Going Global: New Pathways for Adolescents and Emerging Adults in a Changing World

Abstract

This article reviews theory and research on the implications of globalization for cultural identity formation in adolescence (ages 10–18) and emerging adulthood (ages 18–29). Theories of immigrant acculturation are extended to globalization to demonstrate how adolescent and emerging adult cultural identity development follows a variety of pathways in a global world. The article includes a discussion of how this opening up of plural developmental pathways comes with risks and opportunities. Here, cultural identity confusion, civic involvement, and gender equality are discussed.

Lay Understanding of Happiness and the Experience of Well-Being: Are Some Conceptions of Happiness More Beneficial than Others?

“…Moreover, knowledge and understanding are associated with eudaimonic elements of lay conceptions of happiness (internalised values, spiritual and competence development) and developing such an approach to happiness requires a certain level of maturity and the resolution of the most important tasks of adolescence: identity formulation (Erikson 1950) or gaining independence (Levinson 1986). More recent research suggests that solving these tasks nowadays lasts much longer than expected by Erikson, so the new stage of 'emerging adulthood' at ages 18-29 has been proposed (Arnett 2012). These findings suggest that eudaimonic conceptions of happiness may be beneficial only after these tasks have been completed, usually later than 18, whereas our teenaged sample was 13-18.…”

“…They were on the verge of leaving school and making choices for their future paths, such as choosing subjects for the 'matura' exam (the Polish equivalent of SATs, which determines later field of study/career), leaving home or not and moving to a different town to study (Robinson and Smith 2010). Most Polish teenagers at this point still live at home but expect their lives to change drastically in subsequent years when they move on to full adulthood or emerging adulthood (Arnett 2012). Young adults (adulthood, no transition) in their late 20s and early 30s represented early adulthood.…”

“…They would still be going to school and living with parents for at least another 4 years. The teenagers aged 17-18 (adolescence, transition) attended high school and were nearing the end of adolescence (age 18) and preparing to move on to the next stage of life (emerging adulthood, 18-29) (Arnett 2012). They were on the verge of leaving school and making choices for their future paths, such as choosing subjects for the 'matura' exam (the Polish equivalent of SATs, which determines later field of study/career), leaving home or not and moving to a different town to study (Robinson and Smith 2010).…”

The self-concept life cycle and brand perceptions: An interdisciplinary perspective

“…In particular, adolescents are more prone than older adults to changing their behavior as a consequence to changes in their values and identity, specifically their self (Phinney et al 2000). This phenomenon can be traced back to the impact of globalization on the self through a process of re-evaluation and construction (Chiu and Cheng 2007;Jensen and Arnett 2012). Consequently, adolescents and young adults are highly motivated to express their self through consumption practices that reflect this global culture.…”

Recent Issues of Employability and Career Management

“…These comprise intellectual and social competencies associated with citizenship or civic-mindedness enabling active participation in a democratic society (Osler & Starkey, 2004). Value creation, management competencies, and global corporate citizenship can contribute significantly to global leadership and, thus, albeit indirectly, to global problem-solving (Pies, Beckmann, & Hielscher, 2010;Jensen & Arnett, 2012) .…”