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Rachel Wales

Kasey Badger

Hannah Taunton

Bridging the Gap: A Dialogue Between Boomers and Gen Z

Savannah Corbin

05/07/2020

The Obituary

The Death of Social Z. Skills

Social Z. Skills, 20, died April 20, 2020 as a result of crashing his parents’ car. He is presumed to have been texting his girlfriend, Mary Jane, while driving. He was born October 3, 1999 and will be succeeded by both his parents and grandparents. Due to the limits on social gatherings, the funeral will be held via Facebook live Saturday, April 25, 2020 at 2:00 p.m. 

Mr. Skills loved reaching out to new people and making new connections. He was constantly traveling from state to state to meet all of his new acquaintances that he met on Twitter and Instagram. Sadly, due to his constant traveling and use of these media, Mr. Skills missed many family dinners and holidays with his family. Even when he was able to be with his family, he was constantly on his phone or using the newest filters on Snap Chat. Sadly, he had difficulties putting his phone down at family events to socialize, but he will be dearly missed. 

11:01 AM - 21 April 2020

500 Retweets        3,000 Likes

The Obituary

The

Introduction

Introduction

We all know that too much smartphone usage is bad for us. We have heard it repeatedly. While there has been much research conducted on both the negative and positive effects of smartphones, little has been done to address the mindsets and assumptions that lead to generational divides. Specifically, the divide between older generations, Generation X and the Baby Boomers, and the post-2000 generation, Generation Z. Complaints about the degree to which Gen Z-ers seem to be immersed in their digital devices are common.

We aim to address the assumption that this generation is engaged in smartphone usage to a degree that severely, negatively impacts interpersonal social skills. In the process of analyzing the truths and falsehoods behind this stereotype, our goal is to present the viewpoints of both Gen Z and the older generations in a unique manner. By examining the impact of smartphones on relationships with the self, at school, at work, and within the family, we intend to foster a healthy relationship between Gen Z-ers and older generations that spans the assumptions and clarifies existing differences in a way that encourages mutual respect.

Methods

Our

Methods

  • Our research consists of secondary research. We compiled scholarly articles and data that gave us information about the impact of smartphone use, explored the ramifications of those impacts in the real world, and analyzed why they occur. We also examined reasons for the generational divisions caused by smartphone usage.

  • In writing the dialogue that makes up our Findings and Discussion, we pulled from the literature as well as from conversations we have heard in our experience as Gen Z-ers. We sought to capture the differing perspectives characteristic of each side.

Bridging the Gap

The Dialogue

Emotional Health

Emotional Health

Starting a Conversation

The Dialogue

Emotional Health

BB/GEN X: I’ll tell you, the problem with this younger generation is that y'all get your feelings hurt too easily.

GEN Z: What makes you say that?

BB/GEN X: You think you need safe spaces and trigger warnings. You spend all your time on social media and that makes it harder for you to handle interaction with real people

GEN Z: Well I'll admit that my generation has serious issues with self esteem and pretty high rates of depression.(Yang et. al. 2019)

BB/GEN X: I’d say it's because you're so caught up in social media and taking selfies. The world gets a lot harder when you're not looking at it through a screen.

GEN Z: You’re not wrong there. It's actually been shown that people who spend a lot of time on social media tend to have issues with depression and self esteem. (Yang.et. al.2019)

BB/GEN X: See! There's your problem!

GEN Z: But I think our mindfulness of our mental health is a good thing. My generation knows that we’ve got issues, believe me.

BB/GEN X: So you need the safe spaces and trigger warnings?

GEN Z: I think my generation knows we’ve got problems and those things are an attempt to mitigate the underlying issues. I'm not saying they're exactly what is needed here but I think they are an attempt to confront the problems we’re seeing. It's been shown that mindfulness and remaining aware of your screens time is actually good for our emotional and mental health (Vogel et. al.). After all, we agree that my generation’s issues with self esteem and mental health are big problems.

BB/GEN X: Doesn't that mean that you should just cut screen time altogether?

