on the relation between adolescents’ cultural identities...
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On the relation between On the relation between adolescentsadolescents’’ emerging cultural emerging cultural identities and anticipated life choicesidentities and anticipated life choices
Mrinalini RaoMrinalini RaoRobert W. RoeserRobert W. RoeserYogita HastakYogita HastakAyesha GonsalvesAyesha GonsalvesMukti ShahMukti ShahRuhi BerryRuhi Berry
Paper presented at the conference of the Indian Academy of Applied PsychologyChennai, Tamil Nadu, India February 2006
Adolescence, India, TodayAdolescence, India, TodayIdentity development is the focal lifeIdentity development is the focal life--task of adolescence. It is a task of adolescence. It is a personal, social personal, social andand intergenerational process initiated by puberty.intergenerational process initiated by puberty.
India, especially in the cities, is going through historical chaIndia, especially in the cities, is going through historical changes nges that make both parenting and adolescentsthat make both parenting and adolescents’’ ““coming of agecoming of age”” more more challenging. challenging.
The changes India is experiencing, in conjunction with the bioThe changes India is experiencing, in conjunction with the bio--psychopsycho--social changes of adolescence, can pose a particularly social changes of adolescence, can pose a particularly powerful set of risks to, and opportunities for, healthy parentipowerful set of risks to, and opportunities for, healthy parenting ng and adolescent identity development.and adolescent identity development.
A key tension facing parents and their adolescent children in urA key tension facing parents and their adolescent children in urban, ban, middle class Indian households today revolves around the middle class Indian households today revolves around the maintenance of traditional cultural values and practices and themaintenance of traditional cultural values and practices and therejection / accommodation / assimilation / transformation of newrejection / accommodation / assimilation / transformation of newly ly introduced ones.introduced ones.
Heuristic ModelHeuristic ModelC
ult
ura
l-h
isto
rica
l ch
ange
s
Parenting Practices
Adolescents’Cultural
Identities
Family Decision Making
Life Choices
Some dimensions of Some dimensions of adolescentsadolescents’’ cultural identitiescultural identities
Internalized parentInternalized parent--child authority roles child authority roles SelfSelf--construalsconstrualsEconomic attitudesEconomic attitudesValue orientationsValue orientationsFuture time perspectiveFuture time perspectiveSpirituality / religionSpirituality / religionLanguage and ethnicityLanguage and ethnicity
Basis of studyBasis of study
Identifying theoreticallyIdentifying theoretically--justified justified subgroups of male and female subgroups of male and female adolescents whose emerging adolescents whose emerging cultural identities could be cultural identities could be described as either described as either ““traditionaltraditional”” or or ““less traditionalless traditional””? ?
Study Design and SampleStudy Design and SampleCrossCross--sectional, schoolsectional, school--based studybased study
Focus on early adolescents (7th Focus on early adolescents (7th -- 9th graders)9th graders)
Private EnglishPrivate English--medium schools in Pune, India medium schools in Pune, India (n = 6); middle class samples(n = 6); middle class samples
Surveys, interviews, focus groups (verbal data)Surveys, interviews, focus groups (verbal data)N = 1485 surveysN = 1485 surveysN = 270 students interviewed in 35 focus groupsN = 270 students interviewed in 35 focus groupsN = 12 teacher and 6 principal interviewsN = 12 teacher and 6 principal interviews
Video and observation (visual data)Video and observation (visual data)
Documents (historicalDocuments (historical--archival data)archival data)
Conceptualizing and operationalizing Conceptualizing and operationalizing traditional vs. less traditional cultural identity traditional vs. less traditional cultural identity subgroups subgroups
Traditional identities Traditional identities Less traditional identitiesLess traditional identities
•• Obedience to parents as a core value Obedience to parents as a core value •• Obedience to parents Obedience to parents notnot a core valuea core value59% ( n = 876 ) 59% ( n = 876 ) 41% ( n = 609 )41% ( n = 609 )
•• Interdependent selfInterdependent self--construalconstrual •• Independent selfIndependent self--construalconstrual(Relational self)(Relational self)
•• Family value orientationFamily value orientation •• Fun value orientationFun value orientation(Familism)(Familism) (Hedonism)(Hedonism)
•• FrugalFrugal •• MaterialisticMaterialistic
References: Das (2002); Greenfield, Keller, Fuligni & Maynard (2003)Keller, Fuligni & Maynard (2003); Markus, Mullally & Kitayama Markus, Mullally & Kitayama (1997); (1997); Mascolo, Misra & Rapisardi (2004); Saraswathi (2005); Verma & Saraswathi (2002)
Creating subgroups of adolescents with Creating subgroups of adolescents with different cultural identitiesdifferent cultural identities““Looking over the 28 values listed on this page, which Looking over the 28 values listed on this page, which fourfour of of these values are the most important to you in your life?these values are the most important to you in your life?””
