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Culture

There are certain characteristics of adolescent development that are more rooted in culture than in human biology or cognitive structures. Culture has been defined as the "symbolic and behavioral inheritance received from the past that provides a community framework for what is valued". Culture is learned and socially shared, and it affects all aspects of an individual's life. Social responsibilities, sexual expression, and belief system development, for instance, are all things that are likely to vary by culture. Furthermore, distinguishing characteristics of youth, including dress, music and other uses of media, employment, art, food and beverage choices, recreation, and language, all constitute a youth culture. For these reasons, culture is a prevalent and powerful presence in the lives of adolescents, and therefore we cannot fully understand today's adolescents without studying and understanding their culture. However, "culture" should not be seen as synonymous with nation or ethnicity. Many cultures are present within any given country and racial or socioeconomic group. Furthermore, to avoid ethnocentrism, researchers must be careful not to define the culture's role in adolescence in terms of their own cultural beliefs.

In his short book “The Teenage Consumer” published in July 1959, the British market research pioneer Mark Abrams identified the emergence of a new economic group of people aged 13–25. Compared to children, people in this age range had more money, more discretion on how they chose to spend it, and greater mobility through the advent of the motor car. Compared to adults, people in this age range had fewer responsibilities and therefore made different choices on how to spend their money. These unique characteristics of this new economic group presented challenges and opportunities to advertisers. Mark Abrams coined the term “teenager” to describe this group of consumers aged 13–25.

In Britain, teenagers first came to public attention during the Second World War, when there were fears of juvenile delinquency. By the 1950s, the media presented teenagers in terms of generational rebellion. The exaggerated moral panic among politicians and the older generation was typically belied by the growth in intergenerational cooperation between parents and children. Many working-class parents, enjoying newfound economic security, eagerly took the opportunity to encourage their teens to enjoy more adventurous lives. Schools were falsely portrayed as dangerous blackboard jungles under the control of rowdy kids. The media distortions of the teens as too affluent, and as promiscuous, delinquent, counter-cultural rebels do not reflect the actual experiences of ordinary young adults, particularly young women.