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Routledge Handbook of Youth and Young Adulthood

Andy Furlong

The sociology of generations and youth studies

Publication details https://www.routledgehandbooks.com/doi/10.4324/9781315753058.ch3 Dan Woodman Published online on: 30 Sep 2016

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The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Downloaded By: 10.3.98.104 At: 15:35 24 Sep 2021; For: 9781315753058, chapter3, 10.4324/9781315753058.ch3 were part (Ortega y Gassett, 1961 [1923]; Mannheim, 1952 [1927]). A major catalyst for this for catalyst major A [1927]). 1952 Mannheim, [1923]; 1961 Gassett, y (Ortega part were time, over vary could with it that showing were generation of scholars European place, to place from vary could youth that showing was (1928) Mead Margaret anthropologist the While tists. of the human race. This psychological view of youth was soon challenged by other social scien- history evolutionary the replaying stress’, and ‘storm of experience universal a was adolescence Hall, For (1904). Hall Stanley G. of work the particular recently in adolescence, of on theories developed drawing time, this at emerging was youth of study academic The century. tieth The first sustained formalized sociological theorizing of generations emerged in the early twen- The conceptofsocialgenerations class, race,gender,sexuality,andabilitycometoshapeyoung livesinchangingtimes. incorrect. is inequalities how about questions obscuring reflexive ask to of researchers prompts generations charge of sociology the the Instead that and raised, challenges the of most to unlikely to be definitively ignoring settled. I do, however, argue that tentative answers can and be put critical forward are questions such many that the project sociological the of nature the receive is It deserve. they attention to class, yet are applications subsequent by in its and evident formulation issues particularly early and Mannheim’s ambivalences legacy, inequalities, undervalued an As and solidarities. intergenerational differences intragenerational ing erations for youth studies. It has been criticized in particular for conceptual fuzziness, for obscur- social transformations. broader with forms cultural and transitions youth changing of intersection the researching and theorizing for framework a provides it as prominence to returning is concept the that suggest I tion in youth studies, and proposes reasons for its resurgence. Using my marginaliza- its traces own Mannheim, Karl work of work as formative the on an concentrating approach, example, this A focus on social generations has recently re-­ Introduction 20 There remain important unanswered questions about the value of the concept of social gen- effects for the future life course of individuals and the future of the societies of which they The sociologyofgenerationsand emerged in youth studies. This chapter introduces youth studies Dan Woodman 3 Downloaded By: 10.3.98.104 At: 15:35 24 Sep 2021; For: 9781315753058, chapter3, 10.4324/9781315753058.ch3 generation Mannheimlabeledgenerational‘units’(1952:306–7). a within groups different These stakes. cultural or political new in investment shared a is there generation a within groups between opposition’ (Ortega y Gassett, 1961 [1923]: ‘violent 15), a new political, social, the or cultural generation emerges when beneath Even [1923]). 1961 Gassett, y Ortega also see 304; 1952: (Mannheim, location generational shared a to responses in Germany as an example, Mannheim argued that members of a generation could have ‘polar’ same beliefs or values. Using the romantic-­ the Using values. or beliefs same movements agenerationin‘actuality’(Mannheim,1952: 303). such called He culture. a within change generational a driving as themselves of aware ments, move- social new for catalyst the providing potentially expression, and action of modes novel demands structures social of set new A 1952). (Mannheim, actions and beliefs possible of range the delimits It way. mechanical a in not but subjectivity, shapes Generation it. within up grow the sameculturearenotvaluedornolongerrealistic. 297).For 1952: new generational location (Mannheim, emerges when the ways of life pursued by the previous generation in and challenges A location. generational a such share not did China experiences and Prussia in people degree, young Mannheim, significant a to least at share, must they time; same the around born people of group a simply than more is generation tion had a ‘site’ or ‘location’, the social conditions in which a new generation could emerge. A political movements (1952). His theory of social new generations had two elements. First, a genera- and values new of source the become could groups these how and generation, parents’ understand the way different cohorts of German youth contested the ideas inherited from their in itswake(Burnett,2010). theorizing of age and social change was the impact of World War I, which left a ‘lost generation’ eeainl eogn ws eta ad ht ls ws agnl se o eape Musgrove, example for (see 1964). marginal Against arguments that generation was defined youth, they highlighted class the ‘refusal of class that . and central was belonging generational functionalist accounts of a distinctive post-­ class-­ to response a primarily was groups cultural youth larger class cultures. In other words, the spectacular appearance and behavior of punks and other of subgroupings were but generation, a represent not did century twentieth the of forms tural cul- youth significant the scholars, these For onward. 