Cultural Differences between the male and female adolescent experience - Admission/Application Essay Example

? Cultural Differences between the male and female adolescent experience There are several differences in the adolescent developmental experiences ofboth males and females. This topic can be examined by comparing the different experiences that that may be had by a male and a female in terms of physical, mental, and social developmental change. One can also further examine the changes that occur between genders during adolescence within the context of a social and cultural framework. Different cultures view adolescence in variable manners. Both males and females are influenced by the cultural and social expectations in their environment throughout the adolescent experience. Both male and female genders may experience similar influences such as the pressure to find their own identity. They may also experience different expectations such as the participation in different ritual practices, as in the circumstances of the female adolescents of Sri Lanka and Ghana. Cultural and socio-economic differences can influence how an adolescent’s perception and sexuality ultimately develops. Menarche is known as the first menstrual period of a female-bodied person’s life. This time is, for many different cultures, the marking point for the beginning of the transition from a child to a woman as she approaches into adulthood. The average age of menarche is variable between the different cultures. In some societies, this significant event of menarche or menstruationn is seen as very important and as a celebration. In other countries there may be a more negative opinion about it (Arnett, 2007). A teenager’s sexual socialization and developmental perception of sex and sexuality is very much dependent upon the society in which they live. Certain societies may be more restrictive or permissive than others regarding the subject of sexual activity. There also exists a difference between societal views of adolescent male and female sexual activity. Restrictive societies may “pressure youngsters to refrain from sexual activity until they either have undergone a formal rite of passage or have married” according to (Steinburg, 2011, p.340). In this type of sexual transition of adolescence, there is a high amount of discontinuity because there a lack of preparation forr adult sexuality, and this is a commonality shared between both males and females (Bakan, 1972). These cultures either seek to have control of adolescence by separating the males and females throughout their development, or they may attempt to restrict sexual activity through public shaming and physical punishment. In partially restrictive societies, adults may not implicitly support sexual activity among teens, how ever they often do not take strong actions towards implementing restrictive measures. Premarital promiscuity may be common in adolescence, parents may not object as long as the romantic relationships between females and males are kept confidential (Bakan, 1972). Some media sources reflect information about the United States as a permissive society. Adults frequently try to discourage sexually activity among adolescence of both genders, but perhaps more so in girls. This is most obvious among adolescent females. There is a greater concern for premarital pregnancy rather than premarital sex; this being highly objectionable in the developed countries. It is also common practice for adult care-givers to lecture girls about sex and the importance of virginity by informing them that females do not need sex as much as males do. Regardless of these efforts to reduce sexual promiscuity, parents in the United States and other semi-restrictive societies do no prohibit young males and females from interacting both in social and private settings. Despite holding differing opinions regarding parental authority and individual autonomy, teens from all generations and cultural backgrounds experience similar levels of conflict and bonding with their parents during adolescence. In permissive societies, the change into adulthood is more continuous and starts at an early age. Examples of societies which are more permissive of teenage sexuality are the Pukapukans of Polynesia and Trobiand girls and boys (Cote et al., 1996). Rituals are also a part of the adolescent experience in some cultures, and these rituals are different between females and males. Female adolescents in Sri Lanka may be isolated immediately following her first menstruation. This period of menstruation is thought to be evil and is remedied by keeping her in isolation for the next three days. On the fourth day, a ritual bath is given by the mother or a washing woman (redi nanda), who is paid to take away the dirtied clothing, and clear the house of "vas", the evil eye (Winslow, 1980). The Dipo rituals which are carried out by the Krobo in Ghana, consists of two separate rituals of both a public and private nature (Simmons, 1987). The private ritual continues for three weeks and is intended to impart knowledge about "the finer points of personal grooming, female conduct, domesticity, and, finally, the arts of dance and seduction. Following this, the girls must succeed in a test which involves a ritual encounter with Tekpete, a stone which is sacred; it determines the status of their virginity and their ability to perpetuate the traditions of Krobo womanhood. Following these events, the women dance for men and potential husbands. The males have also had to participate in certain rituals for their own rite of passage. A male specific ritual can be witnessed within the Maasai. Different ceremonies form the basis for the learning of brotherhood and how to be a true warrior or husband. The most significant ceremony is the "Emuratare". The "Emuratare" is the circumcision act that is mandatory before Maasai boys become warriors, this occurs between the ages of 14-16. Prior to the ritual, they are must herd cattle for seven days to show they are worthy of being called a warrior. On the eighth day, the boy is circumcised in public. He is not allowed to show any signs of pain during the ceremony or he will be considered weak (Cote, 1996). Adolescence also represents a critical turning point in the development of a sense of identity. The physical, social, and cognitive changes of the years prior to adolescence may lead to frequent soul-searching questions about both the male and female identity and their place in society. The presence of feelings of uncertainty and insecurity also can continue to promote conformity into one's perhaps expected gender role, or "gender intensification", according to (Bakan, 1972). The feelings felt by adolescents in different cultures maybe different in terms of how they perceive and develop their self-image. However, across cultures there is a similarity that males possess a more dominant or authoritative figure in their societal role. Girls are characterized as ideally being more submissive in both nature and their expected societal roles. During early teen age years, boys may take on a more masculine mentality. They may also have macho role models. Girls may strive to conform to strict dress codes for example that which is the latest in trend and style and they may feel pressure to have to fit into acceptable female image/beauty roles. Girls may downplay their intellectual talents and abilities. The timing of puberty may also have significant implications for adolescent gender development. Girls are more likely to experience social problems when they mature early, but for boys the opposite is true. For many adolescents of both female and male gender, the uncertainties, conflicting demands, and withdrawal of parental and other networks of support during the child to adult transition can be precursors to significant problems. There is extensive research and literature about how difficult the adolescent years are for girls. Females are known to be more likely than boys to exhibit disorders such as depression, eating disorders, and low self-esteem. Differences in female self-image depend upon the ethnicity of the female. African-American adolescent girls do not appear to express such negative opinions when relating to themselves. It has been acknowledged that the awareness of gender-role socialization makes life more difficult for males according to Oyserman (1990). In Western cultures, there is little provision and opportunity given to males for their development of self-expression and close emotional relationship skills. Near the close of adolescence in all cultures, both genders usually become more tolerant of themselves and others in terms of their consideration of gender-related behaviors (Oyserman, 1990). In all cultures, males and females encounter significant life transition during adolescence. In some ways we see that both males and females encounter the same fears, pressures and expectations during the transition from childhood to adulthood. However, there are many contrasts that can be made between males and females in terms of the rituals, potential struggles and roles that adolescents must encounter before they become adults. References Arnett, J. J. (2007). Emerging Adulthood: What Is It, and What Is It Good For? Child Development Perspectives, 1(2), 68-73. Bakan, D. (1972). Adolescence in America: From idea to social fact. In J. Kagan and R. Coles Twelve to sixteen: Early adolescence. New York: Norton. Cote, J. E. (1996). Identity: A multidimensional analysis. In G. R. Adams, T. Gullotta & R. Montemeyer (Eds.), Issues in Adolescent Development (Vol. 6, pp. 130-180). New York, NY: Sage Publications. Oyserman, D., & Markus, H. (1990). Possible selves and deliquency. Journal of Personality and Social Psychology, 59, 112-125. Simmons, R., & Blyth, D. (1987). Moving into adolescence. New York: Aldine de Gruyter. Winslow, D. (1980). Rituals of the first menstruation in Sri lanka. "Man, 15", 4, 603-625. Read More