Extended Essay

Subject: Global Politics

The role of adultcentrism in the construction of identity during adolescence.

Research question: To what extent does adultcentrism influence the construction of identity

in adolescents in Mexico and the United States?

kfp880

Word count: 4000

 Table of contents

Introduction -----------------------------------------------------1

Chapter I. Identity in the human being

Defining identity - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1

Types of identity and its relevance - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3

Identity in various environments (family, social, education) ----------------4

Chapter II. Adulcentrism in Society

Defining adultcentrism: structural and cultural violence - - - - - - - - - - - - - - - - - - - - 5

Adultcentrism in politics and social media - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7

Case Study: Alessandra Rojo de la Vega and Gerardo Vera - - - - - - - - - - - 7

Case Study: Donald Trump and Greta Thungberg - - - - - - - - - - - - - - - - - - - 9

Adultcentrism in education - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10

Case Study: Ban of drag performances in educational institutions in the US

Possible solutions: CDHCM Scholar Security Report - - - - - - - - - - - - - - - 11

Conclusion - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 11

References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13
Introduction

This extended essay intends to answer the following question: To what extent does

adultcentrism influence the construction of identity in adolescents in Mexico and the

United States? This question will be explored concerning varying contexts such as family,

education, and beliefs, and how they relate to and affect politics on a national and

international level, given that the chosen discipline is Global Politics. To answer the guiding

question, I will explain different concepts used in the essay, such as adultcentrism and its

relationship and relevance to the topic in general. Furthermore, I will develop other terms,

such as identity and its different types, highlighting their importance and relationship with

adultcentrism. I will analyze how that relationship has affected the identity of adolescents in

Mexico and the consequences it brings to society when those teenagers make political actions

and decisions in their country. Lastly, I will analyze both concepts by using primary and

secondary sources; through the understanding and analysis of different case studies that

demonstrate the particular issue of adultcentrism in society and specific personal cases that

have happened during my life. Consequently, I will emphasize the relevance of creating

awareness on this topic as it affects their identity and shapes them, which might bring future

political consequences.

Chapter 1. Identity in the human being

Identity can be understood as a complex concept that encompasses an individual's

self-perception, beliefs, behaviors, and how others perceive and categorize them.

Furthermore, Berger, P. & Luckmann, T. (1966) suggest that identity is a constantly evolving

phenomenon that results from the ongoing interaction between the individual and their

environment. The different types of identity are built in distinct contexts: socioeconomic,

educational, personal, and political. That is why identity can be determined as unique since
every single person has their own experiences and thoughts. Although it is possible for there

to be similarities within different individuals’ identities, it is due to the fact they belong to the

same group and were shaped within the same context.

On the other hand, Taylor, C. (1991), describes identity in his paper “The Ethics of

Authenticity" as being founded on a search for a coherent and authentic sense of self. It is a

fundamental aspect of the human experience, but the conflicting demands of different social

and cultural norms, such as adultcentrism, often complicate this search. These demands

highlight the fluidity of identity and its susceptibility to being changed by the individual's

interactions with their environment. Additionally, according to Erikson's theory of

psychosocial development (1968), the formation of an individual's sense of identity occurs

during the life cycle from childhood to adulthood. Erikson states that during adolescence,

individuals experience a crisis of identity as they navigate the various challenges and

conflicts of their lives. This crisis is resolved through the development of a sense of self.

Even though this process continues through adulthood, older individuals have already shaped

their identity to a significant extent which results in the further modification of their mindset

becoming increasingly difficult. Moreover, in a scientific article titled “Brain Development

During Adolescence”, written by Konrad, K., Firk, C. & Uhlhaas, P. (2013) it was revealed

that a fundamental reorganization of the brain takes place in adolescence when it is most

receptive to forming new connections and learning. It makes the adolescent brain susceptible

and vulnerable to environmental influences, both positive and negative. This vulnerability is

often exploited by adults in order to shape the identity of adolescents in their favor. During

adolescence, people develop their sense of self, which includes their cultural beliefs, personal

aspirations, educational decisions, and, most importantly, for the purpose of this essay, they

will become citizens of their nation and the world.

