This study summarizes our findings of the influence of the Simpson University culture on selected characteristics of Emerging Adulthood

1. An Investigation of the
Influence of the Simpson
University Culture on
Selected Characteristics of
Emerging Adulthood:
An exploratory study
Jillian Ducker and Melvin Shuster

2. Introduction
• In the past fifty years, researchers have
identified a number of demographic shifts
occurring within industrialized societies that
have resulted in changes in the nature of
the developmental processes occurring in
young adults.
• Examples: Median age of marriage has
increased from 21 to 25.5 for women and
from 23 to 27.5 for men. Young people
pursuing higher education has increased
from 14% in 1940 to over 60% in 2006.
Nelson, 2000
2

3. • This time of life, which was once
viewed as a time to begin adult roles,
has expanded in length and is now
perceived as a time to explore life
options.
• It is distinguished by independence
from social roles and from normative
expectations
• Love, work, and worldviews are areas
in which individuals in this stage now
frequently explore.
Arnett, 2000
3

4. • Arnett (2000) labels this new, socially
constructed time period, between the
ages of eighteen and twenty-five, as
emerging adulthood.
• His theory posits that culture plays a
strong role in influencing young
peoples’ transition to adulthood.

5. • Arnett’s theory is supported by other
researchers, such as Green, Wheatley,
and Aldava (1992), who believe that
the life course and its stages are
largely constructions of social
institutions, such as formal educational
systems.
5

6. • Arnett (1994), surveyed students (n=
346) from a large public university.
• He found that when asked if they felt
they had reached adulthood, 63% of
the students surveyed answered “in
some respects yes, in some respects
no”, while 27% responded yes and 10%
no.
• These findings, along with more recent
work by Arnett (1997, 2001) are often
referred to as indications of what is
occurring in the broader culture.
6

7. • These results suggest that college students
are uncertain about their status as adults.
• Additionally, although the necessary
markers for adulthood, according to
sociologists and historians, have previously
been completing education, marrying, or
becoming a parent, Arnett’s study found
that less than 20% of the participants
believed these to be necessary for
adulthood.

8. • Arnett (1994) found that the most
important criteria for adulthood
mentioned by those surveyed were
individual and intangible criteria such
as:
– “Accept responsibility for the
consequences of your actions.”
– “Decide on beliefs and values
independently of parents or other
influences.”
– “Establish a relationship with parents as an
equal adult.”
8

9. • Because subcultures often possess
different standards and norms than
the broader culture, it is thought that
the exploration activities and goals of
the emerging adults within these
subcultures may be different than
those in the broader culture, as
reported earlier for Arnett (1994, 1997,
2001).
• Specifically, emerging adulthood may
look different in cultures that provide
more structure and roles to young
people than the broader culture. 9

10. • Nelson (2003), studied emerging adults
that were living within one such
subculture, the culture of the Church
of Jesus Christ of Latter Day Saints
(LDS) (n=484).
• He found that the majority of LDS
participants were participating in the
structure, roles and responsibilities,
provided by the culture.
10

11. • With regard to participants’
perceptions of adulthood, Nelson
found that 24% of the respondents
considered themselves adults, while
66% gave an ambiguous answer.
• This finding suggests that the LDS
population was similar to the majority
population in regard to their
perception of adulthood, but his
results also revealed differences.
11

12. • Some of the differences he found
between the general population and
the LDS subculture included:
- the criteria the LDS participants had
for adulthood
- the questioning of some identity
related issues
- the extent to which they engage in
risk behaviors
12

13. • Given these results, it appears that
culture may play a significant role in
this period of life.
• The present study was undertaken to
explore this possible role that a specific
subculture may play in the process of
the emergence of individuals into
young adulthood (n=155).
13

14. • This study explores possible influences
by examining the level of student
involvement, subjective criteria for
adulthood, religious identity, and
behavior, especially risk behavior, of
the emerging adults at Simpson
University.
• The findings of this study are
compared, where possible, with
Nelson’s (2003) LDS culture and
Arnett’s work (1994, 1997, 2001)on the
general population.
14

15. Demographic (level of student
involvement) Distinctions
• Both theory and research suggest that a
lack of structure, roles and responsibilities, is
one of the defining cultural features,
influencing emerging adulthood.
• This may not be negative because it can
offer opportunities for growth, change, and
exploration.
• Since the age of marriage and parenthood
is being postponed, there are now various
possibilities of life directions.
15

