New understandings for a new year – the iGens

Over the holiday season I had the opportunity to read a book that focuses on the characteristics of the youth and children we currently serve in schools, referred to as “iGens.” Recommended by one of our school administrators whose entire staff is engaged in reading the book, “iGen,” written by psychologist Dr. Jean Twenge, it makes some salient points about the need to understand this generation as educators, parents and employers.

It is not generally my practice to tout a specific book or promote making generalizations about “groups” or generations, but I felt that this particular book makes some interesting points about the “general” nature of “iGens” that can inform how we can take care of them, educate them and inspire them as the future caretakers of this country.

Following the Millennials (born between 1980-1994), the iGens were born between 1995 and 2012. This generation has grown up with cellphones and do not remember a time before the internet. Dr. Twenge makes the point that in her decades of research on previous generations, she has never seen such a marked change in social behaviour and attitudes as evidenced by millions of surveys and qualitative interviews. The book is too comprehensive to provide details, but here are some highlights (keeping in mind that not all youth and children will display these characteristics — these are “general” attributes described in more detail in the book):

• They are in no hurry to grow up; there is less engagement in “adult type” illicit behaviours but concurrently less inclination to assume adult responsibilities (a record number do not have a driver’s licence and fewer than ever work part-time or have specific money-earning responsibilities).

• What Dr. Twenge refers to as “in person no more” — characterized by a significant decline of in-person social interaction; they are far more inclined to communicate digitally than in person.

• They are insecure with a record-breaking rise in mental health issues such as anxiety, depression and loneliness.

• They are “insulated” but not “intrinsic” — in other words, they have an extremely high interest in safety that has been instilled throughout childhood but are less inclined to engage in civic involvement.

• They worry about income disparity, income insecurity and are fearful of their economic future.

• They are “indefinite” with new attitudes about committed relationships and children.

• They are inclusive and have no patience for inequality based on gender, race or sexual orientation.

• With respect to work, they are not characterized by attitudes of entitlement, want to do well and work hard, but are insecure and need support and guidance — especially with social aspects of the work place.

In my next “Eye on Education” column, I will convey some thoughts on the “so what” aspect of learning about some general characteristics of a generation — so what can we do to support, educate, and inspire them?

Cheryl Gilmore is the superintendent of Lethbridge School District No. 51.