Course Syllabus
YOUTH CULTURES
General Education Human Behavior Course
0817 Sec 01 Fall 2025
TTh 9:30-10:50 AM
MAZUR 0024
Prof.: Dr. Marina Mikhaylova
Email: marina@temple.edu
Office: GLFLTR 624
Office Hours: TTh. 12:45-1:45, Wed; 11 am – 12 pm; Wed, Zoom 12 - 1 pm
Course Description:
Do you listen to hip hop, spend all your time in Second Life, dress up like a cartoon character and go to anime fairs, or go skateboarding every day with your friends? Then you're part of the phenomenon called youth culture. Often related to gender, race, class and socio-economic circumstances, youth cultures enable young people to try on identities as they work their way to a clearer sense of self. Empowered by new technology tools and with the luxury of infinite virtual space, young people today can explore identities in ways not available to previous generations. Students in this class will investigate several youth cultures, looking closely at what it means to belong. They will also come to appreciate how the media and marketing construct youth identities and define youth cultures around the world.
NOTE: This course fulfills the Human Behavior (GB) requirement for GenEd, unless you have
already received credit for ASST 0817, EDUC 0817/0917 or SOC 0817.
Course Goals
- Critically examine the sociocultural category of “youth”
- Develop a deeper understanding of the concept of “culture” as an analytical tool
- Examine how the notion of “youth cultures” has been deployed in society and our own lives
- Address the GenEd Program and Area Goals noted below
General Education Program Goals:
· Communication Skills |
· Scientific & Quantitative Reasoning · Civic Engagement · Information Literacy · Lifelong Learning
|
Human Behavior courses are intended to teach students how to:
- Understand relationships between individuals and communities;
- Understand theories or explanations of human behavior used to describe social phenomena;
- Examine the development of individuals’ beliefs, behaviors, and assumptions and how these affect individuals and communities;
- Apply one disciplinary method to understand human behavior or explain social phenomena;
- Access and analyze materials related to individuals, communities or social phenomena;
- Compare and contrast similar social phenomena across individuals or communities.
Readings
All other readings will be available online through Canvas. The readings on the syllabus are preliminary: check online for up-to-date information on assigned readings. Please read the texts for the date they are assigned.
Evaluation
Students will be evaluated on the basis of:
Attendance/Participation 15%
In-Class Questions on the Readings (4) 20%
In-Class Midterm 15%
Annotated Bibliography/Information Literacy Assignment Part I 5%
Annotated Bibliography/Information Literacy Assignment Part II 10%
Podcast Project 15%
In-Class Presentation 10%
Take-Home Essay 10%
Students are expected to attend lectures and do all of the readings by the assigned date. I will take attendance. Students should be ready to participate in discussions and in-class assignments. Two unexcused absences are allowed. If you feel sick, email me before class to request an excused absence.
POLICIES
Statement on Plagiarism and Cheating
Plagiarism and cheating will not be tolerated in this course and will result in a failing grade. All the material drawn from books or internet sources must be properly cited in papers. Quotations marks and the exact page number must be used for direct quotes. Paraphrased material must be cited as well. Cheating during exams or on papers is not acceptable.
Statement on the Use of Generative AI in This Course
The use of generative AI tools (such as ChatGPT, DALL E,etc.) are not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Temple University’s Academic Honesty Policy and Student Conduct Code, since the work is not your own. The use of unauthorized AI tools will result in F grade on the assignment and/or in the course.
Expectations for Class Conduct
The best way to maintain a safe and focused learning environment is for everyone to get vaccinated. Masks must be worn by vaccinated and unvaccinated people in all indoor or in enclosed spaces (including classrooms, the Library, the TECH Center, the Student Center, shuttles/buses, administrative spaces, common areas in residence halls, etc.). For your general health and well-being, hand washing and monitoring your health is still highly recommended.
