Adolescence Canadian 1st Edition

McMahan
Full download link at:

Test bank: https://testbankpack.com/p/test-bank-for-adolescence-canadian-

1st-edition-mcmahan-thompson-0205843719-9780205843718/

Solution Manual:
https://testbankpack.com/p/solutions-manual-
for-adolescence-canadian-1st-edition-
mcmahan-thompson-0205843719-
9780205843718/
Chapter 7
Community, Culture, and the Media

Chapter at a Glance
Detailed Chapter Instructor’s Test Bank PowerPoint MyPsychKit
Outline Manual

Adolescents and DISCUSSION

Community TOPICS 1-2
The Need to Belong
Community
Engagement
“Winning Isn’t
Everything”
The Role of Culture DISCUSSION
What Is Culture? TOPICS 3-4
Individualism and
Collectivism
Transmitting Culture
Social Diversity
Social Class

Leisure and the DISCUSSION

Media TOPICS 5-6
The Impact of Media
What’s the
Attraction?
Effects of Media
Exposure
The Media and
Sexuality
Body Image and the
Copyright © 2015 Pearson Canada Inc.
47
Media
Now For Some Good
News...

Copyright © 2015 Pearson Canada Inc.

48
Instructor’s Manual for McMahan/Thompson, Adolescence

Learning Objectives
After studying the chapter, students should be able to answer the following questions.

LO7.1 What is a sense of community and why is it important to teens?

LO7.2 What can be done to build a stronger sense of community?
LO7.3 How do organized teen sports help or hinder the growth of a sense of community?
LO7.4 How can the study of cultures help us understand adolescence?
LO7.5 How are collectivistic and individualistic cultures different?
LO7.6 How do teens acquire the norms and attitudes of their culture?
LO7.7 How do teens that belong to an ethnic minority function within a culture?
LO7.8 How does growing up in poverty affect adolescents?
LO7.9 How much time do teens spend on media?
LO7.10 What do teens expect to get from media?
LO7.11 How does exposure to violent media affect teen aggression?
LO7.12 What roles do media play in sexual socialization?
LO7.13 How is body satisfaction in adolescents influenced by media images?
LO7.14 What are some positive effects of teen media involvement?

Copyright © 2015 Pearson Canada Inc.

49
 Chapter 7: Community, Culture, and the Media

Chapter Summary
Adolescents are powerfully affected by the communities in which they live, by the culture in which their
community is embedded, and by the media to which they are so constantly exposed.

A community is much more than a set of buildings in a particular location. It is adults and children who
are joined by their common setting, activities, goals, attitudes, and values. Growing physical and social
distance between adults and adolescents, encouraged by suburbanization and age segregation, makes
achieving a sense of community more difficult. Inner-city teens are particularly likely to feel left out,
unimportant, and powerless.

Community organizations for adolescents can play a critical role in fostering a sense of engagement and
identification with the common good and the development of positive social values.

Organized sports offer many benefits to teens, but an overemphasis on winning can undermine these
and diminish their enjoyment of the activity.

Cultures are systems of norms, beliefs, values, and behaviours that are shared by a group and passed
along to new generations.

We often interpret the world from the standpoint of our own cultural assumptions and think of
others’ cultural practices as peculiar. This tendency is called ethnocentrism. Knowledge of different
cultures, gained through cross-cultural research, can help create a more sympathetic understanding
of those from other backgrounds.

One widely used approach to understanding cultural differences relies on concepts of individualism and
collectivism. Individualistic cultures such as those of Canada, the US and Western Europe, focus more
on the rights, goals, and needs of independent individuals. Collectivistic cultures such as those of China
and India, focus more on the norms, beliefs, and goals of the group and the duty of interdependent
individuals to act in the interest of the group. Critics of these concepts cite findings that adolescents
across cultures develop similar concepts of universal human rights.

Children and adolescents may acquire the rules and traditions of their culture through socialization, or
instruction from parents, peers, teachers, and community leaders, and through enculturation, in which
the psychological aspects of the culture are passed along through traditional stories, sagas, and media
presentations. They may also construct an understanding of the social practices that allow them to get
along in their community.

Canada, the US and Western Europe have become much more culturally diverse in recent decades,
largely because of immigration from other parts of the world. Teens who are members of minority
cultural or ethnic groups develop various relationships to the majority culture. Those who assimilate
give up their own culture to identify with the majority culture. Those who marginalize themselves reject
both their own culture and the majority culture. Those who separate identify only with their own culture
and reject the majority culture. Those who integrate retain their identification with their own culture
while also identifying with the majority culture. These teens are called bicultural.

Bicultural teens have fewer psychological difficulties than those in the other three groups.

Adolescents from ethnic minorities may develop goals and values that are different from those of their
parents, and it may be difficult for them to balance these opposing views. However, the social support
from their parents, extended families and wider ethnocultural community may also provide an important sense
of security.

Copyright © 2015 Pearson Canada Inc.

50
Instructor’s Manual for McMahan/Thompson, Adolescence

Adolescents are deeply affected by their family’s social class or SES, which involves wealth, income,
education, and place in society. Over 13% of Canadian children and teens under 16 years of age live in
poverty. The percentages are especially high for Aboriginal persons in Canada. Growing up poor
affects adolescents at every level of their experience, from stressed-out parents to deviant peers,
inadequate school facilities, and deprived, often dangerous, neighbourhoods.

Adolescents in developed societies have a great deal of free time, much of which they spend engaged
with some form of the media. In early adolescence, television takes up the most time. Across
adolescence, music steadily gains importance. So does use of a computer, especially time online. SES
is linked to media exposure for younger adolescents.

