CHAPTER 3 SOCIAL TRANSITIONS

In the previous two chapters, we considered the biological and cognitive changes that (in general) are experienced by ALL adolescents. In this chapter, however, we look at how SOCIETIES or communities define what it means to be an adolescent: the tasks, roles, expectations, and privileges that signify that one is no longer a child-- but not quite an adult yet. As you read the chapter, focus on how the adolescent experience DIFFERS across societal contexts and cultures. What are the social, economic, and historical conditions that give rise to these differences? At the same time, what is common about how adolescence is defined, even in these different contexts?

1. How do INVENTIONISTS view adolescence? WHEN was "adolescence" conceived, and what historical and societal changes triggered the "birth" of the adolescent stage?

2. Think about how your STATUS has changed in the interpersonal, political, economic, and legal domains. At what points did you consider yourself as no longer a child? In what aspects do you consider yourself an adult? In what aspects do you consider yourself as "in between" child and adult?

3. What are the COMMON themes that characterize the process of social or status redefinition across societies? (Hint: there are three)

4. Would you consider the attainment of adult status to be CLEAR-CUT in modern US society? Why or why not? How is this similar or different from other, more traditional societies? From previous historical periods?

5. Is there CONTINUITY in the adolescent transition to adult roles in modern US society? Why or why not? How is this similar or different from other, more traditional societies? From previous historical periods?

6. What societal conditions and factors seem to account for whether there is clarity and continuity in the attainment of adult status? (Example: note the different demands in a highly technological society, versus a developing agricultural society).

7. What are the RISKS and CONSEQUENCES of a lack of clarity and continuity in the social redefinition of adolescence, in terms of the attainment of identity, autonomy, intimacy, or a sense of achievement?

8. Steinberg notes that ethnic minority youth, especially those in poverty, are at high risk for negative outcomes. What factors or mechanisms in these adolescents' social environment-- i.e., their IMPOVERISHED NEIGHBORHOOD-- account for this greater risk?

9. From your understanding of how society shapes the adolescent experience, and the role of clarity and continuity in making the adolescent transition to adulthood relatively easy or difficult, what do you think can be done to ease the adolescent transition in modern US society?