Issue
26(1)
Emerging
Adulthood: The Winding Road from the Late Teens through the Twenties.
(2004).
Jeffrey Jensen Arnett. New
York: Oxford University Press. 228 pp. Price $29.95. ISBN 0-19-517314-7.
Review
by: Cynthia
Sarver
College
of Engineering
Michigan State
University
In 2003
a group of academics, including Arnett, gathered to discuss a
growing phenomenon occurring in the lives of college-educated
18-25 year olds. Studies suggest that this generation is prolonging
adolescence and delaying entry into adulthood. Arnett's interesting
and provocative theories explore the reasons for this phenomenon.
After conducting 300 interviews with people he labels as "emerging
adults," Arnett concludes that this period of life should be recognized
as distinctive and legitimate. Although some sociologists, economists,
and psychologists view this generation as unfocused and noncommittal,
Arnett contends that emerging adults are on a positive and reflective
quest for personal growth and meaning that may last through their
mid- to late twenties.
According
to Arnett, transitioning into emerging adulthood can be defined
by five features: (1) the age of identity exploration, (2) the
age of instability, (3) the most self-focused age of life, (4)
the age of feeling in-between , and (5) the age of possibility
(p.87). This transition begins in college as students grapple
with identity and relationship issues, explore majors, and search
for a career path. Noticeably absent is the impact parents have
on the lives of their students in terms of developing self-reliance,
accepting responsibility, and making independent decisions and
judgments. Arnett should consider more adequately addressing the
issue of parental influence and its ramifications in any second
edition.
The
road through college typically leads to personal and intellectual
growth for most emerging adults. However, Arnett uses words like
meandering, drifting, and floundering to describe their journey
into the world of work (p.150). "They have high expectations for
work. They expect to find a job that will be an expression of
their identity. Most want to find a job that will make them 'a
better person' and hopefully do some good for others as well"
(p.143). But typically they cannot describe the ideal job nor
how to find it.
What
Arnett fails to emphasize is the importance of experiential learning
during college. Opportunities for career exploration exist for
students who take advantage of internships, cooperative education
programs, research programs, campus jobs in laboratories, alternative
spring breaks with service-learning themes, and volunteer positions
in community programs. These experiences help students identify
their passions, abilities, and workplace values. I suspect students
without this exposure will experience more post-graduation drifting
than others.
Arnett
also points out that "there is little assistance in making the
school-to-work transition, and there are few programs or institutions
that provide emerging adults with information and guidance" (p.
151). Arnett makes an interesting point. Advising professionals
need to know if "transition-to-work" programs exist at their institutions.
If so, how are they publicized, attended, and evaluated? In fact,
are they necessary? These questions are worthy of institutional
discussion.
Emerging
adults are likely to think: "Graduation.Now what?" Because they
intend to delay marriage, parenthood, and perhaps a career until
their late twenties or beyond, they have the luxury of time to
"meander" as long as they (or their parents?) can pay the bills.
To Arnett, these critical years of self-discovery are justifiable
and merit encouragement. Herein lies the controversy: Are emerging
adults soul searchers or slackers? To join in the discussion with
the Emerging Adulthood Special Interest Group, go to: www.s-r-a.org/easig.html.
I did. And like Arnett's book,
I learned more about the psychosocial development of the students
I advise. This is a book worth reading and a website worth browsing.