It is also important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea but you are not to attack an individual. Please consider that sarcasm, humor and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others’ privacy. In general, have your behavior mirror how you would like to be treated by others.
Technology Specifications
For this online course, you are required to use a laptop/smartphone/computer/tablet and have a reliable internet connection.
- Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi-access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources webpage. The university will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access. Internet Essentials from Comcast provides the option to purchase a computer for $150 and high-speed Internet service for $9.95 a month, plus tax. The Emergency Broadband Benefit (EBB) is available to purchase Xfinity, Verizon, T-Mobile, and other internet services. Qualified households can receive a temporary monthly credit of up to $50/month toward their Internet service and leased Internet equipment until the program's funding runs out.
- On-campus computer labs have resumed normal operations and are available for student use.
- Note that some software is available for free download on the ITS Academic Support page. Other specialty software may be available for remote access through ITS.
Attendance and Your Health
To achieve course learning goals, you must attend and participate in classes. However, if you feel unwell or if you are under quarantine or in isolation because you have been exposed to the virus or tested positive for it, you should not come to campus or attend in-person classes or activities. It is your responsibility to contact me to create a plan for participation and engagement in the course as soon as you are able to do so, and to make a plan to complete all assignments in a timely fashion, when illness delays your completion.
Statement on recording and distribution of recordings of class sessions
Please do not record class sessions.
Disability Statement
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. [COVID-19 may result in a need for new or additional accommodations. Students should seek out assistance from DRS.]
Student and Faculty Academic Rights and Responsibilities
Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty Academic Rights and Responsibilities (Policy #03.70.02) which can be accessed at policies.temple.edu
Student Support Services
The following academic support services are available to students:
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry and the Temple University
Emergency Student Aid Program are in operation as well as a variety of resources from the Division of Student Affairs.
TEMPLE AND COVID-19
Temple University’s motto is Perseverance Conquers and we will continue to meet the changing circumstances of the COVID pandemic with flexibility and resilience. Working together as a community to deliver a meaningful learning experience is a responsibility we all share.
Course Readings
I. CULTURAL AND HISTORIC CONSTRUCTION OF YOUTH
Introduction: “Culture” and “Youth”
Tuesday, August 26
Introduction.
Thursday, August 28
France, Alan. Understanding Youth in Late Modernity. 2007. Pages 25-27.
Historical Construction of Youth
Monday, Labor Day
Tuesday, September 2
Gillis, John R. Youth and History: Tradition and Change in European Age Relations. New York: Academic Press. 1964. Chapter 1. “Like a Family and a Fraternity: Youth in Preindustrial Europe.”
Thursday, September 4
Savage, Jon. Teenage: The Creation of Youth Culture. 2007, “Peter Pan and the Boys Scouts.”
Cultural Construction of Youth
Tuesday, September 9
Mead, Margaret. Coming of Age in Samoa
Thursday, September 11
Mead, Margaret. Coming of Age in Samoa
In-Class Assignment on this week’s readings 1
Youth, Psychology, and Changing Society
Tuesday, September 16
Erickson, Erik. Identity Youth and Crisis. New York: Norton. 1968. Selections.
Thursday, September 18
Keniston, Kenneth. Youth: A “New” Stage of Life in Thomas J. Cottle, ed., The Prospect of Youth. Pp. 631-654. Boston, MA: Little, Brown. 1972.
Mintz, Steven. “The Paradox of Modern Adulthood.” Psychology Today.
https://www.psychologytoday.com/blog/the-prime-life/201502/the-paradox-modern-adulthood
II. YOUTH IDENTITIES IN SCHOOLS
High School, Race, and Class
Tuesday, September 23
Willis, Paul. Learning to Labor: How Working Class Kids Get Working Class Jobs. Selections.
Discussion of Information Literacy Assignmnet. Library Research Presentation
Thursday, September 25
Bucholtz, Mary. White Kids, Language, Race, and Styles of Youth Identity. 2011. “Pretty Fly for a White Guy.” 116-138.
