HDFS 1070 Lecture Notes - Lecture 17: Luigi Sabatelli, Apache Hadoop, Emerging Adulthood And Early Adulthood
23 Jan 2017
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HDFS EXAM 3
10/21 ADOLESCENCE AS A STAGE IN LIFE
Define Adolescence - expanding stage in life, the transition period between childhood and
adulthood, transitional period, no longer a child but not an adult, 13 = no longer a child, not an
adult at 21 like your parents, won’t be able to live independently probably until your mid-20s
Early versus Later Adolescence
● Early (13–18)
● Later or Emerging adulthood (19–25 & rising?) -
Why Two Stages Instead of One???????
Why is it Taking Longer?
● Requirements for adulthood are more complex
● Economic factors
○ Inflation
■ impacted on the cost of education
■ 1980 - UConn tuition was $800 a year
■ resulted in adolescents being extended
● financially can’t afford to be financially independent
○ Economic downward mobility!
■ we’re the first generation in the U.S. to have worse economic prospects
than our parent’s generation or possibility our grandparents generations
■ we’d be lucky to equal our parents standard of living
● debt out of school
● cost more for housing
- high school degree doesn’t give you enough training to get a job
- our cohort is experiencing the negative impact of inflationary pressure
Pressures in Adolescence – revolve around IDENTITY DEVELOPMENT
- identity development - getting your act together so you can take on adult roles,
necessary for success in adulthood
Defining Identity – The Identity Triangle
● Lifestyle - how do you want to live your life what’s your lifestyle going to be
● Occupation
● Ideology
Identity Development Process
- starts when we’re in the beginning stage in adulthood
- important to figure these things out
find more resources at oneclass.com
find more resources at oneclass.com
- starts in early adolescent
- comes a point in which we feel committed to a working model of ourselves, committed to
a lifestyle choice, committed to jobs and careers
- sorting through all the pressure, sorting through our experiences to come up with this
working model of ourselves
Psycho-social Tensions and Social Expectations and Demands
● Where does the pressure come from?
○ Parents -minute you hit adolescents
○ Teachers - vocational tests
○ Peers - push you to figure out lifestyle choices, points of view about jobs
○ Everywhere and everyone!
In Early Adolescence the tensions revolve more around lifestyle and ideology than
around occupation
In Later Adolescence occupation becomes more prominent
However, at all stages there is a tension among the three prongs of the triangle!
Early Adolescence – as kids become less egocentric they become more aware of the
norms for conformity and the value of fitting it. Paradoxically, thus, the first step in
establishing a separate identity involves exploring who one is within various social
systems and groups.
- we’re being pressured to develop an individual identity at the same time we’re so aware
of the importance of fitting in, be an individual BUT conform, here’s what you should
look/act like
Crisis becomes, then, one of:
Group Identities vs Alienation
Definition of Group Identity – committing to an identity that is based on values
and ideology of the groups one is connected to.
- conforming to group norms (early adolescents)
- most kids start to work on their identity issues by finding a group to fit into and adapt
their point of view and emphasis
- ex: jock - hang with jocks, act, talk, attitudes and values
- awareness of the groups we don’t fit in with
- beginning of our work with identity is a byproduct of experiencing with fitting in
Definition of Alienation – a negative form of involvement with social systems – where
you believe that your goals and systems goals are not compatible.
- some groups you might fit in with, some that you’re alienated from
- not part of what you need to succeed
find more resources at oneclass.com
find more resources at oneclass.com
- working on initial identity = who they fit in with as a group
- all the different systems we’re connected to (family, school, teachers, teammates, peers)
- information - deciding who you are (this is who I am and this is who I’m not)
- identity development in the early stages
Central Process: Peer Pressure
● Peer pressure compels us to consider how and to what degree we are connected
to or alienated from various social systems
○ constantly challenging us to think of where we fit in and where we don’t
○ don’t determine our identity, just driving to think of where we fit in and who we
are
- parents are pressuring you to fit in and conform to their views too
Alienation is reflected in the degree to which one feels that one can achieve one’s goals
by participation in various social systems.
● exists on a continuum
● involves reactions that we have to various social systems
- higher the degree, the more we feel we want nothing to do with that group
the more we are alienated by school, the more we don’t go to school → compelling you to think
differently identity wise
Attitudinal Manifestations of Degrees of Alienation:
● normlessness - extremely alienated individuals
● meaninglessness
● powerlessness - not in control of their lives
● social isolation
● purposelessness - no purpose to life
- someone doesn’t fit or connect to any systems, isolated, life has no purpose, things are
meaninglessness, feel lost or adrift
- youth that are extremely alienated either self destruct in some way because of the
despair their experiencing or find a group of people to connect with
Reactive Systems:
● family
● school systems/teachers
● peers
● community/neighborhoods
Note – for each individual there could be other systems of influence that he or she
reacts to
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Later or emerging adulthood (19 25 & rising?) 1980 - uconn tuition was a year resulted in adolescents being extended financially can"t afford to be financially independent. We"re the first generation in the u. s. to have worse economic prospects than our parent"s generation or possibility our grandparents generations. We"d be lucky to equal our parents standard of living. High school degree doesn"t give you enough training to get a job. Our cohort is experiencing the negative impact of inflationary pressure. Pressures in adolescence revolve around identity development identity development - getting your act together so you can take on adult roles, necessary for success in adulthood. Lifestyle - how do you want to live your life what"s your lifestyle going to be. Peers - push you to figure out lifestyle choices, points of view about jobs. In early adolescence the tensions revolve more around lifestyle and ideology than around occupation.
