The Millennial Generation: Howe and Strauss Disputed

Total Page:16

File Type:pdf, Size:1020Kb

The Millennial Generation: Howe and Strauss Disputed W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2012 The Millennial generation: Howe and Strauss disputed Holly Alexander Agati College of William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Higher Education Commons, Higher Education Administration Commons, and the Social and Behavioral Sciences Commons Recommended Citation Alexander Agati, Holly, "The Millennial generation: Howe and Strauss disputed" (2012). Dissertations, Theses, and Masters Projects. Paper 1539618810. https://dx.doi.org/doi:10.25774/w4-gjnp-xz92 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Running head: THE MILLENNIAL GENERATION THE MILLENNIAL GENERATION: HOWE AND STRAUSS DISPUTED A Dissertation Presented to The Faculty ofthe School of Education The College of William and Mary in Virginia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Holly Alexander Agati November 2011 THE MILLENNIAL GENERATION: HOWE AND STRAUSS DISPUTED by Holly Alexander Agati Approved November 2011 by Doroth)TRF11negan~~[:~ ' Chair of Doctoral Committee Pamela L. Eddy, Ph.D. Virgin M. Ambler, Ph.D. 11 Table of Contents Acknowledgements ............................................................................................................... .ix Abstract .................................................................................................................................. xii List of Tables and Figures ...................................................................................................... xiii CHAPTER 1: Introduction ..................................................................................................... 1 Generation Theory .................................................................................................................. 1 Problem of the Study .............................................................................................................. 6 Purpose of the Study ............................................................................................................... 8 Limitations and Delimitations ................................................................................................ 13 CHAPTER 2: Review of the Literature ................................................................................. 15 Germinal Generational Theorists ........................................................................................... 15 Karl Mannheim .......................................................................................................... 16 William Strauss and Neil Howe ................................................................................. 18 Personal and Societal Attributes ............................................................................................ 19 Four Generation Effects ......................................................................................................... 20 Time Interval Effect ................................................................................................... 21 Cohort Effect .............................................................................................................. 24 Period Effect .............................................................................................................. 25 Attitude Effect ............................................................................................................ 28 Living Generations ................................................................................................................. 30 Silent Generation ....................................................................................................... 30 Boomers ..................................................................................................................... 31 Generation X .............................................................................................................. 31 iii Millennials ................................................................................................................. 32 College Student Generations .................................................................................................. 33 Millennials ............................................................................................................................. 35 Special ........................................................................................................................ 36 Sheltered .................................................................................................................... 36 Confident. ................................................................................................................... 3 7 Team-Oriented ........................................................................................................... 37 Achieving ................................................................................................................... 3 7 Pressured .................................................................................................................... 37 Conventional .............................................................................................................. 3 7 Shortcomings in Millennia} Definitions ................................................................................. 37 Summary ofthe Literature Review ........................................................................................ 43 CHAPTER 3: Methods .......................................................................................................... 45 Conceptual Framework .......................................................................................................... 45 Paradigm .................................................................................................................... 4 7 Case Study Inquiry ..................................................................................................... 49 Research Context ....................................................................................................... 49 Permission .............................. ,................................................................................... 50 Sampling and Participants .......................................................................................... 51 Data Collection ................................................................... ,...................................... 52 Data Analysis ........ ,.................................................................................................... 54 Generalizability ...................................................................................................................... 55 Ethical Safeguards and Considerations ........................................ ,......................................... 56 IV CHAPTER 4: Heterogeneity and Homogeneity .................................................................... 58 Personal Attributes ................................................................................................................. 60 Family Life ................................................................................................................. 60 Gender Roles .............................................................................................................. 66 Education ................................................................................................................... 74 Religion ...................................................................................................................... 80 Faith-Based .................................................................................................... 81 Non-Faith Based ............................................................................................ 84 Influences ....................................................................................................... 85 Lifestyle and the Future ............................................................................................. 86 Interpersonal .................................................................................................. 87 Economic ....................................................................................................... 88 Personal .......................................................................................................... 90 Influences ....................................................................................................... 93 Societal Attributes .................................................................................................................. 95 Technology ................................................................................................................ 96 Defining World, National and Global Events ........................................................... .l04 September 11, 2001 ....................................................................................... 104 Wars ..............................................................................................................