16. • Certain activities undertaken in any
subculture communicate norms to the
resident individuals which may
influence the process of development
and markers perceived as necessary
for entrance into adult status.
• These activities, in the subculture under
study, Simpson University, include but
are not limited to chapel, dorm Bible
studies, and mission trips.
16

17. • These activities, which communicate the
cultural norms, have been established in
order to prepare Simpson students for the
higher purpose as stated in the Simpson
University’s mission statement:
• "Simpson University is a Christ-centered
educational community, developing men
and women for a lifetime of Spirit-led
intellectual, spiritual, and social growth,
strengthening each to fulfill God's call to be
an agent of transformation of life in all its
fullness.”
17

18. • The question of student involvement
was deemed important because in
order for a culture to impact its
members, the members must be
engaged in the culturally sponsored
activities.
• Table one: summarizes the findings of
the study in the area of student
involvement.

19. Demographic Results
Table One: Student involvement questions
How often do you
attend the Simpson
University Chapel
time?
90 to 100 %
43%
75%
39%
50%
8.5%
Almost ever
9.1%
How many short-
term mission’s trips
have you been on
while enrolled at
Simpson University?
Three to Five
2.5%
Two
7.1%
One
16.2%
Zero
74%
How many weekly
on-campus Bible
studies do you
participate in?
Three
1%
Two
2.6%
One
28.6%
Zero
68.2%
19

20. Table One: Student involvement questions
(continued)
20
Are you now, or
have you ever been
involved in student
government in any
way?
Yes
28.6%
No
71.4%
Are you now or have
you ever been a
member of an on-
campus club?
Yes
46.8%
No
53.2%
Do you have a paid
job on-campus?
Yes
52.6%
No
47.4%

21. Table One: Student involvement questions
(continued)
Are you now or have
you ever been involved
in any college
sponsored sport?
Yes
24%
No
76%
Are you now or have
you ever been involved
in any college
sponsored Fine Arts
activities, such as
theatrical performances?
Yes
10.4%
No
89.6%
How many hours each
week do you study?
21+/16 to 20
5.2%/14.4%
11 to 15
32%
6 to 10
35.3%
0 to 5
13.1%
21

22. • It is not possible from the results to tell if
these involvement figures represent
the same students involved in multiple
activities or different students
interacting in different ways with the
Simpson culture.
• The findings suggest though that
students are not fully availing
themselves of the structure or
opportunities for different roles and
responsibilities that are provided by
the Simpson culture.
22

23. • Assuming this is true, it may be difficult
for Simpson University to fully impact
the students in general or more
specifically in the area of their
emerging adulthood.
• It is interesting to note that the highest
level of student activity was with an
on-campus job.
23

24. • With the exception of the Chapel time,
this finding contrasts with that of
Nelson (2003) who reported that the
LDS students are highly involved.
– For males, 86% advanced to priesthood,
62% had attended the temple, and 90%
had served on a mission.
– For females, 97% entered the relief
society, 6% had attended the temple,
and 48% had served a mission.
24

25. • Although the types of activities
recorded by Nelson (2003) are not the
same as those investigated in the
present study, Nelson’s findings do
document a higher level of
involvement in certain culturally
sponsored activities, which could result
in the LDS culture being more
influential in the lives of the students.

26. • None of Arnett’s (2000)studies
investigated activities similar to those
looked at in the present study.
t 26

27. Further research should focus on the
following questions:
1) Are just a few students involved in a large
number of activities or are many students
just pursuing different paths?
2) What connections are being made
between the Simpson mission statement and
the activities provided (so as to encourage
more student involvement)?
3) Why are students not more involved?
4) What are students doing with their time?
5) What cultural norms are being
communicated to students by way of their
on-campus jobs?
27

28. Subjective Distinctions
28
• Past research suggests that the majority of
emerging adults are uncertain in their self
perception concerning adulthood.
• Emerging adults in the broader American
culture have developed more individualized
ideas on the criteria needed for adulthood
such as accepting responsibility for one’s
actions, achieving financial independence,
and becoming independent decision
makers.
Arnett, 2000

