MLA
Almost every generation criticizes the current adolescent generation due to the difference of historical perspectives. In response to this, I went out into the world and decided to interview someone of these older generations, Diane Partee Miller. Mrs. Miller is the age of seventy-five and is my maternal grandmother. She grew up in the small town of Evansport, which is located in the Northern part of Ohio. Mrs. Miller was an adolescent and primarily grew up in throughout the prime years of the 1950s. Differences between these generations is evident in classes taken in high school, social acceptance of dress, romantic relationships, and technology.
Mrs. Miller attended high school, like many other adolescents today. There, she studied
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Miller kept on emphasizing the main difference between the adolescents of today and the adolescents of her time is the amount of technology. This generation is so far advanced technologically from her generation, which allows for an abundance of opportunities. For example, students now have the ability to travel to so many different places, which allows for further education in a variety of fields. As compared to Mrs. Miller, who was not able to travel to a variety of places. Yet, Mrs. Miller feels as if adolescents are not a motivated as they were years ago due to the fact that knowledge can be accessed with the touch of a fingertip. This causes adolescents to not excel and prefer to just meet standards in accordance to Mrs. Miller. Overall, there are many differences between Mrs. Miller's adolescents and today's adolescents. For example, the amount and types of classes than can be taken in high school differ greatly. Similarly, there is a huge gap between the types of socially acceptable dress for both boys and girls. Furthermore, views and places of dating differ greatly between the generations. Let alone, the greatest difference between these adolescents is the amount and development of technology.
Bauerlein begins his piece by asserting that “digital diversions,” which is anything technological that distracts the younger generation from finer past times, are in fact cutting the younger generation off from culturally enhancing mediums and is in turn making the teenagers less intelligent. Bauerlein continues to claim that it is the responsibility of adults to guide the younger generation towards meaningful topics. The author adds that teenagers live life minute to minute and because of that suggests that the younger generation is not concerned with the past. Bauerlein states that because of technological advances, including cell phones teenagers are in constant contact with each other. The author states that this constant contact with peers makes it very difficult for adults in the younger generation’s life to guide them toward cultural topics. Bauerlein then adds that if the younger generation continues to indulge in “digital diversions” and is not guided by adults to finer pastimes by the time they are in college they will never take part in high culture. Bauerlein concludes that “digital diversions” and lack of adult guidance will result in a less intelligent generation.
The institutions, cultural forms, and economic powers were lifted as the term “teenager” itself was created to differentiate young men and women from adults (University of Toronto 145). The clothing trends, hairstyles, dances and even the language was different from that of adults (Armstrong et al, 134). Young men and women enjoyed dressing themselves with blue jeans, leather jackets,and pony tails for women, which stood as an identity for teenagers as it differentiated them from adults (Armstrong et al,135). This idea was amazing to acknowledge because a new type of people are emerging, and this added to Canadian multiculturalism and acceptance of the different types of people.The adults response to the wild nature of teenagers was that they were left shocked at first, yet later they acknowledged this act as just a phase during one’s life, they got used to this unique behaviour as time progressed (OC University 10). With the brutality of World War 2, the youth at the time were simply left neglected (OC University 10). Many believe that teens during the 1950’s were greatly influenced by being raised during a war generation (OC University 10). The youth distinguished themselves through shocking, yet enjoyable behaviour such as dance moves and their overall mindset on life. In addition, advertisers convinced teens to purchase certain products which
Juveniles are being taught that in order to have a nice car, branded cloths and the house of their dreams, by getting into an expensive mortgage, they have to be an employee of a huge corporation. In addition, they have to undergo to a prestigious school, study hard, have excellent grades in order to become popular and respectable in the world. However, many people would not become those super leaders, but these majority of people have a great role in the capitalism society of the US. As Gatto says, “We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair” (38). Such results are in part of a wrong education that teenagers have received trough many decades. In addition, Gatto highlights that modern educational system has been working in a six basic functions methods that makes the system strong and unbreakable: The adjustable function, indulge students to respect authorities. The integrating function, which builds the personality of the students as similar to each other as possible. The diagnostic and directive function, which allows a school to set permanent scholar grades in order to determinate his or her future role in society. The differentiating function, which gives to the student a good education and after his or her role is diagnosed, they prevent any educational progress. The selective function, function that the system has used to prevent academic growth for the non-selected students. The propaedeutic function, which works in the selection of specific groups of intellectual adults to keep perpetuating the system all over again making it a continuous sequence. (Gatto 34). Gatto’s facts revealed the survival of the educational system for decades,
