Can We Please Stop Talking About Generations as if They Are a Thing?
Millennials are not all narcissists and boomers are not inherently selfish. The research on generations is flawed.
APRIL 13, 2018 9:00 AM
SIVA VAIDHYANATHAN, 2008. https://www.chronicle.com/article/Generational-Myth/32491 Generational Myth
My note: Siva raised this issue from a sociologist point of view as soon as in 2008. Before him, Prensky’s “digitally natives” ideas was already criticized.
Howe and Strauss; Millennials books contributed to the overgeneralizations. https://en.wikipedia.org/wiki/Strauss%E2%80%93Howe_generational_theory
We spend a lot of time debating the characteristics of generations—are baby boomers really selfish and entitled, are millennials really narcissists, and the latest, has the next generation (whatever it is going to be called) already been ruined by cellphones? Many academics—and many consultants—argue that generations are distinct and that organizations, educators, and even parents need to accommodate them. These classifications are often met with resistance from those they supposedly represent, as most people dislike being represented by overgeneralizations, and these disputes only fuel the debate around this contentious topic.
In short, the science shows that generations are not a thing.
It is important to be clear what not a thing means. It does not mean that people today are the same as people 80 years ago or that anything else is static. Times change and so do people. However, the idea that distinct generations capture and represent these changes is unsupported.
What is a generation? Those who promote the concept define it as a group of people who are roughly the same age and who were influenced by a set of significant events. These experiences supposedly create commonalities, making those in the group more similar to each other and more different from other groups now and from groups of the same age in the past.
In line with the definition, there is a commonly held perception that people growing up around the same time and in the same place must have some sort of universally shared set of experiences and characteristics. It helps that the idea of generations intuitively makes sense. But the science does not support it. In fact, most of the research findings showing distinct generations are explained by other causes, have serious scientific flaws, or both.
For example, millennials score lower on job satisfaction than Gen Xers, but are millennials really a less satisfied generation? Early in their careers, Xers were also less satisfied than baby boomers.
Numerous books, articles, and pundits have claimed that millennials are much more narcissistic than young people in the past.
on average, millennials are no more narcissistic now than Xers or boomers were when they were in their 20s, and one study has even found they might be less so than generations past. While millennials today may be more narcissistic than Xers or boomers are today, that is because young people are pretty narcissistic regardless of when they are young. This too is an age effect.
Final example. Research shows that millennials joining the Army now show more pride in their service than boomers or Xers did when they joined 20-plus years ago. Is this a generational effect? Nope. Everyone in the military now shows more pride on average than 20 years ago because of 9/11. The terrorist attack increased military pride across the board. This is known as a period effect and it doesn’t have anything to do with generations.
Another problem—identifying true generational effects is methodologically very hard. The only way to do it would be to collect data from multiple longitudinal panels. Individuals in the first panel would be measured at the start of the study and then in subsequent years with new panels added every year thereafter, allowing assessment of whether people were changing because they were getting older (age effects), because of what was happening around them (period effects), or because of their generation (cohort effects). Unfortunately, such data sets pretty much do not exist. Thus, we’re never really able to determine why a change occurred.
According to one national-culture model, people from the United States are, on average, relatively individualistic, indulgent, and uncomfortable with hierarchical order.
My note: RIchard Nisbett sides with Hofstede and Minkov: http://blog.stcloudstate.edu/ims/2016/06/14/cultural-differences/
Conversely, people from China are generally group-oriented, restrained, and comfortable with hierarchy. However, these countries are so large and diverse that they each have millions of individuals who are more similar to the “averages” of the other country than to their own.
Given these design and data issues, it is not surprising that researchers have tried a variety of different statistical techniques to massage (aka torture) the data in an attempt to find generational differences. Studies showing generational differences have used statistical techniques like analysis of variance (ANOVA) and cross-temporal meta-analysis (CTMA), neither of which is capable of actually attributing the differences to generations.