1970s the from research youth Studies of strands Cultural Contemporary for Centre the (CCCS) at the University from of Birmingham. This emerged approach would come that to be one approach of the dominant ‘subcultural’ 1961; Musgrove, 1964;Nuttall,1968). Coleman, 1956; Eisenstadt, 1942; (Parsons, society of rest the from people young ing modern societies for mass schooling, and the concurrent cultural dysfunction created by separat- in need functional the by shaped was gap This emerged. had culture) parent the to opposition Writers in this tradition argued that a generation gap (represented by a general youth culture in being the orthodoxy. Mid last century however, Parsonian structural-­ Given the diversity of sociological approaches today, it can be difficult to imagine one approach youth. about thinking sociological shaping was differences generational about speaking of way Mannheim’s (1952) work on generations appeared in English in the 1950s. By this time, another The marginalizationof‘generation’inyouthstudies This subjective dimension of a generation does not mean that all young people share the share people young all that mean not does generation a of dimension subjective This who those of feeling and expression, action, of modes the shape will location this Second, to aimed He Mannheim. Karl from came theorizations early these of influential most The A critique of this functionalist account of youth culture provided the foundation for the for foundation the provided culture youth of account functionalist this of critique A war youth culture as a politically nefarious claim that conservative and the liberal movements of his time his of movements liberal the and conservative Sociology ofgenerationsandyouthstudies ae mtra ieult. hy saw They inequality. material based functionalism came close. 21 . . Downloaded By: 10.3.98.104 At: 15:35 24 Sep 2021; For: 9781315753058, chapter3, 10.4324/9781315753058.ch3 and even mandating young people to stay in education. Young women in Australia who finished able tomanyoftheirparentshave largelydisappearedforyoungpeopletoday. yet to be resolved. The pathways from secondary school into the type of careers that were avail- is that market labor youth the in crisis a came 1990s early the in recession deep a and alization shaped primarily by economic change and new educational patterns. Alongside is economic location liber- generational This 1990s. the in school leaving cohorts the with Australia in began longitudinal study (drawing on earlier work by Peter Dwyer), has argued that a long generation Patterns Life the from data using others, and Wyn Johanna with work, own My 2015). Wyn, Beck-­ and Beck 2006; and Woodman 2012; Roberts, 2011; Cartmel, and Furlong 2009; Possamai, 2009; Gernsheim, Woodman, and Wyn 2006; Gerhard, 2005; Turner, and youth of (Edmunds experience the on change social of impact the conceptualize to how with grapples field the as studies youth in category central a as returned has generations decade, past the In The reemergenceofgenerations adulthood ontheother. post-­ (and subcultural a by dominated be to came field the waned, generation of discussion As sociology. speaking occasional the only making sociology, appearance in the literature (for functionalist example in Jones and Wallace, within 1992: 10), particularly in English generationalism of critique the with association by tainted seemingly studies, youth in favor of out fell generations of concept Yet, despite this warning, for three decades after the emergence of the subcultures approach, the 169). (2006: completely’ consciousness generational of questions ignore they that in however, . consciousness class of studies of ‘[r]ecent study forms: cultural the people’s in young class ignoring to danger equal another acknowledge McCron and Murdock in Mannheim’sessay. mentioned locations social such other are example for ethnicity and class people; of group a of A generational location was only one of the social locations that shaped the concrete experience political groupings, Mannheim understood these differences as emerging through social factors. erations to discussing intra-­ gen- on writing his of much devotes Mannheim generation, of problem sociological ‘real’ the miss approaches such that Insisting Generation’. ‘Narcissistic the on writing (2014) Twenge’s as either ‘heroes’ who will save society (Howe and Strauss, 2000) or as pathological, for policy example and generation public a frame to tend approaches in Such work. academic in occasionally appear and today, debate to continue generations of uses Such set. dispositional or value tions from a crude generationalism that treated members of a generation as alike, sharing a single of generationalism. as a proto-­ McCron 2006: 169; see also Braungart, 1974). In fact despite some efforts to interpret Mannheim the importance of class’, even if highlighting the impact of age and social change (Murdock and the CCCS acknowledged that those working with a Mannheimian framework ‘do acknowledge tions, which is rarely mentioned. When it is, primarily by Murdock and McCron (2006 [1976]), creation ofyouthgroupings(Clarkeetal.,2006[1976]: 17). to disappear as a major dimension and dynamic of the social structure’, most significantly in the D. Woodman 22 The Australian Government responded to this crisis of youth employment by encouraging by employment youth of crisis this to responded Government Australian The generations, social to approach Mannheimian a of nuances the acknowledging as well As genera- of sociology the distinguishing to attention considerable devotes (1952) Mannheim The target of the subcultures school was not directly the Mannheimian sociology of