29. 29
• Compared to the traditional criteria of
the past, such as marriage, or
completing an education, these new
markers to adulthood emphasize
individualism and self-sufficiency.
• In contrast to the broader culture,
Simpson University is more community
oriented. Examples include:
– Students are required to live on campus
– Mandatory chapel

30. Subjective Results
• Two questions were asked to
determine students’ current
perceptions of their adulthood.
• Table two summarizes the responses to
the first question, “Do you think that
you have reached adulthood?” for
the three groups, Simpson, LDS and
the general population. The results are
listed from most to least “yes”
responses.
30

31. Table Two: Student responses to the question of adult perception
Percentages of responding Yes (Adult), No (not adult) and
Yes/no (ambiguously)
Yes No Yes/No
Arnett
(2001)
46.0% 4.0% 50.0%
Simpson
(2008)
38.5% 2.6% 58.8%
Arnett
(1994)
27.0% 10.0% 63.0%
Nelson
(2003)
24.0% 10.0% 66.0%

32. • Care must be taken not to draw too
much from these results, but it is
interesting to note that the
percentage of Simpson students
responding “yes” falls between the
general population (the least
structure) and the LDS population (the
most structure).

33. • To a related question asked later in the
survey: “Do you consider yourself to be
an adolescent or an adult?” Simpson
students’ responded:
- 2.6% said adolescent
- 50.9% said adult
- 46.4% said “in some ways an
adolescent, in some ways an adult”
33

34. • Responses to both questions suggest
that there is a sense of un-
decidedness in students’ perception of
adulthood.
• One question that arose: why was
there such a shift in the percentage of
respondents from “yes and no” on the
first question to “yes” on the second?
– Priming?

35. • In addition to the two questions
concerning adult status perception,
students were also asked to identity
characteristics that they thought were
necessary for adulthood.
35

36. • Table two presents a summary of the
top ten (out of 43 possible choices)
responses participants from all three
groups gave to the question “indicate
whether or not you think the item is
necessary for being an adult.” The
table lists the perceived criteria from
most to least.

37. Table 3: Perceived necessary markers of adulthood
(Percent of the respondents choosing the marker)
37
Criteria Simpson LDS General
Responsibility for actions 98.7% 96.1% 92%
Choose beliefs independently 92.2% 89.3% 80%
Equality with parents
83.2% 78.3% 72%
Financially independent 82.9% 77.9% 66%
Develop concern for others 81.7% 84.9% N/A
Avoid drunk driving and crimes 80% 79.1% 70%
Control of emotions 78% 79.5% 54%
Avoid illegal drugs 71.3% 68.4% 44%
For a man, capable of keeping
family safe
68.4% 76.4% 61%
Not emotionally dependent on
parents’ approval
68.7% 27.9% 14%
For a man, capable of running
a household
67.8% 75.6% 55%
For a woman, capable of
running a household
66.2% 77.5% 55%

38. Table 4: Perceived Necessary Markers For
Adulthood: Traditional Markers
(Percent of the respondents choosing the marker)
Criteria Simpson LDS General
Settled into a long-term
career
27% 22% 28%
Finished with
education
21% 14% 18%
Be married 19% 16% 15%
Have at least one child 12% 8% 12%
38

39. Analysis
• Table thee suggests that
independence and responsibility is of
high importance for being considered
an adult.
• There also appears to be an interest in
defining themselves apart from their
parents.
• The Simpson results coincided well
with both the LDS population and the
general population. 39

40. • These findings have implications for the
Simpson University culture. Even
though the university does not
explicitly mention adulthood as a goal,
it seems reasonable to think that given
the mission statements mentioned
earlier, a worthwhile goal would be to
promote a sense of adult perception
in the minds of the students.
40

41. Further research should focus on the following
questions:
1. Does priming play a role in how the participants
answer?
2. How does the students’ adult status perception
change with length of time in the Simpson
culture?
3. How do changes in demographic factors
influence students adult status perception?
4. What factors within the Simpson culture influence
students’ adult status perception?
5. How does involvement in Simpson sponsored
activities influence adult status perception?
41

42. Identity Distinctions
• Another important aspect of the
emerging adulthood stage of life is
that it provides the individual with the
opportunity for identity explorations in
– Love
– Work
– Worldviews
Arnett, 2000
42

