policy for mothers and fathers, generous tax breaks for multi-kid families, parent of new born or adopted child receive 450 paid days which can be split between you and spouse except for 2 months that are reserved for the mother, legally entitled to work reduced hours until the child is around 8 years old, 60 paid days to care for sick children
  • more than 80% of dads take more than the 2 months of leave, but moms still take the majority of the leave
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9
Q

-Gender-intensification hypothesis:

A

psychological and behavioral differences between males and females become more pronounced at adolescence
-this is due to intense socialization pressure

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10
Q

support for Hill and Lynch’s gender intensification hypothesis

A

girls become more interested in forming intimate friendships and more emotionally expressive, disengage from math & science, care about appearance more

  • boys become less emotionally expressive, scripts for dating
  • role of parents: Girls: become more vigilant, protective, more likely to have a curfew
    - Boys: greater tolerance for independence, lower tolerance for displaying emotions, subtle approval for sex
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11
Q

Specific cultures – religion influences continued dominance of traditional gender roles—EGYPT

A

Islam- dramatic division of labor, men in public sphere, women private- home and childrearing

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12
Q

Specific cultures – religion influences continued dominance of traditional gender roles—PEOPLE’S REPUBLIC OF CHINA

A

Confusious- reinforce concept of females being inferior

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13
Q

Specific cultures – religion influences continued dominance of traditional gender roles—SAUDI ARABIA

A

women must wear Abayas once they reach puberty, guardianship- electronic monitoring of women by father, brother, or spouse- men received message if woman left country without registering for it

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14
Q

Specific cultures – religion influences continued dominance of traditional gender roles—AFGHANISTAN

A

rape= moral crime of female, woman must either marry their rapist or go to prison for adultery

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15
Q

-Xanith: (Oman)

A

–male homosexual prostitutes, brightly colored male attire. can associate with women and women don’t have to wear veil, have own household and perform both male and female tasks- good cooks, good appearance, home décor, sexual outlet for men, can marry women

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16
Q

-Hijra: (India)

A

–considered neither man nor woman, most are intersex but if biologically make have genitals removed by choice, can run own household, sing, dance, cook, or household servant, adopt female dress and characteristics to point of caricature, course/vulgar mannerisms, don’t receive same acceptance or respect

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17
Q

-Fa’afafine: (Samoa)

A

–biologically male, with both male and female traits, identified by mom or other female relatives, mom is considered to be very lucky, if a family has all boys- one is selected to be a fa’afafine, is expected to remain celibate, but a relationship with a man is not considered to be homosexual

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18
Q

-Burnesha: (Albania)

A

–sworn virgins of Albania, become head of household, responsible for protecting family, given full male privilege of dress and work

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19
Q

Ways in which friends are important during adolescence

A
  • Often more important than family because parent-conflict increases during adolescence
  • Adolescence report greater happiness with friends than family
  • Friends mirror adolescence emotions
  • Adolescence feel more open and free with friends
20
Q

parents’ indirect influence on adolescent peer relations

A
  • Where you live and go to school and whether you attend religious services affects who you will be friends with
  • Parenting practices personality and behavior friend groups
21
Q

friendship in Arab societies

A
  • Because it is a collectivist culture more time is spent with family
  • females: spend most time with mom and other older females learning work and family responsibilities
  • males: more time with peers compared to females, work alongside father but other peers are around, are not under as direct of supervision
  • Adolescents in traditional cultures don’t attend school as regularly, but globalization is making school attendance more common
  • In early adolescence friends are your relatives particularly for females, same-sex friendships are encouraged, boys are also friends with boys from school and the neighborhood
  • Urban adolescents have peers to enhance their self-identity and provide psychological support
  • When Arab adolescents do have friendships they are intimate and close, they coach acceptable social behaviors and impact body image
  • Friendships are a source of worry and a target of adult control
22
Q

Actual Self:

A

who you actually are

23
Q

Ideal self:

A

who you would like to be

24
Q

Feared self:

A

who you can imagine becoming, but don’t want to (parents)

25
Q

Consequences of actual, ideal, and feared self

A
  • Possible problem with this is feeling inadequate, which may lead to depression if there is a large discrepancy between actual and ideal self
  • Possible favorable consequence can help you to become more like ideal self (motivation)
26
Q

Barometric self-esteem:

A

extent to which your feelings shift/fluctuate from moment to moment (situational self-esteem)

27
Q

Baseline self-esteem:

A

how you feel about yourself—relatively stable

28
Q

Harter’s Self-Perception Profile:

A

best predictor of overall self-esteem in adolescence

  • most widely used measure of self-esteem
  • profile with 8 different domains
29
Q

James view of self-esteem

A

How we see ourselves is the difference between what I think I am and what I would like to be

30
Q

Cooley view of self-esteem

A

Looking glass self: when we evaluate ourselves, what we imagine significant others think of us affects self-esteem, our worth is “reflected” in the views that other people have of us

31
Q

Racial differences in self-esteem

A

In adolescence there is a drop in self-esteem for white males & females, Hispanic males & females, and African American males
-From highest self-esteem to lowest: AA females, AA males, C males, H males, H females, C females

32
Q

Erikson–Identity is shaped by 3 interacting elements:

A
  1. Biological characteristics (gender, physical appearance, capacities and limitations)
  2. Psychological elements (feelings, interests, needs)
  3. social/cultural environment is which one resides (more alternatives available, the more decisions which must be made, the more difficult establishing a sense of identity will be)
33
Q

Marcia’s identity statuses2 dimensions: degree to which they have actively explored issues & the degree to which they’ve made a commitment

A

2 dimensions: degree to which they have actively explored issues & the degree to which they’ve made a commitment

34
Q

Identity achievement:

A

score highest on achievement motivation, moral reasoning, intimacy with peers, reflectiveness, career maturity, cooperative, good at problem solving (exploration and commitment present

35
Q

Moratorium:

A

highest on measures of anxiety, highest levels of conflict over issues of authority, least rigid, least authoritarian (Exploration present, commitment absent

36
Q

Foreclosure:

A

most authoritarian, most prejudiced, have the highest need for social approval, lowest levels of autonomy, greatest closeness with parents, high levels of conformity and conventionality (Exploration absent, commitment present)

37
Q

Diffusion:

A

highest levels of psychological and interpersonal problems, most socially withdrawn, lowest levels of intimacy with peers, low self-esteem, low self-control (Exploration and commitment absent)

38
Q

effects that college has on identity

A
  • Primary movement in identity in terms of occupational commitments between ages 18-21
  • College experiences tend to undermine religious beliefs without replacing with alternative beliefs, exception is in Mormon and Evangelical universities where students leave with stronger beliefs
  • College enhances political beliefs, but only if you’re interested in politics to begin with (50% of students interested in politics?)
  • Those who become identity achievers in college had more cultural interests as freshmen- art, literature, music, foreign films
  • College moratorium, Work force identity achievement
39
Q

Categories of adolescent sexual behavior

A

Autoerotic behavior & Socio-sexual behavior

40
Q

-Autoerotic behavior:

A

sexual behavior experienced alone/masturbation (most boys begin around age 13, girls begin later and at lower rates

41
Q

Socio-sexual behavior:

A

sexual behavior with another person

42
Q

First sexual experience– males vs. females

A

Boys start having sex up to a year earlier than girls, more likely to be a casual sexual partner and initiated by the boy, get the social approval of other boys, more likely to talk about first sexual experience, more likely to seek out a 2nd experience, report positive emotions, keep sex and intimacy separate and 1st encounter
Girls first sexual experience more likely romantically involved, negative reaction of concern and disapproval from other girls, guilt and worry after 1st experience

43
Q

Consequence of adolescents not seeing oral sex as “sex”

A

Increased risk of STDs— 1 out of 7 thought risk of STD through oral sex was 0%

44
Q

Reasons why sex education fails

A
  • emphasis on biological aspects
  • timing–high school is often too late
  • changing knowledge doesn’t necessarily change behavior
45
Q

Luster and Small – predictors of sexual activity

A

Most important predictors of sexual activity are: having a steady boyfriend/girlfriend, using alcohol regularly, having parents with permissive values about sex, being worried about one’s occupational chances
-there are gender differences in some risk factors, more predictors for girls than boys

46
Q

Moody’s (2005) study of adolescent sexual maps

A
  • by age 24, 1/3 of American adolescents are affected by STDs
  • in a mid-size Midwest high school if you had contact with one person you had indirect contact with 286 people
47
Q

Sexual activity among girls based on household structure

A
  • girls from single-parent homes and divorced homes and more likely to engage in sexual behavior earlier
  • father and son talking about sex increases the likelihood of sex
  • mother and either child talking about sex decreases likelihood

Cross cultural perspectives on adolescence (3 decks)

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