We are happy to announce that our study from our "In My Life" Photovoice Project in Japan and England is now ready! You can read our short summary below:
What is the research about?
Past research from Euro-Western populations has found that adolescence is a key period of identity development, but studies suggest there could be some differences in the way identity develops across cultures. For example, in Japan, studies suggest teenagers may be less likely to be certain about “who they are.” To understand cultural variations in developmental processes, we need to understand cultural differences in the developmental environment. In this project, we asked teenagers aged 13-15 yrs in England and Japan to photograph the important things/people/places in their lives. We qualitatively analysed the photographs and accompanying texts through a template analysis, identifying shared topics and themes across multiple photographs.
What did we find?
In both countries, we found that adolescents photographed things to showcase who they were (This is me), including what kinds of skills they were developing. They also photographed their connections to their family, friends, school, local area, and beyond (Connectedness), showcasing how they engaged with and valued different aspects of their environment. However, we found that adolescents in Japan were more likely to consider and refer to time (Reflections Through Time), and not all reflections were positive. These were in distinct contrast to photographs from England which were overwhelmingly positive and focused on the present.
What does it mean?
Our results show that, in both England and Japan, identity development seems to be an important part of being a teenager, and connectedness to the wider world underpins their developmental environment. However, teenagers in Japan may think about themselves and their lives differently to teenagers in England, which may explain why teenagers in Japan may be less certain about their identity. Our results highlight the importance of understanding and considering culture when thinking about developmental processes and pathways.
Have comments or want to find out more? Contact the project lead, Dr Emily Emmott.
Comments