The statistical challenge derives from the problem we have already raised—generations (i.e., cohorts) are defined by age and period. As such, mathematically separating age, period, and cohort effects is very difficult because they are inherently confounded with one another. Their linear dependency creates what is known as an identification problem, and unless one has access to multiple longitudinal panels like I described above, it is impossible to statistically isolate the unique effect of any one factor.
First, relying on flawed generational science leads to poor advice and bad decisions. An analogy: Women live longer than men, on average. Why? They engage in fewer risky behaviors, take better care of themselves, and have two X chromosomes, giving them backups in case of mutations. But if you are a man and you go to the doctor and ask how to live longer, she doesn’t tell you, “Be a woman.” She says eat better, exercise, and don’t do stupid stuff. Knowing the why guides the recommendation.
Now imagine you are a manager trying to retain your supposedly job-hopping, commitment-averse millennial employees and you know that Xers and boomers are less likely to leave their jobs. If you are that manager, you wouldn’t tell your millennial employees to “be a boomer” or “grow older” (nor would you decide to hire boomers or Xers rather than millennials—remember that individuals vary within populations). Instead, you should focus on addressing benefits, work conditions, and other factors that are reasons for leaving.
Second, this focus on generational distinctions wastes resources. Take the millennials-as-commitment-averse-job-hoppers stereotype. Based on this belief, consultants sell businesses on how to recruit and retain this mercurial generation. But are all (or even most) millennials job-hopping commitment avoiders? Survey research shows that millennials and Xers at the same point in their careers are equally likely to stay with their current employer for five or more years (22 percent v. 21.8 percent). It makes no sense for organizations to spend time and money changing HR policies when employees are just as likely to stick around today as they were 15 years ago.
Third, generations perpetuate stereotyping. Ask millennials if they are narcissistic job-hoppers and most of them will rightly be offended. Treat boomers like materialistic achievement seekers and see how it affects their work quality and commitment. We finally are starting to recognize that those within any specific group of people are varied individuals, and we should remember those same principles in this context too. We are (mostly) past it being acceptable to stereotype and discriminate against women, minorities, and the disabled. Why is it OK to do so to millennials or boomers?
The solutions are fairly straightforward, albeit challenging, to implement. To start, we need to focus on the why when talking about whether groups of people differ. The reasons why any generation should be different have only been generally discussed, and the theoretical mechanism that supposedly creates generations has not been fully fleshed out.
Next, we need to quit using these nonsensical generations labels, because they don’t mean anything. The start and end years are somewhat arbitrary anyway. The original conceptualization of social generations started with a biological generational interval of about 20 years, which historians, sociologists and demographers (for one example, see Strauss and Howe, 1991) then retrofitted with various significant historical events that defined the period.
The problem with this is twofold. First, such events do not occur in nice, neat 20-year intervals. Second, not everyone agrees on what the key events were for each generation, so the start and end dates also move around depending on what people think they were. One review found that start and end dates for boomers, Xers, and millennials varied by as many as nine years, and often four to five, depending on the study and the researcher. As with the statistical problem, how can distinct generations be a thing if simply defining when they start and when they end varies so much from study to study?
In the end, the core scientific problem is that the pop press, consultants, and even some academics who are committed to generations don’t focus on the whys. They have a vested interest in selling the whats (Generation Me has reportedly sold more than 115,000 copies, and Google “generations consultants” and see how many firms are dedicated to promulgating these distinctions), but without the science behind them, any prescriptions are worthless or even harmful
David Costanza is an associate professor of organizational sciences at George Washington University and a senior consortium fellow for the U.S. Army Research Institute. He researches, teaches, and consults in the areas of generations, leadership, culture, and organizational performance.
more on the topic in this IMS blog
ELI Webinar | The Rise of the iGeneration and Its Impact on Higher Education
Monday, May 07 | 1:00pm – 2:00pm ET | Online
- Explore how iGen compares to other generations
- Learn about iGen’s beliefs, preferences, and behaviors
- Connect these behaviors to program needs, marketing challenges, technology and workforce implications, and other factors
The iGeneration—the part of Generation Z that is high school or college age—has been estimated at 42 million strong. Due to recent events and the influence of families and social networks, this segment is finding its voice and power much quicker than its predecessors, the Millennials.
