Generational Characteristics

Generational Characteristics

This parental sense of purpose can manifest itself as intrusive involvement of parents. Daniel, Evans, and Scott (2001) note that “the reality for higher education in this new era is that many parents of undergraduates are active participants in their students’ college experiences” (pg. 3). Students, however, may support this involvement as seen in a recent Junior Achievement poll, which asked students to name their best role model, with “parents” coming out on top with 28% for the second year in a row (Junior Achievement poll, 2004, p. 29). Millennials have come to expect high-stakes proficiency testing such as that involved with No Child Left Behind as a rite of passage further supporting the traits of achieving and pressured (DeBard & Kubow, 2002). This pressured trait is also evidenced in a recent American College Health Association study, where 29.3% of students noted that stress was an impediment to their academic success (Kadison & DiGeromino, 2004, p. 38). It is important to keep in mind that Howe and Strauss are Boomer-generation parents of Millennial-generation children, and “their central optimistic premise that this will be the ‘next great generation’ is all too typical of Boomer parents’ description of them” (DeBard, 2004, p.34). This “next great generation” mindset could, however, become a type of self-fulfilling prophecy. Schein (1992) proposes that when people are treated in such a way as to reinforce behavior as part of normative expectations, they tend to believe this behavior represents who they are and what is expected of them. This research supports the SLP founders’ perception of self and the messages they and the students they work with have received.

Strauss and Howe’s points can be further supported by the Millennium Generation Surveys, a longitudinal survey conducted between 1997 and 2004 (Harris Interactive, 2004). Some of the specific points correlating between the survey and Howe and Strauss are in the area of confidence. The 2004 study confirms what Strauss & Howe say about this character trait in that students view themselves as highly reliable and responsible members of society. They are ambitious about careers that provide them an opportunity to help others (Harris Interactive, 2004). Comments that support both achieving and team orientation, too, are evidenced in the following: Their most important job qualities are work that helps others, allows them to impact the world, surrounds them with idealistic and committed co-workers and requires creativity (Harris Interactive, 2004). In terms of being conventional the following are also characteristics. Family time is important to Millennials, and less than a third of them say they are willing to sacrifice family time just to “get ahead” (Harris Interactive, 2004). SLP co-founder Roy puts this in context when he says:

I think we value balance. I think we are a generation of children of over- consumed parents; um our parents seem to be a lot of work-aholics. A lot of chasing the American dream which I think comes from the generation above them, you know, the nickel and dime generation so then they instill that in the one below.

Not all have been as positive about this generation; there have been a number of social critics. Sacks (1996), author of Generation X Goes To College, laments the "postmodern student" is one who "knows the value of learning but expects to be entertained. He has a keen sense of entitlement but little motivation to succeed. That is the essence of Generation X" (p. xiii). Robert Putnam (2003) states that when we think of young people “we might think of the Columbine High School shooters and gangbangers, couch potatoes, video game addicts, slouches and slackers” (p. 1). Or Taylor (2007), in his indictment of this generation he calls Generation NeXt, complains that:

These über-consumers tend to feel a sense of entitlement, and they want to negotiate and will protest vigorously (or leave) if their expectations of ease and success are not met at school or at work. Their entertainment orientation, short-event horizons, and expectations for immediate gratification interfere with protracted work either at school or on the job. Their high self-esteem, self-importance, and self-interest are exacerbated by the consumer and developmental orientations of college campuses and often devastated by the expectations of the workplace. Generation NeXt has little evidence that it is not all about them. (p. 35).

The SLP founders have also talked about this generation being one of entitlement and actually use some of Taylor’s criticisms in their program model; such as providing ease of engagement and supporting the self-esteem of their participants.