GEN Z: Yes, partially. We know that over reliance on social media is a problem for us. We use it to replace face to face interaction. But, you have to understand that we’ve never known a world without social media in some form or another. Also, the way we use different forms of technology is different from you. For instance, research shows that older generations get satisfaction and enjoyment out of vocal communication, like phone calls. Whereas younger generations display anxiety with phone calls. But, they got the most enjoyment out of written communication in messaging apps like Whatsapp. (Chan, 2018)

BB/GEN X: I suppose it makes sense that you’d have a different outlook, what with growing up with all this growing technology

GEN Z: Precisely, it's actually been shown that my generation associates using messaging apps and Facebook with feeling socially supported. But, I'll admit that it also shows we’ve got increasing feelings of entrapment, feeling like we cant get away from social media too. We always have to be available, which can get exhausting (Chan, 2018)

1

Relationship with Self:

Anxiety, Depression, and Loneliness

  • Increased loneliness, anxiety, and depression are all heavily correlated with increased use of smartphones (Emamzadeh, 2019). As loneliness among American teens has significantly gone up, so has smartphone use, with

  • Excessive use of phones, sometimes called a mobile-phone addiction, is closely linked with higher rates of depression and anxiety among Gen Z-ers, people born between 1997 and 2012 (Yang et.al, 2019).

  • Social media use is a significant subset of this issue. Because Gen Z is so connected and spends so much time on social media platforms, this generation is especially troubled by low self-esteem (Vogel et.al, 2019). This is due to the comparison of the self to other individuals invited by being so connected to how others look and what others do (Vogel et.al, 2019), (Dhir et.al, 2018).

2

Social Needs

  • All human beings have a need for relationships. Use of social media and other forms of digital communication allows Gen Z to fulfill that need and find emotional support (Chan, 2018). Smartphones allow people to meet universal social needs - whether via social media, texting, calling, or other means. Young people can stay in touch with close friends and family members no matter the distance, maintaining these meaningful relationships that may decay otherwise.

  • Interestingly, for individuals who have deep friendships and regularly go to social actives, smartphone usage does not have the kind of negative mental health effects seen in other individuals (Emamzadeh, 2019). In fact, use of smartphones to facilitate in-person interaction actually increases relationship quality (Chan, 2018). This suggests it is not phone use itself that is the issue.

  • Problems arise when smartphone use and digital communication replace face-to-face interactions and relationships, rather than complimenting them. Gen Z-ers try to fulfill social needs via smartphone, but when this displaces face-to-face interaction it damages existing relationships while leaving perceived needs unfulfilled (Chan, 2018). Compared to generations before them, Gen Z-ers are substantially less likely to go out and spend time with friends (Emamzadeh, 2019), and they are the most likely among members of three previous generations to pick up the phone and spend time on it without any specific reason at all (Zhitomirsky-Geffet et.al, 2016).

  • Furthermore, the pressure of constantly being online without actually engaging in meaningful communication makes young people feel trapped and fatigued, which increases anxiety and depression (Dhir et.al., 2018). This kind of entrapment is especially prevalent in Gen Z, leading to the kind of addictive behavior that is so closely correlated with mental health struggles (Zhitomirsky-Geffet et.al, 2016). This is why we see an increase in loneliness even as we see a greater ability to remain connected.

3

Impact on Relationships

  • With the increased prevalence of smartphone overuse and addiction, and the corresponding mental health issues, comes decreased relational success.

  • Less in-person interaction means that Gen Z-ers have less ability to develop needed social skills (Emamzadeh, 2019). This leads to awkwardness and difficulty when Gen Z-ers do communicate in-person with others, which further decreases self-confidence and self-esteem, increasing feelings of isolation and making deep relationships more difficult to form (Schroth, 2019).

  • However, compared to previous generations, Gen Z does not actually display the highest level of addictive behaviors - Gen Y (Millennial) has been found to have the highest level of risky behaviors leading to addition, with Gen Z in second place (Zhitomirsky-Geffet et.al, 2016).

  • These facts further demonstrate that it is not the smartphone itself that is the issue, it is how people use it. When used to compliment in-person communication, smartphone use is beneficial, but when used as the primary means of interacting with others, it is detrimental. Studies show that simply being mindful of the potential problems smartphones pose reduces risk (Vogel et.al, 2019).