Don’t Call Me a Millennial — I’m an Old Millennial
the Census Bureau’s definition (born 1982–2000) or Pew’s (about 1981–1997).
In 2015, for example, Juliet Lapidos — born the same year I was — may have put it best in a column for the New York Times headlined “Wait, What, I’m a Millennial?” “I don’t identify with the kids that Time magazine described as technology-addled narcissists, the Justin Bieber fans who ‘boomerang’ back home instead of growing up,” she writes.
Old Millennials, as I’ll call them, who were born around 1988 or earlier (meaning they’re 29 and older today), really have lived substantively different lives than Young Millennials, who were born around 1989 or later, as a result of two epochal events that occurred around the time when members of the older group were mostly young adults and when members of the younger were mostly early adolescents: the financial crisis and smartphones’ profound takeover of society. And according to Jean Twenge, a social psychologist at San Diego State University and the author of Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitled—and More Miserable Than Ever Before, there’s some early, emerging evidence that, in certain ways, these two groups act like different, self-contained generations.
Millennials, we hear over and over again, are absolutely obsessed with social media, and live their entire social lives through their smartphones. I tweet too much, sure, but I’ve never blasted a ’gram (did I say that right?); even thinking about learning how to Snapchat makes me want to take a long, peaceful nap
“The Job-Hopping Generation,” says Gallup — and are much more likely, relative to previous generations when they were in their 20s, to live at home and to put off family formation for a long time.
last week Pew released some numbers suggesting millennials aren’t any job-hoppier than Generation X was at the same age.
this article was written in 2004
Weiler, A. (2005). Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory. Journal Of Academic Librarianship, 31(1), 46-53.
The research indicates that only a very small percentage of the general population prefer to learn by reading.
members of “Generation Y,” the generation born between 1980 and 1994.
The first model for study of information-seeking behavior in the general population was developed by James Krikelas in 1983. This model suggested that the steps of information seeking were as follows: (1) perceiving a need, (2) the search itself, (3) finding the information, and (4) using the information, which results in either satisfaction or dissatisfaction.
A second model developed by Carol C. Kuhlthau of Rutgers University stresses a process approach with an emphasis placed on cognitive skills; as they increase, so does information-seeking effectiveness. This model is one of the few that was developed based on actual research and not simply on practical experience.
Eisenberg and Berkowitz proposed a model based on the “Big Six Skills”—task definition, information seeking, implementation, use, synthesis, and evaluation. Their model is flexible and nonlinear in the same way that hypertext is, allowing for different areas and avenues to be explored out of sequence. In addition, seekers can go back to refine and reidentify the information need, implementing new strategies.
Critical thinking is a process that is widely acknowledged in the literature to be crucial to the learning process, to cognitive development, and to effective information seeking.
A more effective lesson on Internet information then, rather than specifically dwelling on “good” and “bad” Web sites, would be to present actual examples and to raise questions rather than giving answers, opening the student up to the next level intellectual development, “multiplicity.” Multiplicity is the ability to acknowledge that the world contains knowledge that the student cannot yet classify as right or wrong, knowledge which requires further study and thought (the so-called “gray area”).
Behavior Theory, first developed by B. F. Skinner in the 1950s, uses the concepts of “positive” and “negative” reinforcement to control behavior. This theory explains learning behavior very simply: Reward students who perform well, and punish students who do not.
The “Control Theory” of behavior was developed by William Glasser. The theory states that, rather than being a response to outside stimulus, behavior is determined by what a person wants or needs at any given time, and any given behavior is an attempt to address basic human needs such as love, freedom, power, etc.
The Myers–Briggs Personality Analysis test, developed by Isabel Myers and Katherine Briggs, was developed using Jung’s theory of personality types in an effort to determine what type any given individual is. The personality type then determines the learning style of a given individual.
