WHO ARE YOUTH? WHAT IS CHILDHOOD

Name and describe three beliefs or “characterizations”about young people that these authors discuss. What ideas about children/ youth/ adolescents shape these stereotypes and how are these stereotypes impacted by race/ class/ gender/ sexuality? Share a memory (recent or distant) when you experienced or witnessed prejudice as a young person.

Nancy Lesko challenges several widely accepted assumptions regarding the supposed distinctive nature of adolescents and their perceived universal status deemed outside of history and society (Lesko, 1996). The article delves into the socially constructed "truths" about adolescence, critically analyzing the portrayals of adolescents as being driven by hormones and heavily influenced by peers. In the contemporary world, young Americans are increasingly uncertain about their identities, struggling to find themselves after feeling lost (Lesko, 1996). This sense of disorientation is mirrored by leaders who are just as adrift as those they are supposed to guide, leaving the youth in a state of precariousness and confusion. The stereotypes surrounding children, youth, and adolescents are deeply influenced by underlying ideas about development and class. Adolescents are often depicted as being in a transitional period, "coming of age," where they are expected to navigate the path from childhood to adulthood. This period is described as not only pivotal but also problematic and uncontrollable. Concerns about "feminized boys" often stem from societal anxieties related to gender norms and expectations about masculinity. This widespread apprehension is influenced by cultural beliefs that boys should adhere to traditional masculine traits like dominance, assertiveness, and toughness. Some hold a preconceived notion that boys who display "feminine" traits or exhibit childish behavior are somehow less masculine or at risk of losing their masculine identity. This anxiety is often rooted in the belief that masculinity must be actively maintained and safeguarded against the influence of traits considered feminine. Challenging these concerns involves promoting a more inclusive understanding of gender that allows boys to express themselves freely without fear of judgment or discrimination. Women, like many marginalized groups, share a sense of "otherness" in relation to white males, who have historically been positioned at an ongoing advantage. This perception of otherness often results in women being viewed as inferior, emotional, and weak; with their experiences, perspectives, and contributions devalued or dismissed. This dynamic is rooted in patriarchal structures that prioritize and favor middle-class, white male dominance. Adolescent girls are often objectified and subjected to sexualization which shapes how they are viewed and treated by society, ultimately impacting their self-esteem and opportunities. Additionally, biological processes play a crucial role in molding many aspects of adolescence. Hormonal changes not only drive physiological growth but also have a profound impact on emotional development. These hormonal fluctuations can influence mood and overall well-being during the critical developmental stage. Moreover, adolescents are highly influenced by their peers, often placing a higher value on popularity than on academic achievement. This strong orientation toward peer acceptance can lead to conformity, where the desire to fit in outweighs other considerations, causing them to succumb to peer pressure and adopt behaviors or attitudes that align with the group, even at the expense of their own values or goals.

Adolescents are frequently subjected to mistreatment and disrespect simply because of their age. There is an underlying assumption that adults are inherently superior to young people, giving them a perceived entitlement to behave in a certain way (Bell,1995). This course of action is perpetuated by the very social institutions, laws, customs, and attitudes that shape our daily lives (Luse, 2023). As a result, the opinions of young people are often dismissed, and they are punished arbitrarily by adults, who justify their actions by labeling the youth as "immature." This mindset includes the internalized belief that disciplining young adults is necessary to control them, thus perpetuating a cycle of mistreatment that mirrors how the adults themselves were treated in their youth (Bell, 1995).

In Russia, young adults are taught never to correct those who are older, including teachers, even if they make a mistake. I recall being reprimanded for politely asking a teacher to elaborate on something I believed was incorrect. Rather than engaging in a meaningful discussion, I was "disciplined" and singled out as an example in front of the entire class. The experience left me feeling like Matilda from the 1996 film co-produced and directed by Danny DeVito, where she, too, was unfairly punished for her curiosity and intelligence. This incident has stayed with me, and even to this day, it makes me hesitant/reluctant to speak up for myself or ask questions, as I still fear the potential consequences of challenging authority.