School

Classroom discussion

BB/Gen X: I’m going to need to ask you to get off your phone while we’re in class. You’ll get distracted and miss lecture notes.

Gen Z: I will for you now, but can we have a conversation about it when the lecture is over? If you don’t mind?

BB/Gen X: Sure sweetie as long as you aren’t disrespectful in the meantime.

*The lecture is over so there is extra class time. They come back to talk.*

BB/Gen X: What did you want to have a conversation about?

Gen Z: I want to talk to you about what your opinions on phones are in class since you asked me to put mine away, and then maybe let me tell you a little about my own opinion if that’s alright.

BB/Gen X: Oh this sounds fun! To be honest, darling the phones in class is a big pet peeve for me. I have noticed in my class that if a student is not on their phone they take more notes, and they remember more from the lesson. It also is a distraction during exams, and in some cases just leads to cyberbullying.

Gen Z: Have you noticed that when students use their phones for class related content they earn higher grades and recall information better than students who just use them for social media or a game?

BB/Gen X: I have seen that in certain classes, but students are not always mature enough to handle the privilege of a phone in class for educational purposes. I do know students enjoy my classes more when I let them play Kahoot or another learning game on their phone in class.

Gen Z: Why did you say phone use is a pet peeve for you?

BB/Gen X: Because of how excessively some age groups use their phones. They’ll be up all night on their phone, and come to class the next day falling asleep while I’m trying to teach. The school isn’t a parent who can set boundaries for them, but I would love to see someone trying to help students who do that because there are usually other risky behaviors that manifest alongside the phone use.

Gen Z: That’s some serious stuff and I can see where you’re coming from. I believe phones in the classroom can also encourage creativity, and sometimes keep us more engaged in a lesson. I like the idea of using them for school related uses, but you can also use them to take a little break before refocusing on an activity. It helps us feel less overwhelmed, especially if we can listen to music.

BB/Gen X: I know y’all love to have earbuds in while you work, but sometimes students take it too far like being distracted during a lesson rather than listening. It can be a great focusing tool, but also a hindrance to absorbing information if they listen to music the whole class time.

Gen Z: I suppose it really depends on the student then. But you can’t favor one over the other so it has to be fair for everyone.

BB/Gen X: You’ve got that right. Phones for all or phones for none…

School

  • Gen Z-ers are constantly connected to peers and vast stores of information through their smartphones. Because of this, they prefer learning through videos (such as from YouTube), stories, and peers (Schwieger et.al, 2018).

  • These learning preferences can lead young students to seem bored and inattentive in the classroom, as they prefer creative and unique teaching rather than traditional methods (Schwieger et.al, 2018).

  • While there are risks of distraction and mental health struggles that come along with smartphones, they are a part of Gen Z, and can be incorporated into the classroom setting in ways that help Gen Z-ers enjoy schoolwork and learn from both the teacher and fellow students.

Work

Work

Attachment

Attachment

The Dialogue

  • Researchers have found that younger generations, such as Gen Z, struggle to refrain from checking their phones for social updates, even when in work situations (Kick et.al, 2015).

  • Because of the level of reliance on smartphones, and the dependence on them to be connected to the world, those in Gen Z are more susceptible to experiencing intense anxiety when away from their devices, a fear known as Nomophobia (Campbell, 2018).

  • In addition, employees in younger generations have been found to experience distraction and difficulty completing complex, work-related tasks when they are unable to respond to cellphone notifications (Kick et.al, 2015).

  • This creates a difficult situation - whether smartphones are present or absent, young employees can be easily distracted by them, which affects work quality and speed (Kick et.al, 2015)

Preferences

Preferences

The Dialogue

  • Gen Z-ers have grown up comfortably with smartphones as a part of everyday life, and they are accustomed to digital communication, such as email, text message, and social media (Wharton University, 2019).

  • This familiarity allows young employees to quickly adapt to new technologies, readily establish connections with other companies, and promote their workplaces in the digital world (Kick et.al, 2015).

  • At the same time, such familiarity also means that Gen Z-ers often have trouble knowing when a face-to-face conversation is more appropriate than an email or text (Wharton University, 2019), (Schroth, 2019). 40-49% prefer communicating digitally over in-person (Schwieger et.al, 2018), (Kick et.al, 2015).

