Social scientists and educators are engaged in understanding and standardizing emerging adulthood (18–28) around the achievement of specific hallmarks. These achievements reflect the benchmarks social scientists set in the late 1940s and early 1950s based primarily on the lives of white, heterosexual men of European descent. Increasingly, statistics show that many emerging adults are choosing to lead their lives such that these markers may no longer apply. This study involves interviews with three white, heterosexual men of European descent ages 26–28. It explores what it means to achieve adult status in an age when the timing and sequencing of traditional life achievements may no longer be socially and culturally prescribed; focuses on those emerging adults who willing to take risks that others may not; and seeks to understand what emerging adults who take risks may teach us as educators about how we may prepare our students for this life phase. The themes I identify are contrary to the findings of current research, suggestive that the default status of adulthood in the social sciences may need to be considered differently in light of the diversity of our current cultural context.
Keywords: Emerging adulthood, education, risk, entrepreneur.
|Commitee:||Christopher, Susan, Kahne, Joseph, Ketelle, Diane|
|School Location:||United States -- California|
|Source:||DAI-A 72/06, Dissertation Abstracts International|
|Subjects:||Educational psychology, Developmental psychology|
|Keywords:||Emerging adulthood, Entrepreneur, Risk|
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