Thematic Analysis of Inventing Adulthood
1. I have sent a file named "AER Assignment1", which introduces my assignment requirements in detail. Please read it carefully and write according to my requirements.
2. I have sent the relevant materials to be analyzed for this assignment together with this document, including 5 Word documents named "5777" and the word document named "Youth Values Interview Schedule".
3. There is also a file named Sample Assignment 1. Here is an example of the assignment given by the teacher. You can refer to the structure and format of the assignment, but be aware of the following points:( Please do not copy, but be sure to study it carefully and follow the sample article)
4. I will also send some supplementary materials, including classroom PPT, reading materials and classroom exercises. When you think there is a problem, you can refer to it.
This is a brief introduction of my assignment. Please read "AER Assignment 1" carefully for details.
The purpose of this assignment is to analyse secondary qualitative data in the form of interview transcripts and prepare a report on the analysis approach and interpretation of the interview data.
Details of the study that collected the data to be used in this assignment
Henderson, S., Holland, J., Thomson, R., McGrellis, S., Sharpe, S. (2011). Inventing Adulthoods, 1996-2006. [data collection]. 3rd Edition. UK Data Service. SN: 5777, http://dx(dot)doi(dot)org/10.5255/UKDA-SN-5777-1.
Students are provided with a selection of five transcripts obtained from interviews with young people involved with the Inventing Adulthoods Project. They are also provided with the interview schedule that was used to collect the data and a brief description about the Project and the research used to evaluate it. There are also links and references to further resources relevant to the project which should be consulted. Students should have a brief read through of the transcripts before selecting one for initial analysis and coding.
THEMATIC ANALYSIS FOR INVENTING ADULTHOOD
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Thematic Analysis of “Inventing Adulthood”
Much of today’s study and discussion on young people emphasizes the unpredictability of their paths into maturity. Traditional transition patterns have all but vanished (with some class differences) or have been expanded in ways that create an unclear link between young people and maturity. Dependence and independence interact in novel and different ways. Different competing or opposing conceptions of adulthood, fueled by individualization and detraditionalization (1996), imply that adulthood is fragmenting.
They helped us understand how they felt about maturity, how they experienced it, and their attitudes regarding formal markers of adulthood and citizenship privileges. There were skills in some areas of their lives where they might earn recognition from others, which could drive them to make a long-term investment in that area. We propose that a young person’s access to financial, emotional, social, and cultural resources influences the degree and kind of investment in adult identity over time.
Children’s embodied identities at home and school are likely different. The former combines emotional, cognitive, and physical components, separating the cognitive and the development goal. Moreover, the ‘habitus’ of diverse sectors of young people’s lives are compounded by class and cultural discontinuities. We contend that the differences in these cultural climates have a significant impact on the investments made by young people as they enter adulthood. These concerns pertain to a citizenship agenda that recognizes inclusion, involvement, and recognition as continuous experiences for children and youth rather than a distant future state. As agents, young people are already actively involved in claiming, opposing, and negotiating a range of competing obligations and freedoms. Thus, youth’s various and even contradictory understandings of maturity can contribute significantly to discussions on youth citizenship ( Abedi Ja’fari et al. 2011).
Based on the above flowchart, childhood, no defined period defines adolescence, and there is no clear line that separates childhood from maturity. The transition from adolescence to adulthood is influenced by various factors, including physical, social, and emotional components. People may not always make progress in some regions of their lives, and sentiments and moods prevalent in childhood, such as fragility, a lack of competence, and a lack of confidence, may continue throughout adolescence and adulthood, depending on the circumstances. Thematic analysis was used to evaluate and interpret three secondary qualitative data from the “Inventing Adulthoods Project” in the form of interview transcripts presented in this paper. Thematic analysis can be used to evaluate qualitative material in a structured manner. When referring to a collection of texts, such as an interview transcript collection, it is most often used in this context (Keller et al. 2007).
Family members and friends can also aid transitioning teenagers in accessing mental health resources at school, at their places of emplo...