A Cross‐Cultural Approach to Adolescence

Schlegel, Alice

doi:10.1525/eth.1995.23.1.02a00020

Cited by 75 publications

(51 citation statements)

References 7 publications

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“…Robinson (1997), for example, describes adolescence in general as a period of individuation and crisis, but one that-due to cultural shifts-presents special difficulties for Tiwi youth. And many scholars emphasize gender differences in the adolescent stage, in keeping with the perception that such patterns occur generally across cultures (Anderson & Anderson 1986, Condon & Stern 1993, Schlegel 1995b.…”

Section: Adolescence As a Life Stagementioning

confidence: 99%

Youth and Cultural Practice

Bucholtz

2002

Annu. Rev. Anthropol.

355

142

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s Abstract The study of youth played a central role in anthropology in the first half of the twentieth century, giving rise to a still-thriving cross-cultural approach to adolescence as a life stage. Yet the emphasis on adolescence as a staging ground for integration into the adult community often obscures young people's own cultural agency or frames it solely in relation to adult concerns. By contrast, sociology has long considered youth cultures as central objects of study, whether as deviant subcultures or as class-based sites of resistance. More recently, a third approach-an anthropology of youth-has begun to take shape, sparked by the stimuli of modernity and globalization and the ambivalent engagement of youth in local contexts. This broad and interdisciplinary approach revisits questions first raised in earlier sociological and anthropological frameworks, while introducing new issues that arise under current economic, political, and cultural conditions. The anthropology of youth is characterized by its attention to the agency of young people, its concern to document not just highly visible youth cultures but the entirety of youth cultural practice, and its interest in how identities emerge in new cultural formations that creatively combine elements of global capitalism, transnationalism, and local culture.

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Section: Adolescence As a Life Stagementioning

confidence: 99%

Youth and Cultural Practice

Bucholtz

2002

Annu. Rev. Anthropol.

355

142

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“…Celle-ci débute avec les changements pubertaires et une émancipation de l'adolescent par rapport à sa famille qui se termine avec l'âge adulte, celui-ci caractérisé par l'atteinte de la maturité sociale. Cette maturité se définit par l'indépendance économique, la fondation de sa propre famille, l'acceptation des responsabilités propres à l'âge adulte et le respect des normes sociales (Claes 2003;Cloutier & Drapeau, 2008 Plus particulièrement, selon Trommsdorff (1995), l'adolescence au Québec est caractérisée par l'indépendance, l'autonomie et l'affirmation de soi comparativement à une culture non occidentale, par exemple la culture japonaise, où il est davantage attendu des adolescents qu'ils respectent l'autorité parentale, les obligations familiales ainsi que les dogmes religieux (Costigan, Koryzma, Hua & Chance, 2010 (Claes, 2003;Karuman, 2005;Rice, 1998;Schlegel, 2010) que pour la majorité des adolescents de diverses origines culturelles, cette période est constituée de changements qui s'effectuent dans diverses sphères de leur vie, incluant la sphère sociale. Néanmoins, les changements sociaux et comportementaux liés à l'adolescence varient d'une culture à l'autre (Trommsdorff, 1995).…”

Section: L'adolescenceunclassified

“…Depuis l'apparition du terme adolescence au XV e siècle, les connaissances concernant l'adolescence n'ont cessé d'évoluer conduisant à une transformation de la conception de cette période de l'existence humaine (Cloutier & Drapeau, 2008;Muss, 1996;Schlegel, 2010) par une inclusion des variations culturelles dans la détermination et la définition de ce qu'est l'adolescence. Au sein de nombreuses cultures et ethnies, l'adolescence représente une période de changements graduels vers la maturité caractérisée par de nombreux changements physiques, émotionnels, cognitifs et sociaux pour lesquels les adolescents doivent développer différents mécanismes adaptatifs (Claes, 1995;Cloutier & Drapeau, 2008;Karunan, 2005).…”

Section: Introductionunclassified

Perception de l'importance des personnes significatives chez des adolescents québécois issus ou non de l'immigration selon la durée de vie dans le milieu culturel d'accueil et le genre /

Lévesque¹

2013

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“…Here the youth is tutored in social matters, away from parents, siblings, and the opposite sex. However, sometimes the bachelor hut provides a place to practice sex, as well as to be instructed about it by elders (Bancroft, 1990;Schlegel, 1995). Heterosexual intercourse characterizes 36% of girls' ceremonies and 21% of boys' ceremonies (Schlegel & Barry, 1980a).…”

Section: Puberty Rites In Overviewmentioning

confidence: 99%

“…It would seem that documenting and analyzing universal and widespread features of this life stage would be the place to start in developing such a theory (cf. Pereira & Altmann, 1985;Schlegel, 1995;Weisfeld, 1979;Weisfeld & Berger, 1983;Weisfeld & Billings, 1988).…”

mentioning

confidence: 99%

Puberty Rites as Clues to the Nature of Human Adolescence

Weisfeld

1997

Cross-Cultural Research

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Puberty rites are widespread in traditional cultures and hence probably offer some general adaptive advantages. Elucidating the general features and functions of puberty rites may shed light on the basic nature of human adolescence itself. It is suggested that puberty rites function generally to provide intensive instruction in adult sex roles, instill cultural loyalty, regulate and publicize the attainment of adult status, and enhance the mate value of the initiate. These functional explanations are consistent with evolutionary theory and with data on pubertal changes and their functions, and with cross-cultural and cross-species behavioral data. That is, puberty rites may conspire with the evolved bodily and behavioral changes of adolescence to prepare the individual for adulthood. Moreover, although puberty rites vary widely around the world, they may possess certain common features to accomplish these functions. Preliminary functional explanations of these modal features are proposed and evaluated.If there is one point of agreement among adolescence psychologists, it is on the absence of a unifying, species-wide, functionalist theory of this life stage. It would seem that documenting and analyzing universal and widespread features of this life stage would be the place to start in developing such a theory (cf.

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A Cross‐Cultural Approach to Adolescence

Cited by 75 publications

References 7 publications

Youth and Cultural Practice

Youth and Cultural Practice

Perception de l'importance des personnes significatives chez des adolescents québécois issus ou non de l'immigration selon la durée de vie dans le milieu culturel d'accueil et le genre /

Puberty Rites as Clues to the Nature of Human Adolescence

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