Compare Traditional Cultures' Rites Of Passage With American ✓ Solved

Compare traditional cultures' rites of passage with American

In traditional cultures around the globe, adulthood is much more clearly defined than what is experienced in the United States. Coming-of-age ceremonies and rites of passage are two of the many ways some traditional cultures define the transition into adulthood.

According to Arnett (2019), a traditional culture refers to “people in the rural areas of developing countries, who tend to adhere more closely to the historical traditions of their culture than people in urban areas do” (p. 9). In contrast, the American culture lacks a formalized, universally recognized coming-of-age ceremony, instead relying on more individual and societal milestones such as completing education, gaining employment, or reaching the legal age of majority. This difference exemplifies the varying ways cultures mark the transition into adult roles.

The traditional culture I have chosen for comparison is India, particularly rural areas where traditional rites of passage are still prevalent. In Indian rural communities, rituals such as 'Upanayana' or 'Samskara' ceremonies mark the transition into adulthood, often associated with religious and spiritual responsibilities. These ceremonies are typically conducted during adolescence, involving specific rituals, teachings, and community recognition, symbolizing a person’s readiness to assume social and religious duties.

In the United States, the transition to adulthood is less formalized. It is characterized by a series of individual milestones, such as finishing high school, possibly attending college, gaining employment, and achieving financial independence. These markers are often personal choices rather than community or religious mandates. Moreover, American society values independence, self-expression, and individual achievement, which influences the timing and nature of stepping into adulthood.

Examining the cultural differences, one can observe that opportunities for education and career access are more structured in Indian rural communities, often tied to caste, religion, and family expectations, whereas in the U.S., opportunities are more diverse and merit-based, influenced by socioeconomic status. For example, in rural India, educational and career paths may be limited by traditional gender roles and economic constraints, whereas in the U.S., educational attainment and career choices are often driven by personal interest and societal mobility.

Regarding core values, Indian traditional culture is predominantly collectivist, emphasizing filial piety, community, and religious duties. In contrast, American culture is largely individualist, emphasizing personal achievement, independence, and self-determination. These values shape the perceptions of adulthood; in India, reaching adulthood involves fulfilling familial and societal roles, while in the U.S., it involves personal development and autonomy.

Considering Arnett’s (2000, 2016) theory of emerging adulthood, this concept applies more readily to American culture, where young adults often delay full independence to pursue higher education or career development. Conversely, in Indian rural communities, traditional rites often accelerate the assumption of adult roles, reducing the period of emerging adulthood. However, urban Indian youth may experience a more extended transition similar to Western models, blurring the cultural distinctions.

In conclusion, the contrast between traditional Indian rites of passage and American pathways highlights how culture, societal expectations, and values influence the transition into adulthood. Recognizing these differences fosters greater appreciation for the diverse developmental experiences worldwide and underscores the importance of cultural context in understanding adult identity formation.

References

• Arnett, J. J. (2019). Human development: A cultural approach (3rd ed.). Pearson.
• Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. https://doi.org/10.1037/x/55.5.469
• Arnett, J. J. (2016). Does emerging adulthood theory apply across social classes? Emerging Adulthood, 4(4), 227–235. https://doi.org/10.1177/
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