Adolecent dating sociology fort worth dating spots
Various academic disciplines have emphasized differently the impact of social context variables on adolescent development into adulthood.
Sociologists generally emphasize how life events and transitions are shaped by group social norms; demographers address documentable events such as marriage, fertility, and death; and psychologists focus on phenomena related to the meanings and behaviors related to adulthood.
Given the significance for understanding how rites of passage may help youth move successfully from adolescence to adulthood, a model is needed to help guide positive youth development efforts of educators and youth workers.
Theoretical orientations that contribute to such model building are presented first, followed by our rites of passage model.
In other words, rites of passage events must be significant for adolescents not only as experiences, but having special meaning, emotion, and understanding.
A model is introduced that highlights the potentially positive and negative roles that rites of passage can play in the transition to adulthood.
Citations in professional literature and popular media ascribe risk-taking behavior of youth (Lewis and Lewis 1984; Merten 2005) as their attempts to create rites of passage for themselves.
Investigations have focused on suburban girls (Merten 2005), Navajo Kinaalda girls (Markstrom and Iborra 2003), males (Pollack 2004), Appalachian males (Maloney 2005), cross-national research (Scheer and Unger 1997), Africentric programs (Alford, Mc Kenry, and Gavazzi 2001; Harvey and Hill 2004; Mc Kenry et al.
1997), cross cultural ceremonies (Delaney 1995), clinical case studies with adolescents and their families (Gavazzi and Blumenkrantz 1993; Quinn, Newfield, and Protinsky 1985), the role of youth services (e.g., Habitat for Humanity, The Lutheran Volunteer Corp, City Year) as a positive rite of passage facilitator (Christopher 1996), and general reviews of rites of passage in adolescence (Eccles, Templeton, Barber, and Stone 2003; Scott 1998).
Work, home, and school life gradually became separate entities due to a variety of changing social conditions (e.g., increased numbers of secondary schools, child labor laws, factory growth) that affected societal outlooks on youth.
Similarly, Kett (1977) discussed how various economic and practical aspects of life impacted a “coming of age” for its younger members.