Gardner’s theory relates more directly to intelligence rather than to personality. Gardner states that intelligence is comprised of a group of different abilities, which originate in the stages of development each person passes through as they grow to adulthood. He identifies seven such intelligences—verbal–linguistic, logical–mathematical, visual–spatial, body–kinesthetic, musical–rhythmic, interpersonal, and intrapersonal—but he suggests that there are probably more.
Information seeking is a highly subjective process, one which students approach with prior knowledge, strongly held opinions, and differing levels of cognitive development. From the research it is apparent that, aside from personal preconceptions, issues of time and levels of difficulty in obtaining information are usually of more concern to students than issues of accuracy. It is still unclear, however, whether this is because they are not concerned about the accuracy unless their instructor is, or because they are assuming most information is by nature accurate.
More on Generation Z and Generation Y in this IMS blog:
Based on the literature regarding games, gaming, gamification, game-based learning, and serious games, several clear trends emerge:
- Gaming and gamification in the sense of game-based learning is about using games and game-like tactics in the education process, for greater engagement and better learning outcomes. However, this is only the first level of such initiative. The second and higher level is about involving students in the game-building and gamification of the learning process (as per Vygotsky’s Zone of…) thus achieving student-centered and experiential learning.
- When hosting games and gaming in any library, “in-person” or electronic/online games are welcome but not sufficient to fulfill their promise, especially in an academic library. Per (1), an academic library has the responsibility to involve students and guide them in learning how to engage in the building process required in true game-based learning.
- Game-based learning, gaming and gamification in particular, in educational (academic library) settings must consider mobile devices and the BYOD movement in particular as intrinsic parts of the entire process. Approaching the initiative primarily by acquiring online “in-person” games, or game consoles has the same limited educational potential as only hosting games, rather than elevating the students to full guided engagement with game-based learning. If public relations and raised profile are the main goals for the academic library, such an approach is justified. If the academic library seeks to maximize the value of game-based learning, then the library must consider: a. gaming consoles, b. mobile devices as part of a BYOD initiative and c. cloud-based / social games, such as MineCraft, SimCity etc.
- Design for game-based learning, gaming and gamification in educational (academic library) settings must include multiple forms of assessment and reward, e.g. badges, leaderboards and/or certificates as an intrinsic part of the entire process. Merely hosting games in the academic library cannot guarantee true game-based learning. The academic library, as the forefront of a game-based learning initiative on campus, must work with faculty on understanding and fine tuning badges and similar new forms of assessment and reward, as they effectively implement large scale game-based learning, focused on the students’ learning gains.
Recommendations for LRS
- In regard to LRS, the gaming and gamification process must be organized and led by faculty, including housing and distributing the hardware, software and applications, when needed.
- The attached paper and the respective conclusions summarized in four points demand educational and experiential background, which is above the limits of the LRS staff. In addition, the LRS staff has clearly admitted that the pedagogical value of gaming and gamification is beyond their interest. This recommendation is not contradicting to the fact and opportunity for LRS staff to participate in the process and contribute to the process; it just negates the possibility of staff mandating and leading the process, since it will keep the gaming and gamification process on a very rudimentary level.
- The process must be further led by faculty with a terminal degree in education (Ph.D.) and experience in the educational field, since, as proved by the attached paper and 4 point conclusion, the goal is not a public-library type of hosting activities, but rather involving students in a pedagogically-sound creative process, with the respective opportunity for assessment and future collaboration with instructors across campus. This recommendation is not contradicting the fact and opportunity for LRS library faculty to participate actively in the process and contribute to the process. It just safeguards from restricting the process to the realm of “public-library” type of hosting activities, but failing to elevate them to the needs of an academic campus and connecting with instructors across campus.
- This conclusions adhere to and are derived from the document recommended by the LRS dean, discussed and accepted by LRS faculty in 2013 about new trends and directions in academic libraries, namely diversification of LRS faculty; breaking from the traditional library mold of including faculty from different disciplines with different opinions and ideas.