Recommended publications
  • Preparing for Generation Z in the Workplace
    University of South Carolina Scholar Commons Senior Theses Honors College Spring 2020 A New Generation of Workers: Preparing for Generation Z in the Workplace Kendra Harris University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/senior_theses Part of the Business Administration, Management, and Operations Commons, Organizational Behavior and Theory Commons, and the Training and Development Commons Recommended Citation Harris, Kendra, "A New Generation of Workers: Preparing for Generation Z in the Workplace" (2020). Senior Theses. 335. https://scholarcommons.sc.edu/senior_theses/335 This Thesis is brought to you by the Honors College at Scholar Commons. It has been accepted for inclusion in Senior Theses by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Harris 1 Thesis Summary A new generational wave has begun to enter the workforce. The oldest members of Generation Z, those approximately at the age of 25 and below, have recently begun their careers. In the past few years, some changes have been made to work environments, like constructing gyms and daycares at workplaces, expanding the options for work at home programs, and firms hosting social events to attract top, young talent. Some of these actions were to appease Generation Y (Millennials), but some, whether the intent was known or not, will be very pleasing and beneficial to Generation Z. However, Generation Y and Z have some key differences which can create new challenges for a firm’ managers and human resource departments. For example, Generation Z desires to complete their work in the correct way to please their managers, so exceptional training would be strongly recommended for Generation Z to be confident in their work.
    [Show full text]
  • Baby Boomers and the Lost Generation: on the Discursive Legitimacy of Generations at Work [email protected]
    Rebecca Whiting (Birkbeck, University of London) Baby Boomers and the Lost Generation: On the discursive legitimacy of generations at work [email protected] We present a critical examination of generations within conversations about age at work, focusing on Baby Boomers and the Lost Generation. Whilst not pre-defining these groups, Baby Boomers are broadly seen as a group in mid / later life, the oldest of whom might be expected to be nearing retirement; the Lost Generation are seen as a group of young people unable to secure jobs during the economic downturn. We utilise an empirically innovative e-research approach to untangle ways in which understandings of generations are discursively legitimated via Web 2.0 media. Applying Vaara et al's (2006) notion of strategies of discursive legitimation, we unpack the legitimation of generations overall and these two generations in detail. We analyze how generational categories are constructed and deployed in debates regarding work entitlement and responsibility, found to be major tensions within the battle for discursive legitimacy of these groups. We explore the discursive strategies deployed as different voices seek to establish work entitlement whilst also assigning responsibility within conversations about age at work. For example, while moral justifications are used regarding both groups, the outcomes proposed are rather different. For Baby Boomers, the focus is on personal economic struggle with increased reliance on governmental support postulated. For the Lost Generation, broader societal damage (including social unrest) is forecast if the claim to entitlement is not satisfied. Similarly, responsibility for the issues associated with each generation is variously allocated.
