What do sociologists mean when they say that the concept of "youth" is socially constructed?
Arguably, the concept of “youth” is believed in sociological aspects, to be something that has been socially constructed. Social construction of the concept “youth”, implies that youthfulness is not a natural concept but rather a result of society identifying and labeling a stage of human life, and describing and giving meaning to all behaviors of that phase. Sociologists believe that the youth in society to be biologically, socially, and physically separate, but the meaning of these differences can be defined by society (Leach & Stephens, 1998).
The development of young people has been subjected to numerous researches. The findings reveal that youth constitute a significant and separate category of human beings: as non-adults. When global perspectives are taken into consideration, the socially constructed nature of the concept “youth” becomes extra perceptible. The concept of “youth” is socially constructed as it varies globally, and in some cases, the it may not exist at all, but the concept is crucial in enlightening the complexities intersection between personal biography and institutions, as well as social change.
Youthfulness exist within a certain age in the social process, whereby in the real sense age is socially institutionalized, constructed, and controlled in culturally, and historical ways. Industrialization and globalization in the 21st century has changed the position of the youth in society (Campbell, 2000). In the past, the youth were seen as potential adults, but currently they are seen differently, the society is concern on the moral and physical wellbeing of the “youth.” Due to education, the youth are expected to learn more distinct things that their parents do not understand.
The concept of “youth” youth is socially constructed because the society demands skilled and better-educated individuals, to cope with the advanced technology and complex machines. Hence, the concept of youth is constructed because their function depends on the contingent aspects of our social life, as well as being modified to fit the societal demands. The youth are under the management of law and parents, as they grow to be adults in society (Ansell, 2005). The experience of the youth is socially constructed, but this does not mean that they are the same. It varies because of class, gender, country, culture, and environmental issues.
Explain Modernization theory and Dependency theory?
Modernization theory is an explanation and description of the transformation processes from a state of underdeveloped or traditional societies to modern society. The theory emphasizes on the processes of change that affect political, social, and economic systems, which have developed in the western nations Harrison, D. (1998. Despite the difference, in certain factors in society, there are certain things that are similar across borders; it includes religion, crime, economy, politics, family structure, as well as socialization.
The theory of modernization is poised of some distinct features namely specification, identification and generalization. The theory emphasizes on the distinctive features of underdeveloped and modernized societies. According to modernization theorists, for a society to be seen as modern, it must have undergone evolutionary advancement in technology and science, which would lead to improvement in the standard of living. Nations, which are not modernized, is believed to be affected by internal factors such as inadequacy in culture and poverty (Anderson & Howard, 2010). Modernization theory has become influential in the recent past, trying to unveil the reasons why underdeveloped nations have failed to the modernization, as well as reducing communism. Modernization theory is concerned with economic aspects of society.
On the other hand, dependency theory is concerned with interaction of the developing and the developed countries. It is a body of social science, which predicts the flow of resources from wealthy developed nations to underdeveloped and poor nations. According to dependency theorists, poor states continue to be impoverished while the developed nations are enriched, based on the state in which the poor nations are integrated into the system of the world.
As per the dependency theory, there are remarkably few underdeveloped nations, who are always fed by the developed and developing nations, at the expense of their own wealth. Underdeveloped nations enrich the developed nations, through the provision of cheap labor, natural resources, markets, by which without such resources the developed nations would not be enjoying the way they do. The wealthy and developed nations perpetuate state of dependency through media control, economy, banking, politics, culture, sport, education, and other human resource aspects. The poor nations are in that state because of the way they are integrated into numerous aspects of life (Andersen & Howard, 2005). The developed nations position the poor in a subservient state, using sanctions, and other economic forces. Conclusively, dependency theory ideologies are viewed to be a possible way of explaining persistency of poverty in underdeveloped nations.
How is "gender” different to "sex?
Gender and sex are totally different aspects. Gender is the array of socially constructed relationships and roles, behaviors, relative power, attitudes, personality traits, values, as well as influences induced by the society to the two sex’s base on a differential basis. On the other hand, sex is the biological distinction between females and males. Sex is biologically determined by anatomical and genetic characteristic, whereas gender is acquired through learning, varies in different cultures, and changes over time. In most cases, sex is based on the physical differences of male and female, gender is based on attitudes, perception, values, roles, and beliefs (Lloyd & Archer, 2002).
