The generational paradox: young graduates underrecognize the impact of social on adolescents

Question: Why do many young students writing their thesis on adolescents discuss them with ideas from the ’90s, without acknowledging the changes brought about by social media and smartphones, even though there are no more than 10 years between them?

Many young students writing theses on adolescents seem still anchored to the ideas and theories of the 1990s, despite the profound changes in youth reality due to the rise of social media and smartphones.

There are several reasons that may explain this phenomenon, even though the generational gap is no more than 10 years:

Influence of classical academic literature: Theories and foundational studies from the 1990s, such as those by authors like Erikson, Piaget, or Bauman, are still heavily cited in academic research. These works have had a significant influence on defining adolescent dynamics, and universities often place great importance on well-established literature. This can lead students to reference “historical” concepts, overlooking the current context dominated by social media and technology.

Academic training: Students may be trained by professors who themselves have been influenced by outdated approaches and may not integrate more recent studies or concepts related to digitalization into their teaching. This leads students to reproduce a more traditional view of adolescence, neglecting the role of modern tools like smartphones.

Speed of technological change: The evolution of social media and smartphones has occurred so rapidly that it may be difficult for some students to fully grasp the impact of these technologies on adolescents, despite their generational proximity. While the “smartphone generation” has very specific characteristics (such as increased social isolation, cyberbullying, attention difficulties), those approaching their thesis may not yet be accustomed to considering these factors as central to their academic work.

Underestimation of the impact of social media: Even though many students use social media and smartphones daily, they may not fully realize the deep effect these have on the psychological and social development of adolescents. Critical awareness of these issues often develops through in-depth analysis, which may be lacking if the research is more based on pre-existing beliefs than on updated reflection.

Difficulty accessing recent studies: Not all students have access to the latest research or the most up-to-date databases. The most innovative studies on social media, smartphone use, and their effects on adolescents may be less available or less emphasized in certain study programs, making it more likely that outdated approaches are adopted.

Reassuring familiarity with the past: Clinging to views of adolescents from the ’90s may be comforting, as they offer accepted and consolidated theories that appear “safe” compared to more complex and challenging phenomena, such as the impact of modern technology.

In summary, despite the generational closeness, many students tend to rely on 1990s paradigms for a variety of reasons related to academic training, difficulty adapting to rapid technological changes, and the weight of classical literature, which still dominates many areas of research.