    [Show full text]
  • Journal of Leadership in Organizations Vol.1, No
    Journal of Leadership in Organizations Vol.1, No. 2 (2019) 96-111 JOURNAL OF LEADERSHIP IN ORGANIZATIONS Journal homepage: https://jurnal.ugm.ac.id/leadership HOW TO LEAD THE MILLENNIALS: A REVIEW OF 5 MAJOR LEADERSHIP THEORY GROUPS Bernadeta Cahya Kumala Putriastuti1*, Alessandro Stasi2 1 Faculty of Economics and Business, Universitas Gadjah Mada, Indonesia 2 Mahidol University International College, Thailand ARTICLE INFO ABSTRACT Millennials are currently taking over the global workforce. While Keywords: practitioners and scholars have recognized their different work values from previous generations, research on this topic is still Millennials; scarce. Furthermore, the current leadership theories have tended Neo-charismatic to focus mainly on the characteristics of leaders without Leadership; Leadership and adequately examining the leadership styles that work best for the information millennials. Using a literature review from the top tier leadership processing; journals, this paper aims to provide a more comprehensive Social exchange; framework to provide new directions for the development of Ethical leadership; leadership theory by understanding the millennials’ perspective E-leadership. on leadership. This study thus contributes to the current literatures by using five thematic leadership groups to develop the most Article History: optimum leadership style for leading the Millennials. The Received 2019-06-16 advantages and disadvantages of using neo-charismatics, Revised 2019-08-04 leadership and information processing, social exchange/relational Revised 2019-08-09 Revised 2019-08-13 leadership, ethical/moral leadership, and e-leadership theories in Accepted 2019-08-12 leading millennials are assessed. Results show that no single leadership theory is adequate for leading the millennials optimally. Hence, mixing the dimensions of different leadership theory groups is suggested.
    [Show full text]
  • From Baby Boomers to Generation Y Millennials: Structure Classes For
    From Baby Boomers to Generation Y Millennials: Ideas on How Professors Might Structure Classes for this Media Conscious Generation Marilyn Koeller National University New techniques for matching instructional strategies for the Millennial generation have been researched and discussed in this article. Some comparisons with previous generations have been outlined. These strategies are meant to meet the learning needs of Generation Y Millennial students in order to make their education more meaningful in both the on ground and online teaching and learning environment. Specific examples have been provided for both venues with a focus on the online environment. Hopefully, these strategies will not only support learner centered instruction and interactivity, but will address the communication preferences of Millennials in today’s colleges and universities. INTRODUCTION Four groups were compared in various categories to make the transition to what is valued by the Millennials. Through these comparisons, various instructional strategies will be outlined to produce an effective learning environment for today’s students (Wilson & Gerber, 2008). The Generational Divide The traditionalists generation was born between 1925 and 1945. There were about seventy five million traditionalists. This group was considered loyal to their teachers and authority in general. They valued logic and discipline and teachers used lectures, memorization and one way communication to deliver content in teaching. The instructional strategies used were based on processing information and learning basic skills that were given to students by teachers. There was one right answer that did not allow for change or thinking “outside the box”. It was important for students to learn basic facts and to be able to spell correctly, use correct grammar, and compute without using a calculator (Wilson & Gerber, 2008).
    [Show full text]
  • Presentation
    AIM Leadership Development Conference Sheraton New Orleans Hotel April 23‐24, 2015 This event is made possible through a Merck educational grant and with support from our partners at South Central Public Health Partnership and the Louisiana Public Health Institute. Thank YOU! Diane Thielfoldt Learning Strategist and Co‐ Founder The Learning Café 2 Leading a Multigenerational Workforce AIM Leadership Development Conference Diane Thielfoldt The Learning Cafe ©2015 The Learning Café meet the 4 generation workforce Silent Boomers Gen X Millennials 1933 - 1945 1946 - 1964 1965 - 1976 1977 - 1998 Cuspers 1960 - 1968 “Each generation has a shared history, common biases, and core beliefs.” 4 ©2015 The Learning Café shifting demographics Silents are past the traditional retirement age of 65. the labor force of those 65 to 75 is growing at a rate of 80% Silents are the most likely generation to read a daily newspaper and watch the news on television. 5 ©2015 The Learning Café shifting demographics Baby Boomers were the largest generation of children born in the US. The last 4.5 million Baby Boomers turned 50. 75 million Baby Boomers are redefining consumerism during the “Golden Years.” Boomers @65 AARP 6 ©2015 The Learning Café shifting demographics 65 % of Gen X is currently employed in full-time jobs. Gen X is the emerging management class in American Companies. Gen X is firmly in position as the leader of American parenting philosophy. 7 ©2015 The Learning Café shifting demographics The Millennials are now officially the largest and most influential adult population in American history. 8 ©2015 The Learning Café shifting demographics Professionals interact 85% with at least 3 other generations at work.
