The Interplay of Gender and Ethnicity in Adulthood Transition

This essay analyzes the interplay of gender and ethnicity in the transition to adulthood, particularly focusing on young minority ethnic British citizens. It examines how gender and ethnicity, alongside factors like religion, influence choices and shape societal identities. The study references key research by Basit (2012) and others, exploring the impact of socioeconomic origins, educational attainment, and societal expectations on young adults. It highlights the complexities of this transition, including gender inequalities and biases within educational systems, and how these factors contribute to the challenges faced by young people. The essay underscores the importance of education and qualifications in facilitating a successful transition to adulthood while also discussing the evolving societal views on gender roles and the impact of these changes on the experiences of young adults, emphasizing the need for flexible conceptions and awareness of inequalities.

1406883
Gender and ethnicity in transition to adulthood
Here, as per the article, it assesses that the role of gender and ethnicity within young
minority ethnic British citizens transition to adulthood. Here, it carried out interplay of gender and
ethnicity in relation to religion is crucial part of their transition that causes them to make choices to
live their lives in proper manner. Further, there are several researchers and policymakers are
required to develop proper similarities and differences of gender experiences within different
minority ethnic groups. Present study evaluates about the gender and ethnicity in transition to
adulthood. However, it discusses about ethnicity and gender differences so that transition carries
out within adulthood. Basit, (2012) observes that adolescence and transition into adulthood is one of
the most crucial turning points in an individual’s life (Hogan et al, 1986). She additionally
acknowledges that it is also an extremely challenging phase in the life of a young person (Hogan et
al, 1986). Basit comments that a young adult often grapples with the primary need of establishment
and the need to get ingrained into a society and its parameters (Hogan et al, 1986). Basit’s study is in
close agreement with Coleman’s study on adolescence and its impact on education and career
choices (Coleman et al, 1981; Basit et al, 2012). Coleman’s (1981) work has initiated an extensive
research in the American society and later in the world surrounding the issues that are of
significance to the transition to adulthood (Coleman, 1981). Basit notes, quite relevantly, that of the
common aspects that affect the transitory period, gender and ethnicity of the individual play a
crucial role in shaping the societal identity of a young adult (Hogan et al, 1986; Coleman, 1981).
Basit’s work progresses the contributions of ‘The Presidential Panel on Youth and the Wisconsin’
study that provided the model of “status attainment” that are regarded salient studies in this area of
research (Hogan et al, 1986; Coleman, 1981]. The findings of this study indicated that the attainment
of education, occupation, and livelihood in terms of employment or earnings were largely
determined by the social, psychological, and institutional factors that operate predominantly in the
transition period of adulthood (Coleman, 1981). Basit’s study, like most previous studies, indicates
that the socioeconomic origins of individuals reflect directly on the attainment of social status
(Hogan et al, 1986; Coleman, 1981). The transition of young individuals into adulthood is perceived
as a process that is fragmented and often prolonged causing an increased complexity in the phase of
transition (Basit et al, 2012; Coleman, 1981). Basit suggests that the process is different for each
individual and involves an enormous number of societal situations that shape the process into an
experience (Basit et al, 2012). She also observes that most young adults face several difficulties
during the transitioning into adulthood (Basit et al, 2012). Basit notes that even in the same country,
different individuals have varied experiences during the transition into adult life (Basit et al, 2012).
The transition of an individual from child to an adult is a way long process. It doesn't happen
in just one particular day. The onset of adulthood can be witnessed during adolescence while proper
maturity is achieved when all the hormonal imbalances are overcome. On the contrary, transition of
adulthood is considered as an unpredictable process. Gender inequality is definitely experienced in
this situations.
The situations that determine the transition and the quality of life are mostly societal,
according to Basit (Basit et al, 2012). Personal parameters such as gender and ethnicity are
important determiners of the early adult life as an experience (Coleman, 1981; Basit et al, 2012).
There are a plethora of such factors that make the experience different for each person. Gender,
race, ethnicity, and class are regarded the primary factors in this transition (Basit et al, 2012). They