 According to Global Politics, identity is more than a personal element of each

individual. It can be divided into three main categories: National Identity and Cultural

Identity, which are formed through different experiences and depend on the context a person

is living in. In the case of National Identity, it can be formed in three different ways. The first

one is Spontaneous Identity, which is mainly based on stereotypes. How someone should

behave or act depends on the State they live in. It might help the individual to learn who they

can be. However, it also puts them in a box as they are restricted to the norm. On the other

hand, Historical Identity is what shapes someone's beliefs and behaviors; it is based on the

events that happened in the State, including colonialism, armed conflicts, economic crisis,

pandemics, etc. It helps the individual to know more about their past and also to let be aware

of what happened in their historical background, and it allows them to remember, so they do

not repeat it. Finally, the third one functions as an Intended National Project, where the State

teaches what it is to be part of a country in a socioeconomic, political, and cultural sense. The

State must develop it in individuals as it creates a sense of belonging to the individual and

patriotism, which involves loyalty and trust in the State.

On the other part, Cultural Identity can be shaped by factors such as ethnicity,

language, religion, and geography that the individual experiences. It also gives a sense of

belonging, who they are, and what they believe. Moreover, it can determine the things a

person eats, how they behave, and what they wear, all of these elements help the individual

understand who they are and complement National Identity so both of them help guide and

shape someone’s identity.

As identity is more vulnerable during adolescence, national and cultural identity play

an essential role in the construction of it in teenagers. Each one develops in different

contexts, whether it is in a familiar, scholarly, or social environment, whether it is via social

media or within their friends. However, all of them involve adults shaping a teenager’s
identity. In the familiar context, parents often determine many of the adolescent's faith and

beliefs, as well as the traditions they follow through direct instruction and customs. For

example, I come from a Mexican Christian family where throughout my childhood and

adolescence, I have learned the different rules and traditions my parent’s religion and cultural

background involves such as celebrating “Día de Muertos”, going to Church weekly, and

having faith in God. In the case of a scholarly environment, the State is in charge of

determining the syllabus that will be taught to the students. This syllabus is created based on

the country’s norms and beliefs, and it permits national identity to be formed in the teenager

through lessons that talk about the State’s history and all their historical backgrounds. For

example, in Mexican middle schools' history syllabus, the history course published on the

official website of the Mexican government is focused on Mexican history which includes

topics from prehispanic cultures and New Spain's creation to Mexico in the modern era. (SEP,

2011) Finally, friends and social media play an essential role in identity creation as both are

environments in which adolescents spend more time. The book Parenting for a digital future,

written by Livingstone, S. & Brake, D. (2010) states that social media can provide a space for

young people to experiment with different identities. Factors such as anonymity and

pseudonymity allow teenagers to “try on different personas, explore their individuality, and

develop a sense of self”. Nevertheless, while social media can be a positive force in identity

formation, it can also have negative effects. In the article titled “Social media use, body

image”, it is mentioned that social media can increase pressure on teenagers to conform to

societal norms and expectations. (Mosen, L., Anderson, M., & Rowsell, J., 2019) This

pressure is also generated by constant interaction with other users who can easily portray

their own beliefs and indirectly influence or affect adolescents with those beliefs.

Based on the previous research my own definition of identity. A complex and

constantly changing concept that human beings construct during the different stages of life. It
entirely depends on the context the individual experiences in different areas, including social,

cultural, educational, and political. Each area shapes identity and is what makes the

individual unique, as each person experiences things differently. Although identity is in

constant change through the cycle of life, the way the human brain works and develops

makes adolescents vulnerable to any experience, adolescents can be easily influenced and

have the need to adapt to their social environment in order to fit the norms. Everything that

happens during adolescence will have consequences on the teen’s future, mainly young

adulthood, as most of their identity will depend on how they were raised and educated. This

not only affects the adolescent itself but also affects the political system, as those adolescents

are the next in line to turn citizens of their country, where they will be expected to have

political participation and be active in the adult world; if they are continuously experiencing

events with an adult centrist ideas within their environment, either scholar, social, or even

familiar, their identity will have direct consequences on the political world.

