generation z behavior essay

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Generation Z – also known as Gen Z, iGen or postmillennial – are a highly collaborative cohort that cares deeply about others and have a pragmatic attitude about how to address a set of inherited issues like climate change, according to research by Roberta Katz, a senior research scholar at Stanford’s Center for Advanced Study in the Behavioral Sciences (CASBS) .

Roberta Katz (Image credit: Charles Katz)

Since 2017, Katz, along with her co-authors, Sarah Ogilvie, a linguist at the University of Oxford and formerly at Stanford; Jane Shaw, a historian who is the principal of Harris Manchester College at Oxford and was previously dean for Religious Life at Stanford; and Linda Woodhead, a sociologist at King’s College London, collaborated as part of a multi-year CASBS research project to better understand a generation who, born between the mid-1990s to around 2010, grew up with digital tools always at their fingertips.

Their findings are based on some 120 interviews gathered on three college campuses – Stanford University; Foothill College, a community college in Los Altos Hills, California; and Lancaster University, a research university in Lancaster, England. A set of focus groups and two surveys in the U.S. and the U.K. were administered to a representative sample of over 2,000 adults aged between 18 and 25 years old.

Contributing further to the scholar’s understanding of Gen Z was the creation of the “ iGen corpus ,” a 70 million item digital repository of spoken and written language of people aged 16 to 25 years that included transcripts from the researchers’ interviews and focus groups, as well as public data from the social media platforms Twitter, Reddit, Twitch, 4chan and YouTube, as well as memes and copypastas from Facebook and Instagram. Ogilvie, the principal investigator on the corpus research team, along with a team of Stanford student research assistants, applied machine learning algorithms to discover the many ways in which young people today express themselves.

Taken together, the scholars’ research offers a snapshot of who Gen Zers really are, what matters to them and why. Findings from Katz’s and her co-authors’ research are detailed in a new book, Gen Z, Explained: The Art of Living in a Digital Age (University of Chicago Press, 2021).

Here, Katz discusses some of what she and her colleagues learned from their extensive research into how Gen Zers, the most diverse generation yet , experience and understand the world.

Based on your research, can you briefly describe the typical Gen Zer?

In summary, a typical Gen Zer is a self-driver who deeply cares about others, strives for a diverse community, is highly collaborative and social, values flexibility, relevance, authenticity and non-hierarchical leadership, and, while dismayed about inherited issues like climate change, has a pragmatic attitude about the work that has to be done to address those issues.

How has growing up in an internet-connected society shaped how Gen Zers see and experience the world and everyday life?

Internet-related technologies have dramatically changed the speed, scale and scope of human communications, resulting in significant changes in how people work, play, shop, find friends and learn about other people. For Gen Zers living in the United States and Britain (the two places we studied), the “norm” they experienced as children was a world that operated at speed, scale and scope. They developed an early facility with powerful digital tools that allowed them to be self-reliant as well as collaborative. Similarly, because they could learn about people and cultures around the globe from an early age, they developed a greater appreciation for diversity and the importance of finding their own unique identities.

What do people most misunderstand or get wrong about Gen Zers?

For quite a while, people were critical of what they saw as a generation that was too coddled and “soft.” Gen Zers were called “snowflakes” and “unwilling to grow up.” But much of that negative judgment came from a misunderstanding of what it is like to grow up in today’s world when compared with how their elders grew up. As an example, Gen Zers have been criticized as lazy because they don’t have after-school or summer jobs. But many Gen Zers have been earning significant dollars online through a variety of activities, even including product placements on fashion-advice sites. Another example concerns drivers’ licenses: older people, for whom getting a driver’s license was a rite of passage toward adulthood, have criticized Gen Zers who do not rush to take their driver’s tests when they turn 16, but this criticism fails to consider that Gen Zers have no need to drive when they have ready access to ride services like Uber and Lyft.

Do you think Gen Zers get an undeserved bad rap?

Yes, but that is changing. Of late, many people are beginning to appreciate the strength and pragmatism of Gen Zers.

What were you most surprised to learn about Gen Zers?