43. • In emerging adulthood, explorations in
love become more intimate and
serious as opposed to relationships in
adolescence.
• Similarly, work experiences become
more focused.
• Studies have shown that changes in
worldviews is the central part of
emerging adulthood.
Arnett, 2000
43

44. • Identity formation involves trying out
different life possibilities and gradually
moving toward making lasting
decisions.
• Research has shown that changes in
worldviews and religious beliefs are a
central aspect of development during
emerging adulthood, often leading
young people to question and
change their previously held beliefs.
Arnett, 2000
44

45. Religious Identity Results
Table 5: Students’ Religious Identity
(Largest response categories)
• How long have you been a Christian:
-since a small child: 59%
• Do you consider yourself a born again Christian?
-yes: 87%, no:13%
• How many friends are Christians?
-most: 55%; all: 17%
• Suppose someone wanted to know all about you. How
important would it be for them to know that you are a
Christian?
- very important: 72%
45

46. Table 5: Students’ Religious Identity
(Largest response categories)
(continued)
• How important is it for you to have friends who have the
same religious background as you?
- at least fairly important: 44.4%
• How important for you to date people who are
Christians?
- very important: 71.1%
• How important is it for you to attend religious services
regularly?
- very important: 35.5%: quite important: 43.9%
• How certain are you about your religious beliefs?
- very certain: 55.5%: quite certain: 37.4%
46

47. Table 5: Students’ Religious Identity
(Largest response categories)
(continued)
• How important is religious faith in your daily life?
- very important: 60.6%
• How often do you read the Bible independent of a class
assignment?
- a couple times a week: 40.6%
• To what extent do you believe that God watches over
you and guides your life?
- strongly believe this: 89%
47

48. • It appears from the responses, that
having a Christian identity is very
important to the Simpson students’
surveyed.
• What is unclear from these results is the
extent to which students religious
identity impacts their sense of
adulthood.
48

49. • It must be stated that these findings do
not necessarily demonstrate that the
Simpson University culture is influencing
students’ faith. Individuals could have
entered into the Simpson culture with
these beliefs or been influenced by
the broader church culture.
49

50. • A comparison with Nelson’s (2003)
findings, on the question “How certain
are you of your beliefs”, Nelson reports
a mean score of 3.85 while the
corresponding response for the
Simpson students was 3.47.
• The scale was 1 to 4, with a 4
indicating “very certain” and a 1
indicating “ not at all certain”.

51. • Table 5 provides a comparison of the
findings of the present study with that
of Arnett (2002) on four questions
dealing with religious identity.
Arnett, 2002
51

52. Table 5: A comparison of religious identity
All percentages are for the responses, very
plus quite
Simpson Arnett (2002)
Imp. of attn.
religious service
79% 27%
Imp. of religious
faith
93% 52%
Certain about
religious beliefs
93% 71%
Believe God
watches over
you
97% 74%

53. Further research should focus on the
following questions:
1.Are students coming to Simpson with strong
religious beliefs.
2.Have students explored their religious
beliefs?
3.How is the Simpson culture influencing
students religious beliefs?
4.What is the relationship between students’
religious identity and their perception of
their adult status?
5. What is the relationship between religious
beliefs and identity exploration?
53

54. Behavioral Distinctions
• Becoming an adult may mean not
only taking on new social roles, but
also changing one’s behavior.
• The literature on risk behavior suggest
that, the prevalence of certain risk
behaviors peak between the ages of
18-25.
Arnett, 2000
54

55. • Research on emerging adulthood
suggests that this period of life is
characterized by exploration in the
form of certain risk behaviors such as:
- binge drinking
-substance abuse
-unprotected sex
Arnett, 1992
55

56. • Possible reasons for risk behavior:
- part of their identity explorations
- sensation seeking
- it is easier to pursue novel
experiences because they are not
monitored by parents
- it may be the last time before
marriage and parenting to pursue
such experiences
56

57. • The cultural or religious beliefs and
standards, of some subcultures may
ameliorate some of these behaviors
such as the LDS community.
• Nelson (2003) found that because of
the firm rules against engaging in such
risk behaviors, the majority of the
participants reported not engaging in
any of these behaviors while Arnett’s
participants from the majority culture
showed a much higher percentage of
those engaging in risk behaviors.
57