    [Show full text]
  • Generations 2.0: Rebooting Generations in the Workplace
    Generations 2.0: Rebooting Generations in the Workplace Generations 2.0: Rebooting Generations in the Workplace Mountain States Employers Council Evan Abbott Guess When? “Pupils entering school cannot write well. Their thoughts are immature, they are miserably expressed, and they do not know how to spell.” Guess Who? “The children now love luxury. They have bad manners, contempt for authority. They show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents and tyrannize their teachers.” 1 Generations 2.0: Rebooting Generations in the Workplace Overview The Next Generations 1.0 Generations 2.0 Applications Workforce • Generations • Work Ethic and • Labor Market • Workplace Construct Commitment • Baby Boomers, • Work practices • Key Concepts • Communication Xers & & Technology Millennials Gen 1.0: What Do You Know? Silent Baby Generation Boomers Generation Millennials X Generational Peer group = a group whose members share a common historical location and have similar experiences Generation Born Raised Silent 1923-1946 30s, 40s, 50s Baby Boomers 1946-1963 50s, 60s, 70s Generation X 1963-1980 70s, 80s, 90s Millennials 1980-2000 90s - today 2 Generations 2.0: Rebooting Generations in the Workplace Adversity Family Influences Diversity Organizations Economy Technology Gen 2.0 FACT Silent Baby Generation Boomers or Generation Millennials X FICTION 3 Generations 2.0: Rebooting Generations in the Workplace Values Attitudes Beliefs Experiences Expectations Behaviors Communication & Technology Silent Generation X Baby Boomers Millennials Work Ethic Silent Baby Boomers Generation X Millenials 4 Generations 2.0: Rebooting Generations in the Workplace What’s Next? Silent Baby Generation Boomers Generation Millennials X The Next Workforce: Boomers No Longer in their “Prime” Move of the Median Here to stay .
    [Show full text]
  • The Post-80S Generation in Beijing: Collective Memory and Generational Identity
    SANDRA VALéRIE CONSTANTIN. The post-80s generation in Beijing 5 DOI: 10.2478/ijas-2013-0001 Sandra Valérie ConStantin UniVerSitY oF GeneVa The post-80s generation in Beijing: collective memory and generational identity Abstract This article questions the relevance of the notion of generation to describe the cohort who lives in Beijing and who was born in the 1980s and early 1990s, after the implementation of the reforms and opening-up policy in China. The analysis relies on 627 questionnaires collected in Beijing in 2010. The sample was stratified by age and sex, and, based on quotas; it was split into five age groups (18-26 year-olds, 33-41 year-olds, 48-56 year-olds, 63-71 year-olds and 78-86 year-olds). The respondents were questioned on their perception of turning points and socio-historical changes that occurred during their lifetime. After having analysed the data in a comparative perspective, we came to conclusion that the word generation is suitable to describe the young people from Beijing born in the 1980s and early 1990s not only because they do share autobiographical and collective historical memories, but also because these memories have by and large taken place between their adolescence and entry into adulthood (supporting the hypothesis of the existence of a reminiscence bump). Keywords: China, collective memory, generation, identity, life course, youth Theoretical framework Individual life course and History are strongly imbedded. Since the middle of the last century, sociologists have been seeking to understand the mechanics of this embedded-ness on micro-, meso-, and macro-socioeconomic levels.