1. Obedience to parents 15. Modesty15. Modesty
2. Wealth (material possessions, money)2. Wealth (material possessions, money) 16. Caring for others16. Caring for others
3. Being down to earth3. Being down to earth 17. Freedom (in thought and action)4. Non4. Non--competitivenesscompetitiveness 18. Fame and recognition from others18. Fame and recognition from others
5. Working hard5. Working hard 19. Having a sense of shame19. Having a sense of shame
6. Self6. Self--disciplinediscipline 20. Supporting parents in their old age20. Supporting parents in their old age
7. Knowledge and education7. Knowledge and education 21. A world at peace (free of war and conflict)21. A world at peace (free of war and conflict)
8. Respect for tradition8. Respect for tradition 22. Being a responsible member of society22. Being a responsible member of society
9. Pleasure (gratification of desires)9. Pleasure (gratification of desires) 23. Respect for elders23. Respect for elders
10. Leading a spiritual life10. Leading a spiritual life 24. Honoring one24. Honoring one’’s ancestorss ancestors
11. Leading an exciting life11. Leading an exciting life 25. Honest 25. Honest
12. Kindness / compassion12. Kindness / compassion 26. Having a lot of fun 26. Having a lot of fun
13. Trustworthiness 13. Trustworthiness 27. Being good looking physically 27. Being good looking physically
14. Tolerance of others14. Tolerance of others 28. Have social power and influence 28. Have social power and influence
Adapted from Marshall (2000)
Creating groups from adolescentsCreating groups from adolescents’’ selfself--reports:reports:““Obedience to parentsObedience to parents””as important life valueas important life value
5% 3% 2%
59%
41%50%
0%10%20%30%40%50%60%70%80%
Ranke
d 1st
Ranke
d 2nd
Ranke
d 3rd
Ranke
d 4th
Total ra
nked
1 - 4
Total n
ever
ranke
d
N = 1485
Per
cen
t of
Sam
ple
• More males and less females rate obedience to parents in their top 4 values• Youth who rate obedience to parents in their top 4 values are less likely to
have rated independence in their top 4 values.
Self construal measuresSelf construal measures(adapted from Singelis, 1994)(adapted from Singelis, 1994)
Independent selfIndependent self--construal construal (alpha = .46)(alpha = .46)
““I like being unique and different from other people.I like being unique and different from other people.””
Interdependent selfInterdependent self--construalconstrual (alpha = .67)(alpha = .67)
““My relationships with people I care about are more My relationships with people I care about are more important than my own accomplishments.important than my own accomplishments.””
How true are these statements for you?How true are these statements for you?(1 = not at all true of me, 5 = very true of me)(1 = not at all true of me, 5 = very true of me)
Comparisons of twoComparisons of two selfself--construalsconstruals by by adolescentsadolescents’’ cultural identity groupcultural identity group
• ANOVA results show significant main effects for identity group (traditional vs. less traditional) on each self-construal at p < .05 levelafter controlling for youths’ English language ability, sex, and SES. Girls more interdependent. No sex by identity group interaction effects.