Chapter 2. Adultcentrism in the world

In this paper, I will be referring to “children” as the Convention on the Rights of the

Child definition: “a child means every human being below the age of eighteen years unless

under the law applicable to the child, majority is attained earlier”. (1989) Additionally, I will

be focusing on children belonging to adolescence according to the World Health

Organization's definition of the term which is “the phase of life between childhood and

adulthood, from ages 10 to 19.” (2023) Adultcentrism can be defined as “the potential bias

adults have in understanding and responding to children” (Goode, D., 1986) as well as “the

tendency by adults to view the world from an adult perspective and in so doing not

understand or appreciate how children and young people are viewing things” (Chapter 2,

Homelessness, 1996). This term can be applied to many different cases and contexts. It has

become a norm in many countries, as can be seen in Mexico. In this country, most adults
believe that children are the same as people who lack agency only because they are in the

early stage of their lives. They do not recognize that agency by using phrases such as “don’t

do this because you are too young” or “I’m the adult here so do as I say”. (Araujo, J., 2021)

This behavior can influence a child’s attitude, which not only puts them in a box by telling

them that they are incapable of doing something but also by not letting them be who they

want to be. They are limited to what the adult says is correct. And the more these comments

or this type of behavior is used in children and teenagers, the more their identity will be

affected by them. According to Kellet, P. (2015) adults who experienced adultcentrism during

their adolescent years reported feelings of marginalization and a lack of confidence in their

abilities and potential. These negative experiences can have lasting impacts on personal and

professional development, as well as on the ability to engage effectively in civic life and

exercise agency.

Adultcentrism is an example of structural and cultural violence as it is normalized in

society while negatively impacting the adolescents that are affected. What makes it cultural

violence is the fact that adultcentrism often comes with a specific status quo that benefits a

form of authority, giving them all of the power over the teens. This power permits them to

make biased and adult centrist comments and, since it is part of their culture, it is a regular

and common thing to do that is accepted by everybody. As it is normalized, there is not any

awareness of this problem nor many institutions that try to counter it. On the contrary, it is

seen as a behavior that cannot be questioned, and when a child tries to do it, the adult reacts

in a negative way, it is reflected in the movie titled “Matilda”, in which the father yells to her

daughter: “I'm smart; you're dumb. I'm big; you're little. I'm right; you're wrong.” (1996) This

scene sends to the audience the message that being a kid is a synonym of being wrong and

incapable. Notwithstanding, adulcentrism has gained the academic's attention to actually start

criticizing the problem and reflecting on why it represents a threat to society. Moreover, there
are institutions, that are focusing on the problem and raising awareness to stop it such as the

World Health Organization, although it does not specifically talk about adultcentrism, it does

it at a general level, where ageism is the main focus. “Ageism refers to the stereotypes (how

we think), prejudice (how we feel) and discrimination (how we act) towards others or oneself

based on age” (WHO, 2022) being the most commonly affected groups the elderly and the

youth.

In Global Politics, adultcentrism is commonly used for invalidating adolescents as

they aren’t told to not be old enough to understand the complexity of the world and all the

political conflicts existing around the world. For instance, the local Mexican deputy,

Alessandra de la Vega, who has a political discourse in pro of young people, especially

women, made a post on her social media regarding the “militarization” Mexico has suffered

and its consequences during September of 2022 due to an event she experienced. However,

the real event turned out to be a search for a kidnapped young girl, in which both local police

and the military collaborated to make a quicker and more effective rescuing process. Gerardo

Vera, a young political actor in Mexico and famous on the social app TikTok, commented on

her post with the real facts. All the information he provided was backed by previous similar

cases as well as articles from the Mexican Constitution. De la Vega replied with an adult

centrist perspective where she described Gerardo to be “young and bad informed”, making

emphasis on the fact he is young as if it were a restriction for him to have a valid argument

and point of view on the event; as if his voice did not matter just because of his age.