    [Show full text]
  • THE PROBLEM of GENERATIONS As to Be Capable of Choosing Rationally the Form of Government Most Suitable for Himself
    HOW THE PROBLEM STANDS AT THE MOMENT 277 forms of historical being. But if the ultimate human relationships are changed, the existence of man as we have come to understand it must cease altogether-culture, creativeness, tradition must all disappear, or must at least appear in a totally different light. Hume actually experimented with the idea of a modification of such ultimate data. Suppose, he said, the type of succession of human generations to be completely altered to resemble that of CHAPTER VII a butterfly or caterpillar, so that the older generation disappears at one stroke and the new one is born all at once. Further, suppose man to be of such a high degree of mental development THE PROBLEM OF GENERATIONS as to be capable of choosing rationally the form of government most suitable for himself. (This, of course, was the main problem I. HOW THE PROBLEM STANDS AT THE MOMENT of Hume's time.) These conditions given, he said, it would be both possible and proper for each generation, without reference A. THE POSITIVIST FORMULATION OF THE PROBLEM to the ways of its ancestors, to choose afresh its own particular form of state. Only because mankind is as it is-generation follow• of investigation into his problem. All too often it falls to ing generation in a continuous stream, so that whenever one THEhis lotfirsttotaskdealofwiththe sociologiststray problemsis to toreviewwhichtheallgeneralthe sciencesstate person dies off, another is b-9rn to replace him-do we find it in turn have made their individual contribution without anyone necessary to preserve the continuity of our forms of government.
    [Show full text]
  • Criticalreading #Wickedproblem
    #CRITICALREADING #WICKEDPROBLEM We have a “wicked problem” . and that is a fantastic, engaging, exciting place to start. Carolyn V. Williams1 I. INTRODUCTION I became interested in the idea of critical reading—“learning to evaluate, draw inferences, and arrive at conclusions based on evidence” in the text2—when I assumed that my students would show up to law school with this skill . and then, through little fault of their own, they did not. I have not been the only legal scholar noticing this fact. During the 1980s and 90s a few legal scholars conducted research and wrote about law students’ reading skills.3 During the 2000s, a few more scholars wrote about how professors can help develop critical reading skills in law students.4 But it has not been until the past few years or so that legal scholars have begun to shine a light on just how deep the problem of law students’ critical reading skills 1 Professor Williams is an Associate Professor of Legal Writing & Assistant Clinical Professor of Law at the University of Arizona, James E. Rogers College of Law. Thank you to Dean Marc Miller for supporting this Article with a summer research grant. Many thanks to the Legal Writing Institute for hosting the 2018 We Write Retreat and the 2018 Writers’ Workshop and to the participants at each for their comments and support of this project. A heartfelt thank you to Mary Beth Beazley, Kenneth Dean Chestek, and Melissa Henke for graciously providing comments on prior drafts of this Article. Thank you to my oldest Generation Z child for demonstrating independence and the desire to fix broken systems so that I know my solution is possible.
    [Show full text]
  • Trend Hacking: How to Make Trends Work #IRL
    MARCH 22, 2018 Trend Hacking: How to Make Trends Work #IRL PRESENTED BY Scarlett Rosier / Co-Founder & Director of Operations, Rhyme & Reason Design Heather Daniel / TMP Business Development, Rhyme & Reason Design 9 seconds 8 seconds What does this mean for marketing? Squirrel Engagement is elusive Everyone wants a unicorn Budgets are made from shoestring Womp Womp Fret not. We’re here to help you hack the trends for real life application. Going Viral DEFINITION: Any technique that induces websites or users to pass on a marketing message to other sites or users, creating a potentially exponential growth in the message’s visibility and effect. TREND #1 GOING VIRAL - EXAMPLE 1 Oreo’s You can still dunk in the dark tweet GOING VIRAL - EXAMPLE 2 JJ Watt’s Hurricane Harvey Relief GOING VIRAL - EXAMPLE 3 KFC’s Twitter following of 11 “herbs & spices” GOING VIRAL - EXAMPLE 4 Spotify’s 2018 Goals campaign: BY THE NUMBERS: • Five billion items of content are posted each day on Facebook • 1% of Twitter messages are shared more than seven times • 95% of news people see on Twitter comes directly from its original source or from one degree of separation • Internet popularity is mostly driven by a handful of one- to-one-million blasts not by a million one-to-one shares SOURCE: http://time.com/4672540/go-viral-on-internet/ https://www.forbes.com/sites/robertwynne/2017/07/31/why-its-so-hard-to-go-viral/#348737e60623 Hack it WE ALL CAN’T BE KARDASHIANS… AND THAT’S REALLY OKAY. Social Media Algorithms, they are a-changing • Facebook diminishes posts shown by marketers • Engagement bait tactics are getting the hook PRO TIP: Use your organization’s nimble size to your advantage Experiential Marketing Experiential Marketing DEFINITION: A marketing strategy that directly engages consumers and invites and encourages them to participate in the evolution of a brand or brand experience.
