Youth Culture

Though the sexual experiences of adolescence are continuous with the sexual experiences begun in preadolescence or earlier-Sorensen reports (1973, p. 130) that of boys and girls with masturbatory experience, 12 percent of those boys and 33 percent of those girls masturbated at age ten or under, for instance-a number of new elements are added in adolescence. This youth subculture is commonly referred to as "youth culture" or "adolescence culture." As children develop, they become socialized to persons and groups outside their family of orientation, and they become more aware of the norms and standards of behavior practiced by their peers. As they attempt to free themselves from home and from the influence of parents, they often turn to this youth culture of their peers for guidance. Sorensen reports a high degree of "generational consciousness" (1973, p. 41) with "a substantial component of outright generational chauvinism" (Sorensen, 1973, p. 43).

Youth culture is carried and transmitted by youth groups or youth cliques. The cliques set norms that are the highest authority for its members in regard to certain aspects of their behavior-norms that may take precedence over both family norms and other adult norms. Since adults and adult norms are dominant in setting behavioral norms in the United States, secrecy, deception, and protective lying are used by adolescents to protect their adolescent culture and to avoid or resolve conflict with parents and other adult authorities. Adolescents learn the principle of secrecy from their parents, who withhold certain facts and teach them not to discuss things openly, particularly where sex is concerned (Smith, 1962, p. 37). "I try to tell them only what I think they can accept," report 55 percent of boys and 48 percent of girls (Sorensen, 1973, p. 79).

The youth culture has positive functions to play in easing the transition from childhood dependence on the family to the independence of adulthood. The transition to active, sexually motivated adolescent encounters with others is part of this newfound freedom.
I was feeling the 'bind' between peer group pressure toward being an appreciator of sex and family pressure toward denying my sexuality. I had an awful time justifying any inclinations toward being a sexually motivated being.

Peer As Reference Group For Adolescents' Sexual Behavior
Several attempts have been made to ascertain the extent to which youth seek the approval of their peers rather than of their parents or other adults in decisions they make (Coleman, 1961; Brittain, 1963; Epperson, 1964; Sorensen, 1973; and others). The orientation of adolescents is at best of a dual nature. Choices that adolescents make tend to derive meaning from either of the two general reference groups or from both; the peer society in which many status and identity needs are met and identity needs are gratified, and the larger society in which are found the status positions that one can aspire to as an adult. When choices pertain to the latter, parents are perceived as the more competent guides. Adolescents perceive themselves to be more like peers in regard to tastes in clothing, music, sex, and recreation in general. In regard to feelings about school, they find peer-favored alternatives psychologically closer to their own feelings, and find these more acceptable.

I can remember very distinctly my mother telling me to wear a skirt to a certain affair but, because all the other girls were not, I could not possibly wear a skirt. Being as much alike as possible was very important. Academically we (ten girls) were near the top of our class, and we therefore often discussed teachers, classes, and the grades that we got. Although we were interested in getting good grades, we did not make a big thing of it, and we often tried to hide the fact that we were doing well in our schoolwork. This was especially true in my case. I was a good student, but I did not try very hard to do my best, and the teachers continually chided me for it, but I was determined to be one of the 'gang' and so I continued in my careless attitude toward schoolwork. I did keep my marks up because of pressure from my parents, but it was done secretly; and when I was named valedictorian of the senior class, many of my classmates were rather surprised.