1406883
are known to be influential mediators of early adult life (Basit et al, 2012). Basit’s study makes a
clear evaluation of previous studies and bases its approach on the noteworthy characteristics of
previous research in the area of study. Basit clearly lays emphasis on the impact of gender, race, and
ethnicity of young adults and the impact of these factors on the transition into adulthood. Basit does
not digress from the afore-said central theme of the study and relates reliable and relevant previous
studies to elucidate the baseline issue. Basit’s work is clear and intelligible in its approach and is
well-structured.
As per the evaluation of Basit (2012), here transition to adulthood can be considered as a
status passage in the institutionalised life course and involving the assumption of new social role
such as completion of education. Also, it is essential to develop age related legal norms as well as
population based norms and informal expectations of these roles. However, such roles and
expectations are considered as scripts of life. However, evaluating the intersection of multiple
inequalities such as class and gender that helps in shaping individual transition experiences and thus
introduces bounded diversity so that best results could be attained.
Basit relates her observations to the societal reflection of such a complex transition in the Western
world (Basit et al, 2012; Arnot, 2009). Basit states that most Western countries which endorse
democracy also largely promote women’s rights (Basit et al, 2012). Basit illustrates that the
awareness in the Western democracy has, perhaps, led to the movement of Women’s rights and
equality are concepts that entered the culture much early in the West (Basit et al, 2012). Basit
reflects that the afore-mentioned women’s social movement questioned the intrinsic right of men to
hold powerful positions in public domains (Basit et al, 2012). Basit’s study dwells on the inbred
beliefs of gender discrimination and the traditional concepts of masculinity and femininity and
observes how they were reformed for the better by these social movements of awareness that gave
the opportunity for women to establish themselves in significant positions in the private sector
(Basit, 2012; Arnot, 2009).Basit draws a comparison to the new age society has additionally provided
the choice of labour to women where they choose to contend their social and economic rights along
with complete political power in the society (Basit et al, 2012). Women, in the current times, may
seek impetus for possessing a family, a career, or educational qualification (Basit et al, 2012). Basit
also notes that women additionally have the privilege to set priorities among each of these
according to their perceived order of precedence (Basit et al, 2012). Arnot, in his work in 2009, has
observed that the identities of gender are actually currently perceived as individualistic
manifestations of the social construction in terms of culture and history – this observation is
validated in Basit’s study (Basit et al, 2012; Arnot, 2009).
Basit states that it is an established truth that education and qualification are the essential
aspects of one’s social identity (Basit et al, 2012). For an effective transition into adulthood, it is
essential for young people to realise the importance of education (Basit, 2012; Arnot, 2009]. Basit
observes in her study that qualifications and credentials ease the process of transition into
adulthood by providing an inherent sense of achievement and credibility to obtain financial and
social foothold in the world (Basit et al, 2012). Basit adds that this allows the individual to provide
useful services to the nation and makes them important in the social makeup (Basit et al, 2012).
Basit’s observation is in congruence with education inherently empowers a young person to enter
adulthood with confidence and a sense of usefulness (Basit et al, 2012). Basit notes that the
contribution that a young adult makes to a country’s economic and political scenario is of much

1406883
significance (Basit et al, 2012; Arnot, 2009). The concept of gender is typically ingrained into the
educational setup and the public discourse as a primary consideration in behaviour management, as
observed by Basit (Basit et al, 2012; Arnot, 2009). Further, also evaluating the concept of transition
to adulthood it addresses the complexities and variations in transition to adulthood. It has been
assessed that there are various complexities and variations in transition to men and women within
different subgroups of population. However, it is also essential to revise existing awareness among
population regarding differences in inequalities. Country is focusing upon developing more flexible
and dynamic conceptions that represents the changing everyday arrangements between men and
women.
Basit elucidates this with the example of how girl pupils are regarded a non-consideration
for behavioural challenges and are perceived as being “unproblematic” (Basit et al, 2012; Arnot,
2009). Basit explains that such a gender bias that exists in the educational system and the societal
makeup in general works to shape the experience of each individual in the transitory period of early
adulthood (Basit et al, 2012; Arnot, 2009). She further explains that there is an innate, non-
communicated expectation from the female gender in terms of behaviour and etiquette (Basit et al,
2012). Such a bias restrains teachers and helping volunteers from referring girls with behavioural
problems to alternative schemes or programmes (Basit et al, 2012). Basit rightly notes that this
concept may be extrapolated into the discriminatory or prejudiced behaviour of the staff towards
girls based on their race and ethnicity (Basit et al, 2012). She illustrates that the preconceived
opinions and stereotypes attached to specific groups of pupils based on their gender and ethnicity
are innate to the culture (Basit et al, 2012). She notes that this acts as a primary determiner of the
treatment they receive at a rather young age (Basit et al, 2012). Basit deduces that the prejudices
present in the society have an impact on young people and dictate their expectations from self and
the society (Basit et al, 2012; Arnot, 2009). Basit states that stereotypes can add to the confusion
about the choice of education and career for the young person often causing conflicts of interest
within themselves (Arnot M, 2009). It is further evidence to previous research that such indecision
influences the transition into adulthood and allows for a pronounced vulnerability of these young
people in facing the society (Arnot M, 2009). Basit notes that research has identified that most
young people find the prospect of transition into adulthood daunting due to the expectations that
the society seems to have from them (Basit et al, 2012). Gender, class, and ethnicity are primary
determiners of expectations from young people and they have a lasting impact on their perception
of self (Basit et al, 2012; Arnot, 2009).
The acceptance of society towards adulthood is different in various groups. Especially the
ethnic minorities consider puberty amongst girls as the complete adulthood while those belonging
to educated classes consider puberty as the initialisation of transition process. The significance of
such a crucial process is realised when girls who have been subjected to various inequalities reach
adulthood. Their mental and emotional conditions right through puberty has aided the perception
that gender inequality is a universal phenomena and would continue until their death.
Gender inequalities stem from a general perception that girls should be ideally able to fend for
themselves and be able to look after their own needs (Basit et al, 2012; Arnot, 2009). This is an
extremely differential expectation from young women and they are expected to have clarity of
thought whilst steering clear of plausible problems (Arnot M, 2009). Most political policies in the
Western democracies are favourable to young men whilst expecting young women to take care of