    [Show full text]
  • Talking About Whose Generation?
    issue 6 | 2010 Complimentary article reprint Talking About Whose Generation? why western generational models can’t account for a global workforce By daVid hole, le zhong and jeff SChwartz > PhotograPhy By daVid ClugSton This publication contains general information only, and none of Deloitte Touche Tohmatsu, its member firms, or its and their affiliates are, by means of this publication, render- ing accounting, business, financial, investment, legal, tax, or other professional advice or services. This publication is not a substitute for such professional advice or services, nor should it be used as a basis for any decision or action that may affect your finances or your business. Before making any decision or taking any action that may affect your finances or your business, you should consult a qualified professional adviser. None of Deloitte Touche Tohmatsu, its member firms, or its and their respective affiliates shall be responsible for any loss whatsoever sustained by any person who relies on this publication. About Deloitte Deloitte refers to one or more of Deloitte Touche Tohmatsu, a Swiss Verein, and its network of member firms, each of which is a legally separate and independent entity. Please see www.deloitte.com/about for a detailed description of the legal structure of Deloitte Touche Tohmatsu and its member firms. Copyright © 2010 Deloitte Development LLC. All rights reserved. 84 Talking About Whose Generation? Why Western generational models can’t account for a global workforce By DaviD Hole, le ZHong anD Jeff ScHwartZ > pHotograpHy By DaviD clugSton Deloitte Review deloittereview.com talking about Whose gener ation? 85 it is 8 pm in shanghai, and Kan, a marketing manager for a large global retailer has just gotten off of another call with a headhunter.
    [Show full text]
  • Are Millennials Really All That Different Than Generation X? an Analysis of Factors Contributing to Differences in Vehicle Miles of Travel
    Are Millennials Really All That Different Than Generation X? An Analysis of Factors Contributing to Differences in Vehicle Miles of Travel Denise Capasso da Silva Arizona State University, School of Sustainable Engineering and the Built Environment 660 S. College Avenue, Tempe, AZ 85287-3005 Tel: 480-727-3613; Email: [email protected] Sebastian Astroza Universidad de Concepción, Department of Industrial Engineering Edmundo Larenas 219, Concepción, Chile Tel: +56-41-220-3618; Email: [email protected] Irfan Batur Arizona State University, School of Sustainable Engineering and the Built Environment 660 S. College Avenue, Tempe, AZ 85287-3005 Tel: 480-727-3613; Email: [email protected] Sara Khoeini Arizona State University, School of Sustainable Engineering and the Built Environment 660 S. College Avenue, Tempe, AZ 85287-3005 Tel: 480-965-5047; Email: [email protected] Tassio B. Magassy Arizona State University, School of Sustainable Engineering and the Built Environment 660 S. College Avenue, Tempe, AZ 85287-3005 Tel: 480-727-3613; Email: [email protected] Ram M. Pendyala Arizona State University, School of Sustainable Engineering and the Built Environment 660 S. College Avenue, Tempe, AZ 85287-3005 Tel: 480-727-4587; Email: [email protected] Chandra R. Bhat (corresponding author) The University of Texas at Austin Department of Civil, Architectural and Environmental Engineering 301 E. Dean Keeton St. Stop C1761, Austin TX 78712 Tel: 512-471-4535; Email: [email protected] and The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong August 2019 ABSTRACT This paper is motivated by a desire to understand and quantify the extent to which millennials are truly different in their activity-travel behavior when compared with Generation X that preceded them.
    [Show full text]