Additionally, after Vera commented, he posted a Tiktok in which he developed his ideas in

depth as a response to the deputy’s reply; Tiktok where he got support from other young

political activists and adolescents in general. However, she not only never apologized, but

also mocked by saying “I won’t refer to him as young because he gets mad” on a TikTok she

made. Not even realizing that the reason why people were mad was not because of her
misinformation, but rather due to her ageism towards young people. It is an example of how

adulcentrism is structural violence as it is a usual form to invalidate youth opinions where

most of the adults are in agreement, as the deputy also had many replies on her post and

video, mainly from adults, that supported her point of view ignoring the real facts. It also

proves how despite adults having a discourse for benefit of young people, they will still be

part of the adultcentrism issue and they will not even question it due to its normalization.

Social Media has become a relevant part of adolescents' life. According to Anderson,

M. & Jiang, J. (2018) Adolescents describe these apps as “a key tool for connecting and

maintaining relationships, being creative, and learning more about the world”, however, it is

also considered as a negative space for adolescents, where they feel pressure to present

themselves in a certain way. In addition, despite being a tool for connecting with other people

around the world, adultcentrism plays an essential role in how adolescents experience social

media. Adultcentrism can make social media environments unpleasant for young people, in

which they are continuously invalidating young people's comments and unrecognizing their

agency. This may result in a diminished feeling of community and a diminished desire to

engage in online groups, which may have an effect on their general well-being and the

construction of identity. Furthermore, adolescents may be less likely to express themselves

honestly and openly when they believe that their opinions and experiences are not

acknowledged or respected on social media. Nevertheless, it is not always the case, as seen in

the previous example, both political actors had comments in their favor, wherein the first one,

a young person encouraged their action of defending his perspective with arguments, “The

fact we are young does not mean we do not know what we are talking about” (Pulido, E.,

2022); the second actor obtained comments such as “Thanks for informing” or “Well said”

(Meana, J. & Jusseppe, A., 2022) that were mainly from adults. Those adults did not

acknowledge the adult centrist comments the deputy stated, rather just focused on the
information provided. This shows how age can change the perception of the same event and

create a completely different opinion from the other group. It also demonstrates that despite

living in an adult centrist structure, young people use the same mediums in which the

aggressions occur, in order to fight back and defend their agency and freedom of speech.

Another important factor to note is the role adults play in social media, whether they

are influencers or politicians. Because of their role and popularity in society, most people,

mainly adolescents, want to emulate their behaviors; they become role models for any person

who follows them, representing a threat to the power they have other them. They can easily

convince people to act in such a manner that reflects their ideologies, including

adultcentrism. For instance, in 2019, ex-president of the USA Donald Trump mocked teen

climate activist Greta Thunberg on Twitter after she was named Time magazine's Person of

the Year, calling her victory "ridiculous" and suggesting she take anger management classes

and do “adolescents actions” Thunberg soon updated her Twitter as a response, writing: "A

teenager working on her anger management problem. Currently chilling and watching a good

old fashioned movie with a friend,". Greta has stood out due to her environmental activism

since she was fifteen, and one year later, in 2019, she gave a speech at the UN Climate Action

Summit, where the phrase “How dare you?” was highlighted by the press as it criticized

governments throughout the world for damaging nature. This case is an example of how

politicians, have adult centrist ideals that are easily portrayed to their followers through social

media. In spite of receiving critique, Trump also received support comments from that

statement that reinforced his ideas. Additionally, the fact that the statement came from the

President of the United States at the time, contributed to the adultcentrism problem as it

evoke the message that adolescents should be focused on “chilling with friends” at the same

time he invalidates all the activism and influence Greta has made in her life; making adults

and his followers adopt and agree with that behavior.