1406883
their own interests (Basit et al, 2012). The policies, in fact, aim to provide immense opportunities to
young men to achieve more in the educational sector and achieve higher qualification (Arnot M,
2009). Most strategies of intervention relating to global justice and social strata cover the policies
surrounding enrolment of girls in schools; however, they do not perceive it ethically apt or
advantageous to the institution to attend to the broader aspects regarding the gendered processes
present in the academic environment of learning or the broad social situations that pose gender
inequality (Basit et al, 2012). The aforesaid observations made by Basit indicate a clear direction to
the study. Basit’s study presents a set of elucidations to the several instances where there is an
existent bias against gender and ethnicity. Basit relates the elucidations to the final deduction that
there is indeed a noticeable impact of these discriminations on the transition to adulthood.
Basit further observes that an extrapolation of such a bias is inadvertently visible in the career
prospects of young individuals (Basit et al, 2012). The biases surrounding their gender and ethnicity
have superseded to the world of careers as well (Basit et al, 2012). The bias concerning gender and
race are indomitable and widespread (Basit et al, 2012; Arnot, 2009). Naturally, these pose the
highest strata of challenges to young adults when they transition into the adult world (Basit et al,
2012; Arnot, 2009). On a flipside argument platform, researchers and socialists have noted that the
degree of “protection” from the daunting world of careers and the merciless grind of the labour
market is actually higher for girls (Basit et al, 2012). Young men do not receive as much protection
and are thus expected to make a career with their own merit and ability due to the ever-existing
gender bias (Basit et al, 2012; Arnot, 2009). This expectation is based on the traditional expectations
of the familial roles of male and female counterparts in the society (Basit et al, 2012; Arnot, 2009). A
role reversal or balance is often a laboured process and requires the disintegration of several
inherent societal norms (Basit et al, 2012; Arnot, 2009). The roles of females are often confined to
providing for the family in the capacity of homemakers, mothers, wives, or daughters (Basit et al,
2012). The contribution thus provided by women is often disregarded and demeaned due to the
prejudice that considers achievement in career to be of a higher magnitude (Basit et al, 2012; Arnot,
2009). The most common justification argument for the discrimination or differentiation of gender
roles is often based on biological and physiological factors of the two genders (Basit et al, 2012;
Arnot, 2009). The social construction of differences between the two genders is regarded a natural
existence (Basit et al, 2012).
The choices of careers are also believed to be largely dependent on gender differences (Basit et al,
2012). The perceived choices of girls and boys for careers are a long-standing stereotype (Basit et al,
2012; Arnot, 2009). Although research has provided contradictory evidences, the natural
perceptions and notions about the innate abilities of each gender and thus the choice of career are
inevitable in the society (Basit et al, 2012; Arnot, 2009). The policies of the Sex discrimination Act
and the Equal opportunities policy have been viewed as important benchmarks in the advancement
of feminism and opportunities for women (Basit et al, 2012). Despite of these many legislations and
policies there are some ethnic minorities that are deprived proper rights and opportunities in career
and earning recognition. This deprivation is the route cause of the development of biasness in their
mindsets.
However, despite a noticeable dissolution of gender differentiation, educational qualification and
attainment is an indispensable priority for ease of transition into adulthood for both young men and
women (Basit et al, 2012; Arnot, 2009). The attainment of education is a great determiner of the

