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Since the late 20th century, theoretical approaches to childhood and youth studies have viewed children and youth, and their peer cultures, as worthy of documentation and study in their own right rather than as simply an element of some other area of study, such as individual development, family—child relations, education processes, and so on.
From this new perspective, peer culture is defined as a stable set of activities or routines, artifacts, values, and concerns that children and youth produce and share with peers. The concept of peer culture differs from that of peer group.
Children and youth are members of peer groups i. Children and youth produce and participate in a series of peer cultures that are influenced by various social circumstances and settings neighborhoods, schools, city streets, village compounds, and so on that result from age grading and other mechanisms for placing together cohorts, or groups of children and youth, for extended periods of time.
General Overviews The topic of peer culture has been approached from a number of different theoretical perspectives in anthropology, psychology, and sociology.
In sociology, the concept of youth, or adolescent, peer culture was introduced and debated in the s and s. The functionalist theorist Talcott Parsons advanced the notion of peer culture in Parsonsarguing that it functions to ease the tension related to transition from the security of the family in childhood to adult roles.
Other early writing in sociology focused less on tension with adult culture, instead stressing shared values and group loyalty; this work saw the idea of straining against adult norms of responsibility in adolescent peer culture as a myth, contending that the peer culture was not usually in opposition to adult culture Elkin and Westley These debates contributed to theoretical differentiation between the notion of subculture and contraculture in Yingera study of youth and other groups in society.
The same issues arose again in Colemana well-known study of high schools relying on survey data. In it, James Coleman stresses the youth culture he identifies as being in opposition to the world of adults, with students having concerns and values related to athletics, reputation, and popularity.
The focus on youth culture as composed of values and themes was criticized in Fine and Kleinmanwhich argues for the importance of studying how youth cultures are actually constructed in face-to-face interaction and spread through strong and weak ties in social networks.
This focus on interaction was refined further in the interpretive perspective offered in Corsaro and Ederwhich contends that children produce a series of peer cultures from preschool through adolescence through interpretive reproduction. This perspective puts a central focus on collective agency and maintains that in creating their own peer cultures, children and youth contribute to reproduction and change in societies of which they are members.
Coleman identifies value systems, popularity, and status groups among adolescents. He sees many aspects of youth culture as being opposed to adult society and education.
The article provides a much referenced definition of peer culture and discussion of peer cultures as autonomous and creative social systems. The authors review important research on peer culture in childhood and adolescence prior to Available online for purchase.
Elkin, Frederick, and William A. Fine, Gary Alan, and Sherryl Kleinman. Youth subcultures are used as illustrations of how subcultures are constructed and spread through interlocking networks.
He relates the emergence of youth culture to patterns of age and sex structure in the United States and believed that it represented a strain between youth and adult roles.Peer behaviour plays an important role in the development of social adjustment, though little is known about its genetic architecture.
We conducted a twin study combined with a genome-wide complex trait analysis (GCTA) and a genome-wide screen to characterise genetic influences on problematic peer behaviour during childhood and adolescence. Does the Importance of Parent and Peer Relationships for Adolescents’ Life Satisfaction Vary Across Cultures?
Beate Schwarz of Parent and Peer Relationships for Adolescents’ Life Satisfaction Vary Across Cultures? Beate Schwarz1, by a meta-analysis that . It looks like you've lost connection to our server. Please check your internet connection or reload this page.
er Pe Relationships in Adolescence B. BRADFORD BROWN AND JAMES LARSON For decades, scholars have pointed to peer relationships as one of the most important of adolescent peer relationships and mecha-nisms of influence.
In this chapter, we review we proceed with an analysis of recent research as it pertains to four major facets of. However, few studies have investigated the relationships between the experiences of being a bully/victim in preadolescence and mental health. Particularly, very few studies have attempted to examine the relationships between the experiences of being a bully/victim and mental health in preadolescents [ 20 ].
76 Peer Relationships in Adolescence influence on adolescent attitudes, activi ties, and emotional well - being. 2 With the transition to adolescence, peer relations grow more complex Concomitant. with the growing importance of peers is an.