genera- functionalist, he was clearly in agreement with the CCCS on the failings of this form subcultural) approach on the one hand, and the study of transitions to transitions of study the and hand, one the on approach subcultural) generational divisions. While he was primarily interested in different . . are equally lopsided equally are . Downloaded By: 10.3.98.104 At: 15:35 24 Sep 2021; For: 9781315753058, chapter3, 10.4324/9781315753058.ch3 class, gender, and race (and related structuring of inequalities) are being made in the lives of young peopleincontemporaryconditions(Woodman,2013: 1.2). lives the in made being are inequalities) of structuring related (and race and gender, class, how Asking locations. social other and generational of intersection the at looks but mix, the identified by Murdock and McRon (2006). The bestlopsidedness work goes beyondthe adding generation into avoid to is aim The class. and disability, sexuality, race, gender, diminish to or attention replace to not and alongside processes, generational to attention explicit greater lives toamechanicalreproductionofexistingsocialpositions. in young lives, using the concept of generations to guard against reducing inequalities in young others, I am aiming to trace the twists and turns of the dynamics of social inequality, of inequality ‘class’ in young lives but refigures its workings in significant ways (Woodman, 2010). Alongside precarious work up the class structure among young people does not diminishing the impact of of spread The 7). Chapter 2015: Wyn, and (Woodman resources such provide can that ships social and cultural capital, and creates new challenges for building and maintaining the relation- childcare sector(WoodmanandLeccardi,2015: 65). their hopes of having children, which are coupled with an under- ­ and even fourth decade of life, even for those with high ‘human capital’. On the other hand, are employment security is and deferred for success young workers, career if but not indefinitelyaccess, at leastgreater wellhave into thewomen third young where market labor a is hand, one incompatible structural demands. They are stuck between two incompatible structures. On the were new(AndresandWyn,2010;Cuervo2012;Woodman2015). despite were they young women’s family educational achievements, but that some as of these challenges became greater or remained and success career work to barriers paid these that mixing only not to was It demands. and progression, career security, employment to barriers part-­ into drift to beginning the future. Yet by their late twenties, these highly educated and ambitious young women were for aims important most their of one was this that and men, young with outcomes career rate commensu- achieving to committed were they twenties early their in us told qualification, ary in their educational attainment (ABS, 2013). The young women in our study, often with a terti- school in the 1990s were the group that most embraced this call, quickly overtaking young men generation emerges from variant sociological processes interacting with the life course, and was social a Instead factors). historical or biological to due (whether intervals regular at clockwork across generationsareunderstood (GoodwinandO’Connor,2009;FranceRoberts,2015). relationships way the and shifts, generational identifying for criteria the conceptualized, is tion genera- a of range spatial and temporal the way the about raised been have questions important However, generations. of sociology the to applied were they when past the in misdirected were they as now misdirected are These 2015). Roberts, and France 2008; (Pollock, class on based criticisms leveled at functionalist approaches earlier for dismissingof inequalityreproductions and difference,simple particularlyare Some legacy. this on build and to return to efforts of value concepts in youth studies. Several recent critiques from within youth studies have questioned the key other some as attention critical and development same the received not has generations of As an ‘undervalued legacy’ (Pilcher, 1994) that is now achieving greater recognition, the concept Contemporary critiques Largely, youth scholars that are now drawing on the concept of generation do so to add to so do generation of concept the on drawing now are that scholars youth Largely, Similarly I have argued that this growing employment insecurity gives a new significance to manage to responsibility personal the faces Australia in women young of generation This Mannheim was critical of any approach to generations that claimed generations emerged like time work and out of employment altogether, demoralized by the by demoralized altogether, employment of out and work time Sociology ofgenerationsandyouthstudies resourced maternity leave and 23 Downloaded By: 10.3.98.104 At: 15:35 24 Sep 2021; For: 9781315753058, chapter3, 10.4324/9781315753058.ch3 to askhowadvantages passacrossthegenerations intimesofchange(Woodman, 2013). generations use I work my In stability. with inequality gender and class of conflation the avoids – or even those central pillars of youth studies, cultures and transitions – but to provide a lens that Devine, 2014). The sociology of generations is not seeking to replace the study of class and gender and(Snee usecreatively tobe putsubstantial moreto periods hasofsharply socialchange,in it possibilities afforded by change (Bourdieu, 1984: 357–58). Cultural capital is ‘inherited’ but, most circumstances change. Yet as in such conditionschildren some are bettertheir equipped toin take advantageresources of the these invest to how about uncertainty greater face will children) well-­ even