1406883
opportunities available for young people to obtain chances in life to achieve a certain position (Basit
et al, 2012; Arnot, 2009). Research has, however, shown that young women are, in fact, impacted to
a greater extent by low attainment of education (Basit et al, 2012; Arnot, 2009). Educational
outcomes and the resultant occupational choices indeed reflect a difference in gender choices (Basit
et al, 2012; Arnot, 2009). Women have been to be less associated with the labour market,
educational sector, and full time employment as compared to young men (Basit et al, 2012; Arnot,
2009). The societal expectations and scope for development in the practical environment largely
dictate the career choices of young men and women, according to research (Basit et al, 2012; Arnot,
2009). There is still a great extent of gender stereotyping in the professional world and this
determines the career growth of most individuals (Basit et al, 2012). However, a perceivable change
in gender stereotyping has been determined by research (Basit et al, 2012; Arnot, 2009).
The present study compared both men's and women's pathways to adulthood through
examining how their role transitions in education, work, marriage and parenthood intersect from the
age of 18-30. However, such sociodemographic and adolescent factors are interconnected with such
pathways. Through considering different ways of young people who move from adloscence to
adulthood is important implications in regard to function the different stages of life properly. Gender
equality is one of the major topic and thus carries out the study in terms of influencing the growing
concerns of young men's ability o successfully move into adulthood.
It is an important consideration to make whilst discussing the gender differentiation in educational
and occupational sectors of the society that the gender identity of an individual is not homogenous
and interlaced with alternative identities of individuals (Basit et al, 2012; Arnot, 2009). Ethnicity and
racial identities are not intertwined with the gender identity which leads to the different choices
made by young men and women in their careers (Basit et al, 2012; Arnot, 2009). Ethnicity is
convoluted in its social construction and it entails the racial origin, religion, culture, and quality of
life. which are all intricate and complex (Basit et al, 2012; Arnot, 2009). The ethnic identity of an
individual is inherently attached and is perennial despite that individual not having visited their
country of origin (Basit et al, 2012; Arnot, 2009). Culture, although complex, is often adaptable and
blends with different cultures (Basit et al, 2012; Arnot, 2009). Despite this, there are notions about
specific cultures that construe, for example, that, women from minority groups of ethnicity are over-
protected to the extent of being restricted (Basit et al, 2012). The prejudice of ethnicity as a
construct is almost never associated with majority ethnic groups and is almost always accredited to
minority groups of ethnicity (Basit et al, 2012; Arnot, 2009). These biases are largely reflected in
career choices of young people (Basit et al, 2012). After completing school, children's move into full
time employment and getting married so that they are transiting them from children to adulthood.
Thus, such acquisition of new roles and status during transition to adulthood helps them to bring
changes in their life.
Conclusion:
In conclusion, it is reflected in Basit’s study and previous research in sociology that considerations
such as gender and ethnicity are important markers for career and educational achievements of
young people (Basit et al, 2012). Most young men and women who transition into adulthood are
subjects of the pre-existing differential belief system (Basit et al, 2012). The differential opinion and
expectation is an inherent aspect in educational and occupational sectors of the society (Basit et al,

1406883
2012). Gender discrimination and differential expectation lead to specific career choices by young
men and women (Basit et al, 2012). Ethnic considerations are not interlaced with gender identities.
However, they reflect the social positioning in terms of occupation and educational attainment in
young individuals (Basit et al, 2012). Therefore, the transition of young people into adulthood is a
reflection of gender and ethnicity differentiation in the social makeup worldwide (Basit et al, 2012).
Basit’s approach is simple, logical, and orderly in understanding the implications of specific factors
on the bias against gender and ethnicity. The study remains focused on these factors and their
impact on the period of transition to adulthood. The point of improvement for Basit would be to
clearly progress from one aspect of study to another in a more ordered fashion. Basit’s ideas transit
abruptly from one to another without allowing the reader to grasp the impact in completeness. The
magnitude of the impact of these issues is not fully reflected in Basit’s work.
References:
1. Hogan, D.P. & Astone, N.M. 1986. The transition to adulthood. Ann. Rev. Sociol. 12:109-130
2. Coleman, J. S. 1981. The Adolescent Society. 1st ed. Westport, Conn.: Greenwood Press.
3. Basit, T.N. 2012. ’...But that’s just the stereotype’: gender and ethnicity in transition to adulthood.
Race Ethnicity and Education. 15(3): 405-423
4. Arnot, M. 2009. Educating the gendered citizen. Abingdon:Routledge