Palladino creates a historical background of the thirties in order to show how history related to and effected the personal experiences early teenagers were having. When Palladino wanted to talk about the challenges and repercussions faced by teens of the 1930s, how they were beginning to go to high school and develop a social group of their own, she first had to explain the historical context teens of the thirties were living in which was the Great Depression. Describing the historical context without directly bringing in teenagedom shows Palladino uses sociological imagination by implying a relationship between the Great Depression and the personal experiences of early teenagers. Palladino explains, “But the realities of economic depression, severe and unrelenting by the mid 1930s, altered their plans. Between 1929 and 1933, professional incomes dropped 40 percent, and the supply of white-collar workers dangerously exceeded demand...During the great depression there were 4 million young Americans sixteen to twenty-four who were looking for work, and about 40 percent of them--1 million boys and 750,000 girls--were high school age” (Palladino, 35-36). Later she elaborates to explain that much of teenage life was affected by this historical occurrence, showing that she understands history connects to the personal lives of the early teenage societal group. Palladino does this again when analyzing teens of the forties, “Although the nation had been gearing up for war ever since the fall of France in 1940…” (Palladino, 63), Palladino creates a fuller awareness of the historical context teenagers were living in, in order to examine the group by showing their relation to societal forces as a whole and the history being made around
Currie, Elliot. 2005. The Road to Whatever: Middle-Class Culture and the Crisis of Adolescence. New York: Metropolitan Books.
Throughout time there are some periods that are distinct to those looking back. The fashion, ideas, historical events and lives of people in the past vary between the decades. The 1940’s mark a decade where peace was declared and old norms and values were shed. Finding a soulmate was more important then than ever as a new world rose up and pop culture gained traction. Dating was part of the rise of pop culture in the 1940’s. Women and girls were given more roles in society outside of roles in the home. As a result of this combined with the newfound ‘teenager’ image, adolescent girls would dress in men’s clothes, listen to popular music one the gramophone and socialise with adolescent boys.
This generation is severely lacking cultural diversity. The United States school system feeds its students “American History,” but some believe it has only educated them on a few main points in history, and most of them have been from the view point of Euro-Centric America, and not the Melting Pot America is. There is so much to American history that even Americans are not aware of, however this generation is so consumed with celebrities, technological advancements, and up-to-date fashion. There is so much technology and access to the past, and yet most people do not take advantage of it. Therefore, the purpose of this research is to open those of this generation up to a culture rarely discussed unless in a detailed study specifically catered to it.
One of the changes that Tyler analyzes is their development of the brain. For example, she states that “the parts of the brain -specifically the prefrontal lobes are involved in planning and decision-making – continue to develop well into the late teens and early twenty’s” (Tyler). Then she backed up her argument with the source from Jordan Grafman, “the prefrontal is important for decision-making, planning, reasoning, and the storage of knowledge” (Tyler). With this strategy, Tyler allows the readers to draw attention to her reasoning about the changes of adolescent’s lifestyle by making a short decision and strategies to take care of themselves. She emphasizes the risk of becoming dependent if the adolescents continue to call their parents for advices and guidance. Not only does she display credibility sources, but she also employs logo to raise an awareness about the adolescent’s development. For instances, she reports that “roughly three-quarters of executives and HR managers at 400 companies surveyed said that recent four-year college graduate displayed only “adequate” professionalism and work ethic, creativity and innovation, and critical thinking and problem-solving and decision-making” (Tyler). By arguing about the late development of becoming matured, Tyler gives logical appeal to the reader to forewarn them about the characteristics adolescents need for their job. Without gaining these strengths, they will encounter short decision in a difficult situation. While Tyler uses the strategies of logos to structure her ideas, she also uses parallelism structure to raise an issue of hovering
SUBJECT: In an article, for Taki’s Magazine Gavin McInnes holds nothing back, as he offers his harsh critique on what is wrong with youth today.