3.00
3.25
3.50
3.75
4.00
4.25
4.50
Traditionalidentities( n = 876 )
Less traditionalidentities( n = 609 )
Interdependent
Independent(3 =
som
ewha
t tru
e, 5
= v
ery
true)
Life values measuresLife values measures(adapted from Kasser & Ryan, 1996)(adapted from Kasser & Ryan, 1996)
Family values orientation Family values orientation (alpha = .67)(alpha = .67)
““I will remain close to my family.I will remain close to my family.””
Fun / hedonistic values orientation Fun / hedonistic values orientation (alpha = .62)(alpha = .62)
““My life will be full of good times, excitement, and fun.My life will be full of good times, excitement, and fun.””
How important are these future goals for you?How important are these future goals for you?(1 = not at all important to me, 9 = extremely important to me)(1 = not at all important to me, 9 = extremely important to me)
Comparisons of the importance of two Comparisons of the importance of two life valueslife valuesby adolescentsby adolescents’’ cultural identity groupcultural identity group
• ANOVA results show significant main effects of identity group (traditional vs. less traditional) for each life value at p < .05 levelafter controlling for youths’ English language ability, sex, and SES. Girls lower on both values. No sex by identity group interaction effects.
4.00
5.00
6.00
7.00
8.00
9.00
Traditionalidentities( n = 876 )
Less traditionalidentities( n = 609 )
Close to family
Having fun
(5 =
som
ewha
t, 9
= ex
trem
ely
impo
rtan
t)
Economic attitudesEconomic attitudes(adapted from Kasser, 2005)(adapted from Kasser, 2005)
Economic frugality Economic frugality (alpha = .64)(alpha = .64)
““I believe in being careful how I spend my money.I believe in being careful how I spend my money.””
Economic materialismEconomic materialism (alpha = .68)(alpha = .68)
““It is important to make a lot of money when I grow up.It is important to make a lot of money when I grow up.””
(1 = not at all true of me, 5 = very true of me)(1 = not at all true of me, 5 = very true of me)
Comparisons of two Comparisons of two economic attitudeseconomic attitudesby adolescentsby adolescents’’ cultural identity groupcultural identity group
2.50
2.75
3.00
3.25
3.50
3.75
4.00
4.25
Traditional Identities( n = 876 )
Less TraditionalIdentities( n = 609 )
Frugal
Materialistic
(3 =
som
ewha
t tru
e, 5
= v
ery
true
)
• ANOVA results show significant main effects for identity group (traditional vs. less traditional) on each attitude at p < .05 level aftercontrolling for youths’ English language ability, sex, and SES. No sex main effects. No sex by identity group interaction effects.
Research Question 2Research Question 2
How do male and female adolescents How do male and female adolescents with traditional vs. less traditional with traditional vs. less traditional cultural identities compare in terms of cultural identities compare in terms of their subjective welltheir subjective well--being?being?
WellWell--being measuresbeing measures(Original single items)(Original single items)
Life stressLife stress
““Overall, how Overall, how stressed outstressed out would you say you are right now?would you say you are right now?””
Life satisfactionLife satisfaction““Overall, how Overall, how satisfiedsatisfied would you say you are with your life right would you say you are with your life right now?now?””
HappinessHappiness““Overall, how Overall, how happyhappy would you say you are in your life right now?would you say you are in your life right now?””
(1 = not at all, 3 = somewhat, 5 = very)(1 = not at all, 3 = somewhat, 5 = very)
Comparisons of Comparisons of life stresslife stress by adolescentsby adolescents’’cultural identity group and sexcultural identity group and sex
ANOVA results show a significant sex by identity group interaction effect for life stress at p < .05 level after controlling for youths’ English language ability and SES. Nature of interaction = TG < LTG; LTG > LTB
2.25
2.50
2.75
3.00
3.25
Traditionalidentities
( n = 876 )
Less traditionalidentities
( n = 609 )
GirlsBoys
How
str
esse
d ou
t?
