Editing Adolescence (section)

===Social roles and responsibilities===
[[File:Frank Duveneck - The Cobbler’s Apprentice.jpg|thumb|Painting of an apprentice [[Shoemaking|cobbler]], 1877. Despite his youthful appearance, he has taken on adult roles – working for pay and smoking tobacco.]]
[[File:Alessandro Allori 003.jpg|thumb|180px|Portrait of a noble girl {{Circa|1571}}]]
The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities.<ref name="Lerner 2001 115">{{cite book|last=Lerner|first=Jacqueline V.|title=Adolescence in America: an encyclopedia|year=2001|publisher=ABC-CLIO|location=Santa Barbara, Calif.|isbn=978-1-57607-205-9|page=[https://archive.org/details/isbn_9781576072059/page/115 115]|editor=Rosenberg, Richard M.|editor2=Jordan Finkelstein|others=Mark L.|url=https://archive.org/details/isbn_9781576072059/page/115}}</ref> Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age.<ref>{{cite book|last=Lerner|first=Jacqueline V.|title=Adolescence in America: an encyclopedia|year=2001|publisher=ABC-CLIO|location=Santa Barbara, Calif.|isbn=978-1-57607-205-9|page=[https://archive.org/details/isbn_9781576072059/page/116 116]|editor=Rosenberg, Richard M.|editor2=Jordan Finkelstein|others=Mark L.|url=https://archive.org/details/isbn_9781576072059/page/116}}</ref> Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.<ref name="Lerner 2001 115"/>

In addition to the sharing of household chores, certain cultures expect adolescents to share in their family's financial responsibilities. According to family economic and financial education specialists, adolescents develop sound money management skills through the practices of saving and spending money, as well as through planning ahead for future economic goals.<ref>{{cite book|last=Lerner|first=Jacqueline V.|title=Adolescence in America: an encyclopedia|year=2001|publisher=ABC-CLIO|location=Santa Barbara, Calif.|isbn=978-1-57607-205-9|page=[https://archive.org/details/isbn_9781576072059/page/44 44]|editor=Rosenberg, Richard M.|editor2=Jordan Finkelstein|others=Mark L.|url=https://archive.org/details/isbn_9781576072059/page/44}}</ref> Differences between families in the distribution of financial responsibilities or provision of [[Allowance (money)|allowance]] may reflect various social background circumstances and intrafamilial processes, which are further influenced by cultural norms and values, as well as by the business sector and market economy of a given society.<ref>{{cite book|last=Lerner|first=Jacqueline V.|title=Adolescence in America: an encyclopedia|year=2001|publisher=ABC-CLIO|location=Santa Barbara, Calif.|isbn=978-1-57607-205-9|pages=[https://archive.org/details/isbn_9781576072059/page/44 44–45]|editor=Rosenberg, Richard M.|editor2=Jordan Finkelstein|others=Mark L.|url=https://archive.org/details/isbn_9781576072059/page/44}}</ref> For instance, in many developing countries it is common for children to attend fewer years of formal schooling so that, when they reach adolescence, they can begin working.<ref>{{cite journal |last1=Larson |first1=Reed W. |last2=Verma |first2=Suman |title=How children and adolescents spend time across the world: Work, play, and developmental opportunities. |journal=Psychological Bulletin |date=1999 |volume=125 |issue=6 |pages=701–736 |doi=10.1037/0033-2909.125.6.701 |pmid=10589300 }}</ref>

While adolescence is a time frequently marked by participation in the workforce, the number of adolescents in the workforce is much lower now than in years past as a result of increased accessibility and perceived importance of formal higher education.<ref name="National Research Council 2005">National Research Council. (2005). "Growing up global". Washington, DC: National Academy Press.{{page needed|date=October 2022}}</ref> For example, half of all 16-year-olds in China were employed in 1980, whereas less than one fourth of this same cohort were employed in 1990.<ref name="National Research Council 2005"/>

Furthermore, the amount of time adolescents spend on work and leisure activities varies greatly by culture as a result of cultural norms and expectations, as well as various socioeconomic factors. American teenagers spend less time in school or working and more time on leisure activities—which include playing sports, socializing, and caring for their appearance—than do adolescents in many other countries.<ref name="Larson, R. 1990">{{cite journal |author1=Larson R. |author2=Verma S. | year = 1999 | title = How children and adolescents spend time across the world:Work, play, and developmental opportunities | journal = Psychological Bulletin | volume = 125 | issue = 6| pages = 701–736 | pmid = 10589300 | doi=10.1037/0033-2909.125.6.701}}</ref> These differences may be influenced by cultural values of education and the amount of responsibility adolescents are expected to assume in their family or community.

Time management, financial roles, and social responsibilities of adolescents are therefore closely connected with the education sector and processes of career development for adolescents, as well as to cultural norms and social expectations. In many ways, adolescents' experiences with their assumed social roles and responsibilities determine the length and quality of their initial pathway into adult roles.<ref>{{cite book|last=Lerner|first=Jacqueline V.|title=Adolescence in America: an encyclopedia|year=2001|publisher=ABC-CLIO|location=Santa Barbara, Calif.|isbn=978-1-57607-205-9|page=[https://archive.org/details/isbn_9781576072059/page/101 101]|editor=Rosenberg, Richard M.|editor2=Jordan Finkelstein|others=Mark L.|url=https://archive.org/details/isbn_9781576072059/page/101}}</ref>