 In the education system, as explored in the previous chapter, governmental institutions

focused on education are also part of the construction of identity in adolescents. In addition,

those institutions alongside schools, are able to determine their own norms that students are

obliged to follow even if it is against their beliefs and ideas. Adultcentrism is also present in

these institutions, although it is not always intentional, it occurs due to its normalization. It

comes in various forms, such as the rejection of student agency, and the imposition of

adult-oriented curricula and standards (Jimerson, Swearer, & Espelage, 2015). A particular

example is the case of lawmakers in states of the USA, including Montana and Arkansas,

who submitted legislation to bar minors from attending drag performances at the beginning of

2023 (Perez, J., 2023). This bill was focused on public and educational entities. This means

that children are not able to freely develop their freedom of speech and identity in terms of

gender within the school at the same time they may be criticized by those lawmakers due to

its criminalization, inferring those actions are morally wrong. In Montana, the bill forbids

state-funded libraries and schools from sponsoring drag shows during school hours or

extracurricular activities within the school. If found guilty, educators risk having their

teaching licenses suspended and a $5,000 fine. (Perez, J., 2023). The different legislations

were justified by adult centrist comments, like the case of the Arkansas Governor “This is not

about banning anything; it is about protecting kids” (Perez, J, 2023) However, they never

asked what children thought about the bill. It demonstrates how adults often act in order to

protect the children, but fails on integrating them into conversations and agreements about

issues that affect them. On the other hand, in an interview with Sherry East, president of the

South Carolina Education Association, she said "I don't know when drag shows became the

devil.” “It is quite alarming and depressing that some of our elected leaders have homophobic

attitudes” (Perez, J., 2023). It is an example of how educators are also affected as most of
them do not agree with those bills and proves that being an adult does not necessarily means

that adultcentrism will be present.

Adultcentrism is a problem that institutions such as the Human Rights Commission in

Mexico City (CDHCM in Spanish) have been making an effort to diminish the problem by

raising awareness through the launching of campaigns and reports. An example is the Scholar

Security Report launched by CDHCM in 2022 which “advocates for the importance of

participation of the children and adolescent in the formulation of general prevention

strategies, specifically school”. Throughout the report, it is highlighted that children’s opinion

is relevant for solving problems that involve them as it helps to have their perspective and

create solutions where they benefit rather than affect them more. In the same report, is

mentioned that school must be a space in which children have the right to participate within

their community, additionally, it is their right to reunite, create connections, manifest their

ideas, and essential rights for democratic construction. (CDHCM, 2022)

Conclusion

In conclusion, as explored within this essay, adultcentrism is a widespread problem

that impacts adolescents all around the world; it directly affects how adolescents develop and

construct their identities. Identity is a complex and dynamic phenomenon that is influenced

by a person's experiences, beliefs, behaviors, and how they are regarded and classified by

others, including their national and cultural identities. It is vital to take into account the

various factors that create adolescents' identities and the different contexts they develop in,

such as family, education, social media, beliefs, and customs, as they are vulnerable to any

influence they experience due to the stage they live in (adolescence). Adultcentrism

normalizes a power dynamic that favors adults while invalidating the agency, ideas, and

experiences of young people, which has negative effects like feelings of exclusion, low
self-esteem, and fewer opportunities for civic engagement and participation within their

community. In my personal experience, adultcentrism has been part of my life in different

contexts. I frequently listened to opinions that invalidated my actions and ideas with the

justification of not being old enough to comprehend and do “adult” actions. The fact that is

normalized within society represents a challenge for adolescents to defend themselves,

however, it is not impossible as not all adults think alike and there are academics,

organizations, and government agencies, that address and critique the problem, at the same

time they raise awareness and act as a support for adolescents that suffer adultcentrism. More

needs to be done to identify and challenge this type of structural and cultural violence and

enable young people to have equal representation in society. Any context in which

adolescents develop their identity and sense of belonging must be a secure environment to let

them actively participate within their communities, recognize their agency, be able to develop

their own connections and thoughts, and become prepared and conscious citizens that will not

commit adultcentrism in the future.

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