(2 =
litt
le, 3
= s
omew
hat
)
Comparisons of Comparisons of life satisfactionlife satisfaction by adolescentsby adolescents’’cultural identity group and sexcultural identity group and sex
ANOVA results show a significant sex by identity group interactioneffect for life satisfaction at p < .05 level after controlling for youths’English language ability and SES. Nature of interaction = LTG < LTB
2.50
2.75
3.00
3.25
3.50
3.75
4.00
Traditionalidentities
( n = 876 )
Less traditionalidentities
( n = 609 )
GirlsBoys
How
sat
isfi
ed w
ith
life
? (3
= s
omew
hat
, 5 =
ver
y)
Comparisons of Comparisons of happinesshappinessby adolescentsby adolescents’’ cultural identity groupcultural identity group
ANOVA results show a significant main effect for identity group on happiness at p < .05 level after controlling for youths’ English language ability, sex, and SES. No sex main effect or sex by identity group interaction effect.
3.25
3.50
3.75
4.00
4.25
4.50
Traditionalidentities
( n = 876 )
Less traditionalidentities
( n = 609 )
How
hap
py a
re y
ou i
n y
our
life?
(3
= s
omew
hat
, 5 =
ver
y)
Research Questions 3Research Questions 3--44
How do youthsHow do youths’’ emerging cultural emerging cultural identities relate to their anticipated life identities relate to their anticipated life choices concerning education, jobs, and choices concerning education, jobs, and marriage?marriage?
How do youthsHow do youths’’ emerging cultural emerging cultural identities relate to the relative fit between identities relate to the relative fit between their ideal life choices and their parentstheir ideal life choices and their parents’’desired choices for them?desired choices for them?
Course of educational studyCourse of educational study
What stream of study do your What stream of study do your parentsparents want you want you to take up after your 10to take up after your 10thth standard?standard?
Coded as:Coded as:(1) Non(1) Non--professional course of study professional course of study (33%)(33%)(2) Professional course of study (2) Professional course of study (52%)(52%)(3) Whatever I wish(3) Whatever I wish (14%)(14%)
If you could study anything you wanted, what If you could study anything you wanted, what stream would you stream would you ideallyideally take up after your take up after your 1010thth standard?standard?
Coded as:Coded as:(1) Non(1) Non--professional course of studyprofessional course of study (44%)(44%)(2) Professional course of study(2) Professional course of study (56%)(56%)
Course of educational studyCourse of educational study
CrossCross--tabulation and chitabulation and chi--square analysis square analysis showed a significant twoshowed a significant two--way relation way relation between adolescentsbetween adolescents’’ identity group identity group (traditional vs. less traditional) and their (traditional vs. less traditional) and their parentsparents’’ desired educational major for them desired educational major for them (non(non--professional course vs. professional professional course vs. professional course vs. youth can decide) course vs. youth can decide) [[χχ2 (2, 1114) = 14.67; p < .001]2 (2, 1114) = 14.67; p < .001]
Male and female adolescents with less traditional identities were over-represented, and those with traditional identities were under-represented, among those who said that their parents let them decide their own course of educational study.
Fit between youthsFit between youths’’ and parentsand parents’’ideal educational majorideal educational major
CrossCross--tabulation and chitabulation and chi--square analysis showed a square analysis showed a significant threesignificant three--way relation between adolescentsway relation between adolescents’’ sex sex (male vs. female); identity group (traditional vs. less (male vs. female); identity group (traditional vs. less traditional) and the traditional) and the fitfit between the kind of course they between the kind of course they ideally want to study and the course their parentsideally want to study and the course their parents’’ want want them to study (congruence vs. difference). them to study (congruence vs. difference).
Results were only significant for boysResults were only significant for boys[[χχ22 (1, 609) = 3.90; p < .06](1, 609) = 3.90; p < .06]
Male adolescents with traditional identities were overMale adolescents with traditional identities were over--represented among those showing a represented among those showing a ““congruencecongruence””between their ideal major and their parentsbetween their ideal major and their parents’’ desired desired major for them.major for them.
Male adolescents with less traditional identities were overMale adolescents with less traditional identities were over--represented among those showing a represented among those showing a ““differencedifference””between their ideal major and their parentsbetween their ideal major and their parents’’ desired desired major for them.major for them.