  • Studies are showing that Gen Z-ers are entering the adult workplace with substantially less job experience than previous generations, few having worked as teens (Schroth, 2019), (Wharton University, 2019).

  • This lack of experience means it is critical for young employees to quickly form relationships with supervisors and managers in the workplace in order to have mentors who can guide them. These relationships are best formed through face-to-face communication, not through digital means (Kick et.al, 2015). The reliance on smartphones and preference for digital communication means a huge percentage of Gen Zers face immense difficulty effectively integrating into the workplace.

Connections

Connections

The Dialogue

  • Gen Z's ability to make a footprint in the online world is valuable in promoting a business, and digital communication can be effective in speeding up operations (Kick et.al, 2015)

  • However, previous generations such as Gen X and Baby Boomers did not have these methods. Older generations may have been at a business for years, accumulating vast knowledge and establishing a network of relationships.This knowledge, known as tacit knowledge, cannot easily be put in manuals. The norms and culture of a workplace take time to learn (Wharton University, 2019). Certain skills are difficult to explain, and are best relayed through in-person conversations (Schroth, 2019), (Kick et.al, 2015).

  • Gen Z-er's preferences for digital communication, fostered by so being accustomed to using smartphones in every area of life, means they struggle to acquire this tacit knowledge from older employees. Although they can benefit their workplace in other ways, they easily miss out on opportunities to make necessary connections, trust, and relationships with more experienced coworkers (Kick, et.al, 2015).

Communication

Communication

The Dialogue

  • Written, oral, and interpersonal communication are among the top skills employers look for when hiring new employees (Schwieger et.al, 2018), (Schroth, 2019).

  • These skills are so critical because they are necessary to maintain efficient and clear workplace communication (Kick et.al, 2015).

  • Yet, according to a 2019 report from the Society of Human Resource Management, communication is among the top 3 skills employers find lacking in new employees.

  • This is especially the case for Gen Z. The prevalent use of casual and abbreviated forms of speaking and writing leads this generation to struggle with grammar and professionalism. Ultimately, it harms both attempts to enter the workplace and attempts to gain leadership roles in the workplace (Taylor, 2019).

Family

Family

  • Research indicates that Gen Z sees keeping up with family relationships as one of the highest goals of using social media apps on smartphones, such as Snapchat (Vaterlaus et.al, 2016).

  • Gen Z-ers tend to prefer Snapchat to other forms of digital communication, as it allows them to show more emotion as compared to a text message. It is more personal, and easier to understand because facial expressions can be seen. In the view of Gen Z, spending time on Snapchat does not diminish important relationships, it makes them stronger. Young people can stay close with people they care about and enhance their connection (Vaterlaus et.al, 2016).

  • At the same time, one of the largest challenges young people report in using Snapchat to communicate with family is the fact that parents often fail to understand it, seeing it as a waste of time. This can lead to greater tension, where Gen Z-ers and older generations do want to interact, but struggle because their preferred means to do so are conflict (Vaterlaus et.al, 2016).

  • Other studies find that while smartphones in general can allow families to spend more time together, the presence of generational tensions actually leads to less time spent together (Vaterlaus, 2012).

  • Smartphone use often does reduce the quality time spent between Gen Z-ers and their parents, but this is in large part because when one generation knows more than the other, neither is as open and both feel misunderstood. and attacked, not only because of the time spent on devices themselves (Vaterlaus, 2012).

These kinds of differences are what lead to tensions between older and younger generations generally - they simply have very different reasons for using smartphones at all.

  • Older generations are motivated to seek out stability, which is why they primarily use smartphones to maintain existing relationships. In contrast, Gen Z-ers feel they have a lot ahead of them and are motivated to seek out new experiences and thus new relationships (Chan, 2018).

  • Older generations often see digital forms of communication as a hindrance to deep relationships, but younger generations see it as a way to connect with others (Kick et.al, 2015).

  • Older generations use smartphones more as a tool, while Gen Z uses it as an extension of the self (Kick et.al, 2015).

