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Autor/inn/enTalbot, Amelia; O'Reilly, Michelle; Dogra, Nisha
TitelThe "Snowflakes" of Modern Society: A Qualitative Investigation of Female University Students' Anxiety about Adulting
QuelleIn: Journal of Applied Research in Higher Education, 15 (2023) 5, S.1675-1687 (13 Seiten)
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ZusatzinformationORCID (O'Reilly, Michelle)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2050-7003
DOI10.1108/JARHE-08-2022-0276
SchlagwörterCollege Students; Females; Anxiety; Adults; Student Adjustment; Young Adults; Change; Sex Role; Sex Stereotypes; Difficulty Level; Labeling (of Persons)
AbstractPurpose: The paper aims to explore the anxiety of university students. The authors note that the rhetoric of the snowflake is frequently invoked in lay discourse to characterise a generation of young people as overly sensitive. This misleading conceptualisation is potentially stigmatising. Design/Methodology/Approach: Interviews were conducted with twelve young women (18-25 years) about anxiety during their transition through university and into adulthood. Findings: The authors identified three themes: (1) students in a modern world, (2) gendered demands and (3) anxiety of adulting. Analysis demonstrated numerous, transecting and discourse-informed anxieties about modern life. Practical Implications: University professionals may benefit from understanding the gendered dimensions of anxiety associated with transitions to adulthood, including the increased pressures to succeed and achieve. Originality/Value: The arguably pejorative label of "snowflake" could negatively impact the social progress made in recognising the importance of taking care of mental health and help-seeking. This is especially concerning for females, as they have higher prevalence of anxiety conditions than males. (As Provided).
AnmerkungenEmerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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