Future jobsFuture jobsWhat jobs would your parents like you to have in What jobs would your parents like you to have in
the future? (list 3 jobs)the future? (list 3 jobs)
Realistically, what jobs do you think you will end Realistically, what jobs do you think you will end up doing in the future? (list 3 jobs)up doing in the future? (list 3 jobs)
Coded as:Coded as:Same = Same = Youth job 1 and parent job 1 are exactly the sameYouth job 1 and parent job 1 are exactly the same
(19%)(19%)
Similar = Youth job 1 is in parentsSimilar = Youth job 1 is in parents’’ top 2 listtop 2 list(22%)(22%)
Different = Youth job 1 is Different = Youth job 1 is notnot in parentsin parents’’ top 2 listtop 2 list(59%)(59%)
Fit between youthsFit between youths’’ and parentsand parents’’ideal job for youth in futureideal job for youth in future
CrossCross--tabulation and chitabulation and chi--square analysis showed a square analysis showed a significant twosignificant two--way relation between adolescentsway relation between adolescents’’identity group (traditional vs. less traditional) and identity group (traditional vs. less traditional) and the the fitfit between their expected job and their parentsbetween their expected job and their parents’’expected job for them (same vs. similar vs. different) expected job for them (same vs. similar vs. different) [[χχ22 (2, 836) = 6.30; p < .05](2, 836) = 6.30; p < .05]
Adolescents with traditional identities were overAdolescents with traditional identities were over--represented represented among those wanting to do among those wanting to do ““the same jobthe same job”” as their parents as their parents wanted them to do (e.g., congruence).wanted them to do (e.g., congruence).
Adolescents with less traditional identities were overAdolescents with less traditional identities were over--represented among those wanting to do represented among those wanting to do ““a different joba different job””than their parents wanted them to do (e.g., difference).than their parents wanted them to do (e.g., difference).
Decision to get married Decision to get married
When you get older, do you want to When you get older, do you want to get married? (tick one)get married? (tick one)
YesYes 49%49%NoNo 8%8%II’’m not sure yetm not sure yet 19%19%I have never thought about itI have never thought about it 24%24%
Decision to get married Decision to get married CrossCross--tabulation and chitabulation and chi--square analysis showed a square analysis showed a significant threesignificant three--way relation between adolescentsway relation between adolescents’’sex (male vs. female), identity group (traditional vs. sex (male vs. female), identity group (traditional vs. less traditional); and whether or not they wanted to less traditional); and whether or not they wanted to get married in the future (yes vs. no. vs. havenget married in the future (yes vs. no. vs. haven’’t t decided vs. never thought about it)decided vs. never thought about it)
Results were only significant for femalesResults were only significant for females[χ[χ22 (3, 604) = 10.64; p < .01)](3, 604) = 10.64; p < .01)]
Female adolescents with traditional identities were overFemale adolescents with traditional identities were over--represented represented among those who said they had among those who said they had ““never thought about getting never thought about getting marriedmarried”” and underand under--represented among those who said represented among those who said ““yes they yes they wanted to get marriedwanted to get married””
The opposite pattern was true for female adolescents with less The opposite pattern was true for female adolescents with less traditional identities.traditional identities.
Type of marriage Type of marriage For those who know they want to get For those who know they want to get married, do you think you will have an married, do you think you will have an arranged marriage, a love marriage, or arranged marriage, a love marriage, or are you not sure yet? (tick one) are you not sure yet? (tick one)
Definitely an arranged marriageDefinitely an arranged marriageProbably an arranged marriageProbably an arranged marriageDefinitely a love marriageDefinitely a love marriageProbably a love marriageProbably a love marriageNot sure right now Not sure right now
16%
50%
35%
Type of marriageType of marriageCrossCross--tabulation and chitabulation and chi--square analysis showed a square analysis showed a significant twosignificant two--way relation between adolescentsway relation between adolescents’’identity group (traditional vs. less traditional) and identity group (traditional vs. less traditional) and the type of marriage they wanted to have in the the type of marriage they wanted to have in the future (love marriage vs. arranged marriage vs. future (love marriage vs. arranged marriage vs. havenhaven’’t decided) t decided) among those who knew that they among those who knew that they wanted to marrywanted to marry[χ[χ22 (2, 651) = 20.94; p < .0001](2, 651) = 20.94; p < .0001]
Male and female adolescents with traditional identities who Male and female adolescents with traditional identities who said they wanted to get married in the future were oversaid they wanted to get married in the future were over--represented among those who said they would have an represented among those who said they would have an arranged marriagearranged marriage..