The Recipes

For Successful Relationships

The Recipes

Combine two-way online communication with in-person get-togethers in a medium bowl. Mix thoroughly until feelings of entrapment, depression, nomophobia, and anxiety are no longer visible and you see increased depth/satisfaction in your relationships.

Slowly add material-focused phone use in the classroom with digital studying games to promote creative, relevant learning via smartphone while decreasing distractions. Mix well.

Stir in time and effort to meet with bosses/coworkers face-to-face, then add focus on work-related phone tasks. This should result in a cohesive, sticky base that will not crumble easily in the future.

Finally, gently fold sharing smartphone entertainment with family and being present in the room with family into your batter to make those relationships sweeter. Mix carefully and press into a 5.5-inch pan.

Bake in 350-degree oven for up to 20 minutes.

1 cup two-way online communication (NOT to be confused with browsing updates, which are one-way)

1 cup in-person get-togethers

¾ cup material-focused phone use

½ cup digital studying games

½ cup meeting with bosses/coworkers face-to-face

¾ teaspoon focus on work-related phone tasks

½ teaspoon sharing smartphone entertainment with family (example: memes, songs, games, videos)

¾ cup being present in the room with family

For Successful Understanding

No. 2

Combine Baby Boomer/Generation X’s willingness to learn and adapt with Generation Z’s willingness to learn and teach together in a heavy-duty saucepan. Boil for as long as it takes, stirring constantly.

Stir in promoting digitally based homework assignments, pairing employees of different generations together at work, and encouraging digital & traditional family games one at a time until melted together. This will promote the kind of mutual compromising and learning that will ensure your topping sticks securely to your base.

Sprinkle liberally with humility.

Pour mixture carefully over your relationship base until completely covered.

Refrigerate until firm. Serve as many helpings as needed!

2 tablespoons Baby Boomer/Generation X learning & adapting

2 tablespoons Generation Z learning & teaching

1 can promoting digitally based homework (example: making a music play list for a historical character)

1 ½ cups pairing employees of different generations together

1 ¾ cups encouraging digital & traditional family games

A heaping scoop of humility

Conclusion

Conclusion

We’ve all heard that an excess of anything is bad for us. Because this complaint is heard so commonly when it comes to using a smartphone, it is easy for us to dismiss it. However, it is indeed the case that Gen Z’s reliance on digital communication, to a greater degree than any other generation, can negatively affect relationships in all aspects of life. When young people use smartphones as the primary means of establishing rapport, rather than a complimentary means to establish long-lasting, deep connections, they suffer mentally at school, at work, and at home as a result.

At the same time, this does not mean that all assumptions made about the post-2000 generation are truthful or helpful. Gen Z-ers want to know other people, they want to connect, they want life to have purpose and they seek these things using the tools available to them. Smartphone use benefits them in finding information quickly and keeping up with relationships easily.

The solution for both generations is to understand that they are different, but not worse, than the other. Smartphones are a part of Gen Z, a part that can be used to make the world better and can also be an obstacle to overcome. With people of all ages sharing knowledge and learning from each other, we are better prepared to face new challenges as they arise.

Works Cited

A special thanks to Mrs. Corbin and Ms Abi Badger for thier guest

performances in our Dialogue!

Works Cited

Emotional Health Sources

Emotional Health

Chan, Michael. “Mobile-Mediated Multimodal Communications, Relationship Quality and Subjective Well-Being: An Analysis of Smartphone Use from a Life Course Perspective.” Computers in Human Behavior, vol. 87, Oct. 2018, pp. 254–262., https://doi.org/10.1016/j.chb.2018.05.027

Dhir, Amandeep. Yossatorn, Yossiri. Kaur, Puneet. “Online Social Media Fatigue and Psychological Wellbeing—A Study of Compulsive Use, Fear of Missing out, Fatigue, Anxiety and Depression.” International Journal of Information Management, vol. 40, June 2018, pp. 141–152. http://eds.a.ebscohost.com/eds/detail/detail?vid=25&sid=36afacc9-c9a6-4551-ae7d-1c9e516c596b%40sessionmgr4007&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=2018-12407-016&db=psyh

Emamzadeh, Arash. “Loneliness and Media Usage: A Study of 8 Million Americans.” Psychology Today. Sussex Publishers, 22 Aug. 2019, www.psychologytoday.com/us/blog/finding-new-home/201908/loneliness-and-media-usage-study-8-million-americans