What role does society play in establishing gender roles in childhood?
Gender roles in children, are established by different stakeholders such as parents, society, peer group, and other aspects of social institutions. In most cases, they are personal and cultural. Society determines how children speak, think, interact, and dress in the contest of society. The socializing agents of children towards gender roles include teachers, peers, religion, music, books, peers, internet, as well as television. Parents probably have the highest influence in establishing gender roles in children (Rider & Sigelman, 2011).
The society treat boys and girls differently. For example, men teach boy child how to build and fix things, playing, riding, and other male stereotype activities, on the other hand, women in society teach girl child how to sew, cook, and clean the house. Through this, children get approval and adopt the culturally accepted stereotype gender role. Diverse socialization agents in the society reinforce all these (Rider & Sigelman, 2011). Learning of gender roles by children take place in social context, the roles, and values of society are passed to children at various stages.
Gender roles that children adopt is normally passed on into adulthood. Children internalize what is expected of them from childhood. In society, girl toys are geared towards family and nurture, such as changing and feeding, boys toys focus on aggression and violence. Hence, children develop towards the stereotype characteristics of gender. Media and internet too are part of the society today; hence, they influence the establishment of gender roles. Society builds the cognitive, physical, behavioral, and social aspects of a child, which affect the establishment of gender roles (Newman & Newman, 2011).
What changes has the internet brought to social life?
Internet has affected the society in different ways. Undoubtedly, it has brought changes in various aspects of social life, for example, education, business, sports, communication, as well as entertainment. These changes are either positive or negative. Internet changed the world into a global village, introduction social networks, has increased the degree of socialization. Individuals can learn from “strangers” and share ideas in the entire globe (Sandler, 2010). With the presence of internet, people can send mail, exchange photos, chat, and exchange phone calls.
In the business, social life has been made easy. E-commerce has become natural elements in the business industry. Through internet, people can buy, order, and sell their products. The best of all is receiving deliveries that were ordered thorough the internet at the doorstep (Haythornthwaite & Wellman, 2002). In the education sector, students can follow their lectures, and receive required class information via the internet. Distant learning has become the order of the day, easing congestion in schools and cutting on tuition expenses.
The internet has also transformed the healthcare industry. Medical examination and care are nowadays managed through the internet, in that the doctor does not need to be with the patient in person, monitoring and medication is carried online. On the other hand, internet has also caused many problems. Children have been socialized by the internet negatively, for example, children can watch and hear sexual explicit music and movies at a exceptionally early age. Additionally, the social norms and family setup as been disintegrated by internet. Conclusively, internet has changed the social lives of people in the world (Kiesler, Malcolm & Kraut, 2006).
References
Ansell, N. (2005). Children, Youth, and Development. New York: Routledge.
Anderson, M., & Howard, F. (2010). Sociology: The essentials. California: John Wiley & Sons.
Andersen, M., & Howard, F. (2005). Sociology: Understanding a Diverse Society. Singapore:
Wadsworth.
Campbell, D. (2000). The Socially Constructed Organization. London: Wiley.
Haythornthwaite, C., & Wellman, B. (2002). The Internet in Everyday Life. Melbourne:
Blackwell.
Harrison, D. (1998). The Sociology of Modernization and Development. New York: Routledge
Kiesler, S. Malcolm, B., & Kraut, R. (2006). Computers, Phones, and the Internet. New York:
Oxford University Press.
Lloyd, B., & Archer, J. (2002). Sex and Gender. Cambridge: Cambridge Press.
Leach, A., & Stephens, P. (1998). Think Sociology. Musselburgh: Stanley Thomes Press.
Newman, P., & Newman, M. (2011). Development Through Life: A Psychosocial Approach.
California: Wadsworth.
Rider, E., & Sigelman, C. (2011). Life-Span Human Development. New Jersey: Wadsworth.
Sandler, C. (2010). Living with the Internet and Online Dangers. New York: Hermitage.