Male and female adolescents with less traditional identities Male and female adolescents with less traditional identities who said they wanted to get married in the future were who said they wanted to get married in the future were overover--represented among those who said they would represented among those who said they would have a have a love marriagelove marriage..
Anticipated life choices: Anticipated life choices: Results summaryResults summaryMale and female adolescents with less traditional identities repMale and female adolescents with less traditional identities report ort having more input into their educational decisions, are more likhaving more input into their educational decisions, are more likely to ely to have educational and occupational plans that diverge from their have educational and occupational plans that diverge from their parentsparents’’plans for them, and report more of a desire for love marriages tplans for them, and report more of a desire for love marriages than their han their adolescent peers with more traditional identities.adolescent peers with more traditional identities.
[Evidence for emerging and/or desired youth[Evidence for emerging and/or desired youth--input into life choices]input into life choices]
Male adolescents with traditional identities had ideal educationMale adolescents with traditional identities had ideal educational plans al plans in close alignment with those of their parents; while both male in close alignment with those of their parents; while both male and and female adolescents with traditional identities had occupational female adolescents with traditional identities had occupational plans in plans in close alignment with those of their parents.close alignment with those of their parents.
Both male and female adolescents with traditional identities repBoth male and female adolescents with traditional identities report more ort more of a desire for arranged marriages compared to their adolescent of a desire for arranged marriages compared to their adolescent peers peers with less traditional identities.with less traditional identities.
[Evidence for continuing and/or desired parental input into life[Evidence for continuing and/or desired parental input into life choices]choices]
ConclusionsConclusionsDiversity of types of cultural identities among youth todayDiversity of types of cultural identities among youth today
““Coming of ageComing of age”” today in a globallytoday in a globally--linked, economically linked, economically open, fastopen, fast--changing India is a challenge for adolescents and changing India is a challenge for adolescents and their identity development. Adolescents whose emerging their identity development. Adolescents whose emerging identities are more traditional reported less stress, more life identities are more traditional reported less stress, more life satisfaction, and greater happiness. Female adolescents with satisfaction, and greater happiness. Female adolescents with less traditional identities reported the greatest life stress anless traditional identities reported the greatest life stress and d the lowest life satisfaction.the lowest life satisfaction.
Anticipated life choices are adolescentsAnticipated life choices are adolescents’’ extension of their extension of their (cultural) identities into an (cultural) identities into an imagined futureimagined future. For a significant . For a significant proportion of youth in this study, this proportion of youth in this study, this imagined futureimagined futureincludes a significant role for the adolescent him or herself inincludes a significant role for the adolescent him or herself inmaking life decisions. The aspirations of many young woman making life decisions. The aspirations of many young woman in this regard are noteworthy. One wonders if this in this regard are noteworthy. One wonders if this imagined imagined futurefuture of youth is a marker of an of youth is a marker of an actual futureactual future in India that in India that has already begun.has already begun.
Implications for counselingImplications for counseling
Changes in family decisionChanges in family decision--making and family stressmaking and family stress
Focus on female adolescents and life stressFocus on female adolescents and life stress
Consider similar issues facing immigrant Indian Consider similar issues facing immigrant Indian families in places like the USAfamilies in places like the USA
Thank youThank you
Questions?Questions?
RankRank--order of 28 Life Valuesorder of 28 Life Values(Gender differences)(Gender differences)
Boys more:Obedience to parents Self-discipline
Down to earth Kindness Sense of shame
Boys more:Wealth
Working Hard
Girls more:Obedience to parents
Value Ranked 1st Value Ranked 2nd
Most important 2nd Most important
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