58. • According to the Student Handbook,
Simpson University prohibits alcohol,
tobacco, illegal drugs, and sexual
intimacy before marriage.
58

59. Statement Very True Somewhat True Not True
Avoid illegal
drugs
90.1% 0.7% 9%
Avoid petty
crimes
84% 7% 8.6%
Avoid becoming
drunk
77% 15% 8%
Avoid Profanity 47% 43% 10%
Drive safely 42.6% 50.7% 6.8%
Have had sexual
intercourse
Yes: 31.8%
Premarital sex:
26%
No: 68.2%
Table 6: Attitude toward a specific risk behavior
that currently applies to you
Percentages of students responding in each
category
59

60. • The results indicate that there is a
range of avoidance behaviors from
avoiding illegal drugs (90.1%) to
avoiding profanity (47%).
• It is also interesting to note that 26% (1
in 4) of the non-married respondents
are currently or have been sexually
active.
60

61. • All of the questions asked if the
participants were currently engaged in
these behaviors except for the sexual
intercourse question.
61

62. The question pertaining to sexual
intercourse was asked “Have had
sexual intercourse”, therefore it is
difficult to determine whether the
participants are currently sexually
active or if they were prior to
attending Simpson University.
62

63. • A question that arises then is, why are
students strongly avoiding illegal drugs,
crimes, and becoming drunk but are
more likely to engage in premarital
sex?
63

64. • The risk behaviors displayed by the
participants may provide the greatest
insight into the role that the culture
plays on the students.
• Nelson (2003) found that his
participants were even less likely to
engage in risky behavior:
– 95% avoid becoming drunk
– 96% avoid illegal drugs
– 94% have not engaged in premarital sex
64

65. • Arnett (1994), when surveying the
general culture, did not include in his
survey the questions about what types
of behavior the participants are
engaging in.
• However, he did measure what the
participants believed were important
in becoming an adult.
• Table 7 presents a summary
comparison of Simpson’s results along
with Nelson (2003) and Arnett (1994).
65

66. Table 7: Percentage Indicating That a Criterion Is
Necessary for Adulthood
Avoid
Becoming
Drunk
Avoid
Illegal
Drugs
Have
One
Sexual
Partner
Drive
Safely
Avoid
Petty
Crimes
Avoid
Use of
Profanity
Arnett
(General)
29% 44% 32% * 26% 70% 16%
Nelson
(LDS)
62% 68% 3.7%** 42% 79% 52%
Simpson 63% 71% 6%** 34% 81% 45%
* The general population was asked, “Having only one sex partner.”
** The LDS and Simpson population was asked, “Have had sexual intercourse.”
66

67. Analysis of Table 5
• Compared with the general
population, it appears that the
majority of the Simpson and LDS
populations view avoiding negative
behavior as necessary to becoming
an adult.
• The results were similar for all
populations in the area of avoiding
petty crimes - all seemed to view this
as an important factor in becoming an
adult.
67

68. • The largest difference in responses was
that the majority of participants in the
Simpson (63%)and LDS (62%) culture
view avoiding becoming drunk as
opposed to the general culture which
only had 29% of its participants believe
this to be an important criteria to
becoming an adult.
68

69. • Further research should focus on the
following questions:
1.Are the students that are involved in
each of these activities the same
students?
2. Why are students avoiding risky
behaviors? Is this avoidance due to an
internal sense of right and wrong or
are they simply responding to the peer
pressure in their culture?
69

70. Summary
• For the four categories studied,
(student involvement, subjective
distinctions, religious identity
distinctions and behavioral distinctions)
religious identity and behavior
distinctions appear to be most
associated with the Simpson cultural
norms.
• In the Simpson culture as well as the
two reference groups, the majority of
the participants demonstrated
ambiguity in the perception of their 70

71. • All three studies demonstrated that
emerging adults are viewing markers
of adulthood as more individual and
intangible than the previous markers of
marriage, becoming a parent, and
finishing education.
71

72. • A clearer picture of how the Simpson
culture is influencing the students'
perceptions and behavior will require
more in-depth work such as identifying
student perceptions prior to attending
Simpson, at periodic times during their
time here, and at times following
graduation.
t 72