as emerges generation social new a when position social duced. There will be greater complexity, anxiety, and indeterminacy in this process pro- of recreating is inequality and advantage social which through mechanism the provides also it general, his teachertoo’(1952: 301). can learn from each other, ‘[n]ot only does the teacher educate his pupil, but the pupil educates generations different that notes Mannheim change generational of context the In impossible. so never is change social because fundamental that one insurmountable, generation becomes so not alien to the previous is that communication becomes challenge The people. young ing cases in even point, life where similar they share other social locations. This creates new challenges for educating and support- a at generation previous the by faced those from challenges and experiences of set different a face will people Young relationships. these of understanding and across generations. However, accounting for generational change can also support a deeper impoverish youth studies if it leads scholars will to ignore generations the of conflicts andconcept solidarities withinthe families that highlight 23) (2009: O’Connor and Goodwin solidarity. the of forces drivingsocialchangebydoingso(seeWoodmanandWyn,2015: one become they indeed and mobility, and family, work, are people reimagining Young by so. responding do to desire they if even pursue, to them for costly too or impossible cases look different from their parents’ lives at the same point, as previous ignores established ways many of very living that in become do lives young contemporary inequality, everbefore and diversity great than the Across borders. lives young in significance of more is there sense; designating generational change. The concept of a global generation is meaningful in at least one inequalities Beck-­ and Beck 2005; Turner, wider culturalflows,andnewattitudestowardsrelationshipscareer. facilitating communications digital education, of levels higher employment, precarious of ence Global the of much North and sometimes in even in the generation South tend to current share salient features. the These include the of experi- descriptions begins, it when or generation course new a of life emergence the out marks the exactly what on agreement on of lack Despite 1965). research (Ryder, quantitative in particularly used is which 1980’, of cohort ‘birth themore prefer probably the or 1999’ of ‘class will the as such ‘cohort’, of concept rich, theoretically less definitions arguably if precise, clear of search in Those emerge. will generation a of emergence the define to how on guidelines uncontested and shared that unlikely seems It of criteria that they see as decisive in generational shifts, or for distinguishing generational units. mix particular a or demographic) or cultural, political, (economic, criteria different emphasize authors Different emerged. have criteria accepted widely and clear no time this since and were actions trigger these what on detail give however, not, did He 310). 1952: (Mannheim, cesses’ non-­ hence D. Woodman 24 While such intergenerational learning and solidarity is often of great value to young people in This has led to proposals that we are witnessing the rise of a global generation (Edmunds and This lbl oil hne os o ncsaiy iiih negnrtoa rltosis or relationships intergenerational diminish necessarily not does change social global uniform and place specific, relying on the ‘trigger action of social and cultural pro­ cultural and social of action ‘trigger the on relying specific, place and uniform within and between different parts of the world and place remains important to important remains place and world the of parts different between and within Gernsheim, 2009). Yet there remain vast differences and vast and differences vast remain there Yet 2009). Gernsheim, resourced parents (and their their (and parents resourced Chapter 8). Downloaded By: 10.3.98.104 At: 15:35 24 Sep 2021; For: 9781315753058, chapter3, 10.4324/9781315753058.ch3 have toberewritten,inwaysthatwillconsequencesyouthandacrossthelifecourse. ways substantive in and uncertain become life a making for rules the of many that youth their in generation previous the faced that those from enough different conditions face will people young time in social points particular at links that is explicitly claim central Its most course. life the that and youth, change, framework the provides arguably generations of sociology tual conditions of youth is, by definition, part of all sociological approaches to youth studies, the life course, including youth and young adulthood. While some attention to the broader contex- shaped socially the of experience the with nature, in global increasingly change, social of study the integrate to way a provides it because so doing worth is It useful. are that concepts logical which theycanreasonablyaspire. social Instead, cultures. youth or to adulthoods of types the reshaped has change this creating in role people’s young and change transitions changing than more doing are that formations study, living arrangements, work, and of cultural flowspatterns pointChanging to newapproach. socio- ­ an such develop to aimed and explored has work My Less established, despite a long history, is a established. social well generational now approach to is thinking citizenship about or youth. culture, transitions, of terms in youth Conceptualizing Conclusion ABS – Australian Bureau of Statistics (2013) References Andres, L. and Wyn, J. (2010) Beck, U. and Beck-­ and U. Beck, Edmunds, J. and Turner, B. 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