Yang, Xiujuan, et al. “Mobile Phone Addiction and Adolescents’ Anxiety and Depression: The Moderating Role of Mindfulness.” Journal of Child & Family Studies, vol. 28, no. 3, Mar. 2019, pp. 822–830. EBSCOhost, doi:10.1007/s10826-018-01323-2. http://eds.a.ebscohost.com.libproxy.aum.edu/eds/detail/detail?vid=13&sid=169a8aca-ab1c-4d2b-b32c-c90bd6913d78%40sdc-v-sessmgr01&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=134673816&db=sih

Vogel, Erin A., Rose, Jason P. Roberts, Lindsey R. Eckles, Kathryn. “Social Media, Social Comparison, and Self-Esteem.” PsycEXTRA Dataset, 29 May 2019, doi:10.1037/e512142015-699.

Zhitomirsky-Geffet, Maayan, and Maya Blau. “Cross-Generational Analysis of Predictive Factors of Addictive Behavior in Smartphone Usage.” Computers in Human Behavior, vol. 64, Nov. 2016, pp. 682–693. EBSCOhost, doi:10.1016/j.chb.2016.07.061. https://www-sciencedirect-com.libproxy.aum.edu/science/article/pii/S0747563216305519

School Sources

School Sources

Schwieger, Dana., Ladwig, Christine. “Reaching and Retaining the Next Generation: Adapting to the Expectations of Gen Z in the Classroom.” Information Systems Education Journal, vol. 16, no. 3, June 2018, pp 45-54. https://files.eric.ed.gov/fulltext/EJ1179303.pdf

Work Sources

Work Sources

Campbell, Josephine. “Nomophobia.” Salem Press Encyclopedia, 2018. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=ers&AN=129815379&site=eds-live

Kick, Amanda L., Contacos-Sawyer, Jonna., Thomas, Brennan. “How Generation Z’s Reliance on Digital Communication Can Affect Future Workplace Relationships.” Competition Forum, vol. 13, no. 2, July 2015, pp. 214–222. EBSCOhost, http://eds.b.ebscohost.com/eds/detail/detail?vid=0&sid=90398bd2-062a-4a98-a68e-c2ce03279e47%40sessionmgr103&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=113046494&db=s3h

“Make Way for Generation Z in the Workplace.” Knowledge@Wharton, Wharton University of Pennsylvania, 22 Jan. 2019, https://knowledge.wharton.upenn.edu/article/make-room-generation-z-workplace/

Schroth, Holly. “Are You Ready for Gen Z in the Workplace?” California Management Review, vol. 61, no. 3, May 2019, pp. 5–18. EBSCOhost, doi:10.1177/0008125619841006, https://pdfs.semanticscholar.org/edc7/0e83ed81de33b31a049d3b42722257443d52.pdf?_ga=2.235045250.2043433046.1588613891-1590715016.1585601753

Taylor, Johnny C. “Communication Skills Still Essentials for the Tech Generation: Ask HR.” USA Today, Gannett Satellite Information Network, 13 May 2019, www.usatoday.com/story/money/2019/05/07/soft-skill-still-important-workplace-communication/3645270002/

“The Skills Gap 2019.” SHRM.org, The Society for Human Resource Management, 5 Feb. 2019, https://www.shrm.org/about-shrm/Documents/SHRM%20State%20of%20Workplace_Bridging%20the%20Talent%20Gap.pdf

Family Sources

Family Sources

Vaterlaus, J. Mitch. “Late Adolescents' Perceptions of a Digital Generation Gap and Perceived Parent-Child Relations.” DigitalCommons@USU, Utah State University, 2012, https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=2335&context=etd

Vaterlaus, J. Mitchell., Barnett, Kathryn., Roche, Cesia., Young, Jimmy A. “‘Snapchat Is More Personal’: An Exploratory Study on Snapchat Behaviors and Young Adult Interpersonal Relationships.” Computers in Human Behavior, vol. 62, Sept. 2016, pp. 594–601. EBSCOhost, doi:10.1016/j.chb.2016.04.029.

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