Colleges, “Teenagers,” and Consumerism
Tuesday, September 30
Fass, Paula. The Damned and the Beautiful: American Youth in the 1920s. 1977. Selections.
Thursday, October 2
Manheim, Karl. “The Problem of the Generations.” In Essays on the Sociology of Knowledge. 1952.
Information Literacy Assignment Part I is due
III. YOUTH AND POLITICS
Generations and Politics
Tuesday, October 7
Michaud, Eric. “Soldiers of an Idea: Young People Under the Third Reich.” In A History of Young People.
Midterm Review
Thursday, October 9
In-Class Midterm
Soviet Youth and Politics of Style
Tuesday, October 14
Yurchak, Alexei. “Imaginary West: The Elsewhere of Late Communism” in Everything Was Forever Until It Was No More: The Last Soviet Generation. Princeton, NJ: Princeton University Press. 2006. (Pp. 158-237).
Thursday, October 16
Hemment, Julie. Youth Politics in Putin's Russia: Producing Patriots and Entrepreneurs. 2015. Selection.
In-Class Assignment 2
IV. SUBCULTURES
Subcultures, Delinquency, and the Chicago School
Tuesday, October 21
Becker, Howard. Outsiders: Studies in the Sociology of Deviance. Chapter 1 “Outsiders”. 1963.
Thursday, October 23
Mendoza-Denton, Norma. La Migra from Homegirls: Language and Cultural Practice Among Latina Youth Gangs. 2008.
Discussion of podcast and presentation assignments.
Birmingham School: Mods, Punks, and Rockers
Tuesday, October 28
Hebdige, Dick. Subculture: The Meaning of Style. London: Routledge. 1979. Selections.
Jefferson, Tony. “Cultural Responses to the Teds.” In Resistance Through Ritual: Youth Subcultures in Post-War Britain. Hall, Stuart & Jefferson, Tony, eds. London: Routledge. 1993 [1975].
Thursday, October 30
Hebdige, Dick. “The Meaning of Mod” in Resistance through Ritual.
Clarke, John. “The Skinheads and the Magical Recovery of Community.” in Resistance through Ritual.
In-Class Assignment 3
Subcultures and Subversions
Tuesday, November 4
Hebdige, Dick. “Reggae, Rastas and Rudies.” in Resistance through Ritual.
Chambers, Iain. “A Strategy for Living: Black Music and White Subcultures.” in Resistance through Ritual.
Presentations
Thursday, November 6
Goodlad, Lauren and Michael Bibby. Goth: Undead Subculture. Selections. 2007
Gladwell, Malcolm. “Coolhunt.” In The Consumer Society Reader. Schor and Holt, eds. 2000.
Presentations
Information Assignment Part 2 is due
V. GLOBALIZATION AND YOUTH
Popular Culture and Inequality
Tuesday, November 11
Boyd, Todd and Nuruddin, Yusuf. “Intergenerational Culture Wars: Civil Rights vs. Hip Hop.” In That’s The Joint: The Hip-Hop Studies Reader. Forman and Neal, eds. 2012.
Thursday, November 14
Watkins, S. Craig. “Black Youth and the Ironies of Capitalism.” In That’s The Joint. Presentations
Online Cultures
Tuesday, November 18
Khalid, Rola. “Saudi Young Women #Activism: The Online Discourse Against the Male Guardianship System.” CyberOrient, Vol. 18, Iss. 2, 2024
Presentations
Thursday, November 20
Work on podcasts (AAA Conference)
Podcasts are due at 11:59 pm
FALL BREAK – November 24 – November 28
Globalization, Inequality, and Adulthood; Class Summary and Review
Tuesday, December 2
Honwana, Alcinda. “Waithood.” In The Time of Youth. 2012.
In-Class Assignment 4
Thursday, December 4
Class and podcast discussion
Reflection Essay is due in class