Unformatted text preview: Emerging into Young Adulthood Adulthood Formidable Years Formidable From From the late teens through the early twenties twenties Obtain Obtain education and training that will provide foundation for incomes and occupational achievements achievements Frequent change in love, work, and Frequent worldviews worldviews Life choices that have enduring ramifications Social Redefinition Social In In all societies adolescence is a period of social transition for the individual social The individual comes to be recognized as The an adult an The social transition is less explicit in The contemporary U.S. society than in traditional cultures traditional Is Anything Normative? Is Independence Independence Delayed from social roles and normative expectations normative
Marriage and childrearing Extended education 1970s 1970s Long-term Change adult roles exploration exploration 19901990Frequent and “Demographically Dense” Demographically Highest 1/3 1/3 rates of residential change Residential status
in college (combo of independent living and continued reliance on adults) and 40% move out of parental home for full time 40% work work 2/3 cohabitate with romantic partner Some at home with part-time work and/or Some school school School Attendance School Highest Highest proportion entering higher education the year following high school education 32% have completed four years or more of 32% college between ages 25-29 college 1/3 pursue graduate school after their BA Identity Explorations Identity Romantic relations Recreational Recreational dating (in groups) evolves into Exploring potential for emotional and physical intimacy potential Work Education For the sake of exploration Expanding range of personal experience Expanding Worldviews Exposure to diverse individuals and new worldviews Not specific to college-bound Religion – reexamine and form a set of beliefs that is Religion product of own reflections product Culturally Constructed Culturally Highly industrialized societies Require high level of education/training Middle class phenomenon Urban more than rural As a result: 19 year old adults and 29 year old EA Population based stability not established until Population age 30. age The Forgotten Half Remains Forgotten Policy and practice for promoting a Policy successful transition successful Little knowledge of high school dropout, Little non-college bound, or college dropout non-college Achievement: An Adolescent Issue Achievement: Achievement is a lifelong concern Achievement during adolescence merits Achievement special attention special Time of preparation for adult work roles Teens evaluate differences in school Teens performance in regard to future success performance Educational decisions are numerous and Educational consequences of decisions are serious Achievement: Dropping Out Achievement: Today
• in the U.S. Educational attainment is a powerful predictor of Educational adult occupational success and earnings adult National National dropout rate has remained around 25 percent since late 1970’s 25 More than half who don’t graduate on time More eventually get their high school diploma or GED GED Achievement Achievement Wide Wide variation in levels of educational and occupational success occupational Many Many have a high enough level of academic achievement to enter selective colleges and universities universities Many of their peers enter adulthood unable Many even to read a newspaper or understand a bus schedule Occupational Achievement: Occupational Number Number of years of schooling completed • the single best indicator of eventual the occupational success occupational Grades in high school and college
• virtually unrelated to occupational success Occupational Achievement: Occupational Involves Involves examining one’s traits, abilities, and interests and Involves a period of experimentation Involves with different work roles with Involves an integration of influences Involves from one’s past with one’s hopes for the future Influences on Occupational Choices Influences The role of personality
Search John Work Self-Directed Values The The difference sort of rewards individuals seek from their work from Occupational Choices cont. Occupational The Influence of Parents and Peers Highly Highly correlated with the ambitions and achievements of those around them Occupational attainment
The The prestige or status an individual achieves in the world of work Parents, Parents, siblings, and significant others serve as models Parents establish a “value context” Academic and Occupational Aspirations Aspirations The The Broader Context of Occupational Choice Choice Example: Example: Wanting to stay close to rural roots but knowing that a career would take the adolescent away from the rural community community Example: A particular job isn’t Example: “acceptable” for a certain gender, social class or ethnicity class First Generation First Part 1 http://abcnews.go.com/video/playerIndex? id=6877502 Part 2 http://abcnews.go.com/video/playerIndex?id=68 ...
View Full Document
This note was uploaded on 02/24/2011 for the course PSYC 420 taught by Professor Brown during the Fall '09 term at South Carolina.
- Fall '09
- Developmental Psychology