Among the reasons adolescents use media so much are diversion, excitement, gathering information,
and keeping up with the interests of friends and peers.

The effects of media exposure can be understood in terms of the understanding of the world
communicated by the media, the models for behaviours and attitudes that are presented, and the scripts
or social judgments that are provided or encouraged. A major concern is how exposure to violence in
the media affects children and adolescents. Research indicates that watching media violence causes
some children to become more aggressive and leads many others to be more accepting of
aggressiveness. Violent video games arouse special concern because the violence is so pervasive and
explicit and because players are involved in first-person violent activities.

Another concern is the effects on adolescents of exposure to sexuality in the media; sexually charged
medical experiences have been shown to have a measurable impact on how teens think and feel about
sex. Media portrayals of love and marriage can lead to teens developing cynical attitude about
relationships and to believe that promiscuity is the norm.

The images of physical attractiveness presented in the media have been linked to body dissatisfaction,
disturbed body image, and eating disorders among adolescents.

Along with attention to the negative effects of media exposure on teens, it should be noted that through
the media those growing up today have wider and easier access to the riches of human culture than
any previous generation.

Copyright © 2015 Pearson Canada Inc.

51
 Chapter 7: Community, Culture, and the Media

Integrated Teaching Outline

1. Adolescents and Community
a. The Need to Belong
i. A Sense of Community
→ DISCUSSION TOPIC 1
ii. The Left Out
b. Community Engagement
i. Benefits of Community Organizations
ii. What Values?
→ DISCUSSION TOPIC 2
c. “Winning Isn’t Everything”
2. The Role of Culture
a. What Is Culture?
→ DISCUSSION TOPIC 3
i. Why Study Culture?
ii. Psychology and Culture
b. Individualism and Collectivism
c. Transmitting Culture
d. Social Diversity
i. Culture and Ethnicity
→ DISCUSSION TOPIC 4
ii. Majority Relations
iii. Minority Parents and Teens
e. Social Class
i. Growing Up In Poverty
ii. How Widespread Is Poverty?
iii. Effects of Poverty
iv. Overcoming Poverty
3. Leisure and the Media
a. The Impact of Media
i. How Much Time Do Teens Spend on Media?
ii. Differences in Media Use
→ DISCUSSION TOPIC 5
b. What’s the Attraction?
i. Uses and Gratifications
ii. What Uses? Which Gratifications?
c. Effects of Media Exposure
i. Theories of Media Effects
ii. Media Violence and Aggression
iii. Is the Case Proven?
d. Video Games and Mobile Apps
e. The Media and Sexuality
i. Sexting
ii. Positive Messages
→ DISCUSSION TOPIC 6
f. Body Image and the Media
g. Now For Some Good News.

Copyright © 2015 Pearson Canada Inc.

52
Instructor’s Manual for McMahan/Thompson, Adolescence

Key Terms with page references

Sense of community (231) Assimilation (243)
Culture (236) Marginalization (243)
Ethnocentrism (237) Separation (243)
Cross-cultural research (239) Integration (243)
Individualism (240) Bicultural (243)
Collectivism (240) Social class (245)
Socialization (241) Media (250)
Enculturation (241) Uses and gratifications (253)
Ethnocultural group (242)

Topics for Classroom Discussions

TOPIC 1
When you were growing up, were you aware of feeling connected to your community? If so, how did it
show itself? What factors helped bring it into being? If not, were you aware at the time of not having
such a sense of community? Were there aspects of your life that made you feel separate from the
community? Did you believe you were missing something important that your peers had?

TOPIC 2
You are getting ready to leave for a friend’s birthday party when your aunt calls you up. She isn’t feeling
well and asks you to go to the pharmacy to pick up her medication. If you agree, you will miss most of
your friend’s party. What do you do? How is your choice relevant to the distinction between collectivistic
and individualistic values?

TOPIC 3
How would you describe your own cultural or ethnic background? What experiences helped you to
understand and accept your culture? What aspects of your culture’s attitudes and values do you identify
with most closely? Are there some that you question or reject? If so, at what point did you begin to be
aware of that?

TOPIC 4
One frequent assumption in individualistic cultures is that people are responsible for what happens to
them. How do you think that idea would affect adolescents growing up in poverty? How might it affect
the beliefs and attitudes of other, more economically secure, adolescents toward their poorer
classmates?

TOPIC 5
At what age did you and your friends start using computers, the Internet, and social media? What did
you use them for? Where – at home, at school, at the library?

TOPIC 6
Given what you have learned about the effects of television violence and violence in video and
computer games on adolescents, do you think that warnings should be placed on video game
packaging in the same way that cigarettes contain warnings about risks to health?

Copyright © 2015 Pearson Canada Inc.

53
 Chapter 7: Community, Culture, and the Media

Writing in the Spotlight

Did you answer the attitude questions on p. 236 of the textbook? If so, what did your answers reveal? If
not, go do it now, then come back here.

Did you have a higher level of agreement with the odd-numbered items, or the even-numbered items?
The odd-numbered items reflect attitudes that are typical of collectivistic cultures, and the even-
numbered items reflect attitudes that are typical of individualistic cultures. Where do you stand?

Now imagine that you are a member of a top-ranked debating team. Your assignment is to write out
what you will say in support of one of the statements on p. 236 that you agreed with least. In other words,
if your attitudes lean toward individualism, you will choose one of the odd-numbered statements to
defend, and if they lean toward collectivism, you will chose one of the even-numbered statements to
defend. And remember, you are to do your best to make a convincing argument, even if you do not
personally agree with it.

Copyright © 2015 Pearson Canada Inc.

54