When I sat down with Rachel Van Gundy to interview her about her life to learn more about her, I quickly learned that she had a lot of things interesting about her. The thing that stuck out the most about Rachel is that she’s very close with her mom. Her and her mom are best friends. Rachel shares almost everything with her mom. Her mom is her rock in life and even in school.
Brooks wrote this article to inform the new generation not to buy into the hype of the “baby boomers.” He uses a compare and contrast type of approach with contrasting explanations of people’s expectations versus reality. The author wants to convey a feeling of awareness, which almost feels foreboding. The intended audience is young American college students or those about to enter college. It's intent to them is to inform them of the dangers that follow graduation where expectations are concerned. This audience is comprised of both male and female readers of all races and
In today’s culture, the number of issues that the average person has to face on a daily basis, are astronomical. Millennials, in particular, have been greatly affected by this, so much so that a new phase in the human lifespan has been created just for them! Dubbed “emerging adulthood” by psychologist Jeffrey Arnett, plopped smack dab in the middle of adolescence, and adulthood, this phase captures any, and all doubts that 20-29 year olds are plagued with. From their economic standing, to racial, ethnic, and identity issues, and to disabilities ranging from both mental, and physical, this phase captures every single uncertainty, fear, and qualm that one person can possibly have in a neat little package.
Joseph Epstein’s “The Perpetual Adolescent” argues that the new norm in today’s society is to stay young for as long as possible rather than to continue on to adulthood. In Epstein’s point of view, this goes against human nature. Epstein points out many examples of the perpetual adolescent by explaining how staying young for as long as possible prohibits people from taken life seriously. This leads many people to postpone the important tasks of getting a job and getting married and to settle down in their own home. Epstein mentions that the creations of Rock n Roll, Catcher in the Rye, and even the election of our youngest President JFK has created a movement that has us trying to stay as young as possible for as long as possible. In his essay, Epstein argues that this movement to stay young has lowered society’s expectations and intelligence of the nation. Epstein tries to make the connection between how people dressed when he was young to how people dress in today’s society and how that is the reason for why people of
Prolonged adolescence is also affected by cultural changes, like sexual attitude and practices. “Cultural changes, such as the post 1960s shift in sexual attitudes and practices, have also slowed what was once a rush into adult roles. Fifty years ago, premarital sex was still highly stigmatized. Although the stigma did not deter many young couples from breeching the norms, marriage served as a safety net in the event of a premarital pregnancy. Today, most young people expect to have sex before marriage and have the means to prevent unwanted childbearing.” (Future of Children 4) Since the 1960s, premarital sex has been labeled as “okay” and music and movies are all about influencing the idea that young people should be free to do what they
At the end of World War II teens had little disposable income because everything went towards the war effort (Rose 191). Coming off of World War II and the Great Depression, 1950’s teens were some of the first not growing up in a time of anxiety and through a tight economy. Many of these young adult’s parents grew up during the depression and saw many goods as unnecessary luxuries; while on the other hand these teens saw these items as necessities (Kallen 149). By growing up during prosperous times in the fifties these teens saw many products and buying behaviors differently than their parents. Since the United States was hitting prosperous times, many of these teenagers’ parents were employed and making plenty of money compared to the previous years. With extra money many parents wanted their kids to live better childhoods than they did during the Great Depression and would so give their children spending money (Cosgrove; "The 1950s Lifestyles and Social Trends: Topics in the News."). For the first time teenagers had “large amounts of disposable income to spend” (Kallen 149). Another difference that distinguished teenagers in the 1950’s from those before them was the emergence of their own subculture. During World War II financial and social constraints caused teens, specifically girls, to have similar styles as their parents