The Concept of “Coming of Age” in Margaret Mead’s Work
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Margaret Mead, one of the most prominent figures in anthropology, conducted groundbreaking research on the socialization of adolescents, particularly in the context of different cultures. In her famous work, “Coming of Age in Samoa” (1928), Mead explores the concept of “coming of age”—a critical phase in the transition from childhood to adulthood. Through her study of Samoan adolescents, she offers a cross-cultural perspective on the universal process of maturation, suggesting that the experience of adolescence is not biologically fixed but culturally constructed.
Overview of Margaret Mead’s Work
Mead’s study of Samoan society challenged Western assumptions about adolescence, which were largely shaped by the belief that adolescence is a universally difficult and turbulent period of emotional and psychological turmoil. “Coming of Age in Samoa” focused on the experiences of teenage girls in Samoa and provided an in-depth look at how cultural norms shaped their passage from childhood to adulthood.
Through participant observation, Mead found that Samoan adolescents had a much smoother transition to adulthood compared to their American counterparts. While American adolescents were often characterized by anxiety, rebellion, and confusion, Samoan adolescents were typically seen as having fewer problems adjusting to adulthood. Mead suggested that the cultural context played a significant role in shaping the experiences of adolescence.
The Concept of “Coming of Age” in Mead’s Work
In Mead’s research, “coming of age” refers to the social and psychological transition that an individual undergoes as they move from childhood into adulthood. This process is not only about biological maturation but also involves the acquisition of social roles, responsibilities, and cultural expectations that define adulthood within a specific society.
Mead’s study of Samoan culture revealed that the rituals, social expectations, and upbringing practices in Samoa led to a much more seamless transition from adolescence to adulthood, which contrasted with the more tumultuous experience of adolescence in the United States. The key aspects of “coming of age” as portrayed in her work include:
1. Cultural Variability in Adolescence
One of the most significant contributions of Mead’s work was her argument that adolescence is not a universal, biologically determined stage of life, but rather a social construct that varies across cultures. Mead showed that the nature of adolescence—and the way individuals experience the transition into adulthood—differs widely from one society to another.
In Samoa, she found that girls entered adulthood without the conflicts commonly associated with adolescence in Western cultures. The Samoan social structure did not place the same level of pressure on individuals to define their identity, challenge authority, or face the emotional turbulence often associated with Western adolescence. Instead, Samoan adolescents enjoyed a smooth transition because their society emphasized cultural continuity, social harmony, and clear role expectations.
2. Absence of Western Adolescence “Turmoil”
Mead noted that Samoan adolescents did not experience the same emotional turmoil, rebellion, and anxiety that characterized adolescents in the United States. This observation led her to challenge the assumption that such turbulence is biologically inherent to adolescence. According to Mead, Western societies’ expectations for teenagers to be rebellious or emotionally conflicted were culturally specific, shaped by societal pressures to form independent identities, navigate complex relationships, and adhere to competitive values.
In Samoa, there were fewer pressures regarding sexuality, individuality, or career aspirations compared to the United States, leading to less emotional stress during adolescence. Teenagers in Samoa were able to experience their youth in a more relaxed, communal way, with fewer adult expectations imposed on them at an early stage.
3. The Role of Family and Community in Coming of Age
In Samoan society, the family and community played a central role in the coming-of-age process. Adolescents were not subjected to harsh rites of passage or forced to assert their independence in the same way as American teenagers. Instead, they were socialized gradually through participation in communal activities, such as working together with family members and engaging in social events.
In contrast, American adolescents often felt compelled to break away from their families and establish their autonomy. This cultural difference shaped how young people in each society experienced the transition into adulthood. The close-knit social structures of Samoan families facilitated a smoother transition by providing constant guidance and clear expectations for behavior.
4. Sexuality and the Coming of Age
Mead also highlighted the cultural significance of sexuality in the coming-of-age process. In Samoa, sexuality was more openly acknowledged and did not carry the same moral burden or shame associated with it in Western societies. Young Samoan women were allowed to explore their sexuality more freely, and premarital sex was common and socially accepted. Mead suggested that this openness allowed Samoan adolescents to develop a more relaxed and healthy relationship with their sexuality, which contributed to their overall well-being and smoother transition into adulthood.
This stood in stark contrast to Western societies, where adolescents were often repressed or shamed about their sexual development, leading to confusion, guilt, and conflict as they navigated the transition to adulthood.
5. Gender Roles and Coming of Age
Mead’s research also explored the role of gender expectations in the coming-of-age process. In Samoa, girls’ and boys’ roles were clearly defined, but not in the restrictive, rigid ways seen in Western cultures. Samoan girls were not pressured to engage in aggressive competition or assertive independence. Instead, they were encouraged to be more nurturing and community-oriented, roles that were consistent with their eventual roles as wives and mothers.
This contrasts with the American model, where girls often faced contradictory expectations—being encouraged to be independent and assertive while simultaneously being socialized to embrace traditional feminine roles. The more relaxed and role-affirming environment in Samoa contributed to a less conflicted experience of coming of age.
Conclusion
Margaret Mead’s work on coming of age in Samoa is a landmark in anthropological studies, highlighting the role of culture in shaping human development. Her study suggests that adolescence is not a universally stressful and tumultuous period of life but one that is culturally constructed. By comparing the experiences of Samoan adolescents with those of American adolescents, Mead challenged Western assumptions about the inherent nature of adolescence and argued that the transition from childhood to adulthood can be much smoother and less problematic in societies that have different social structures and expectations.
Mead’s work emphasizes the variability of human experiences and the importance of cultural context in understanding human development. Her contributions continue to influence contemporary debates on adolescence, identity, and the ways in which society shapes individual life courses.