Our biggest surprise came in response to this interview question: “What type of communication do you like best?” We expected the interviewees to respond with their favorite type of digital communication – e.g., text, email, chat group, DM, FaceTime, Skype, etc. – but instead nearly every single person said their favorite form of communication was “in person.”

As Gen Zers enter the workforce, what would be helpful for other generations to know about their post-millennial colleagues?

For those who are now experiencing Gen Zers in the workplace, my advice is to recognize that these new colleagues are used to working collaboratively and flexibly, with an eye to being efficient in getting the job done. They are pragmatic and value direct communication, authenticity and relevance. They also value self-care. They may be more likely than older people were when they were the age of the Gen Zers to question rules and authority because they are so used to finding what they need on their own. They are not always right; often they don’t know what they need, especially in a new setting, and this is where inter-generational dialogue can be so helpful. Both the older and the younger colleagues can learn from the other, in each case by listening with more respect, appreciation and trust. The older colleague can learn some helpful new ways of getting a job done, while the younger colleague may learn good reasons for why things have long been done in a certain way. Without that dialogue, we’ll have a wasteful tug of war between the past and the future. The goal is for older and younger generations to work together, with openness and trust, to ensure that the wisdom – but not what has become the excess baggage – of the past is not lost to the future.

How has studying Gen Zers changed your own interactions with this generation?

I came to understand that Gen Zers are, on the whole, much better adapted to life in a digital age than those of us who are older and that they can be very frustrated by what appear to them to be outdated and often irrelevant ways of doing things. As one simple example that we cite in the book, an older person would likely assume that any organization needs a set of officers, for that has been the norm in their experience, but a Gen Zer would say, from their lived experience, that there is no need to elect officers (or other leaders) if the group can accomplish its mission through online collaborations that take advantage of the participants’ diverse skills.

In my own interactions with Gen Zers, I am much more likely than I used to be to listen closely to what they say, and to refrain from making a judgment about their ideas, values and behaviors based on an assumption that they are wrong and I am right. They often do things differently, have some different values and have some different ideas about the future than I do, and I have come to appreciate and trust that they often have a new and better approach. Many of us who are older have a different understanding of how the world works, which is rooted in our own early experiences, so it’s easy for us to assume that the world will continue to operate in much the same way going forward and that the young people need to adapt to that older way of living. But the younger people are necessarily future-oriented, and as we all are increasingly coming to appreciate, the digital-age future is quite different from the industrial-age past.

For 13 years, Katz served under Stanford University Presidents John Hennessy and Marc Tessier-Lavigne as the associate vice president for strategic planning. She also served as President Tessier-Lavigne’s interim chief of staff until early 2017. Katz has been deeply involved in the facilitation of a variety of interdisciplinary research initiatives at Stanford, and she is a current member of the CASBS board of directors.

This research was funded by the Knight Foundation.

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On the Cusp of Adulthood and Facing an Uncertain Future: What We Know About Gen Z So Far

Our approach to generational analysis has evolved to incorporate new considerations. Learn more about  how we currently report on generations , and read  tips for consuming generations research .

One-in-ten eligible voters in the 2020 electorate will be part of a new generation of Americans – Generation Z. Born after 1996 , most members of this generation are not yet old enough to vote, but as the oldest among them turn 23 this year, roughly 24 million will have the opportunity to cast a ballot in November. And their political clout will continue to grow steadily in the coming years, as more and more of them reach voting age.

Unlike the Millennials – who came of age during the Great Recession – this new generation was in line to inherit a strong economy with record-low unemployment . That has all changed now, as COVID-19 has reshaped the country’s social, political and economic landscape. Instead of looking ahead to a world of opportunities, Gen Z now peers into an uncertain future.

There are already signs that the oldest Gen Zers have been particularly hard hit in the early weeks and months of the coronavirus crisis. In a March 2020 Pew Research Center survey , half of the oldest Gen Zers (ages 18 to 23) reported that they or someone in their household had lost a job or taken a cut in pay because of the outbreak. This was significantly higher than the shares of Millennials (40%), Gen Xers (36%) and Baby Boomers (25%) who said the same. In addition, an analysis of jobs data showed that young workers were particularly vulnerable to job loss before the coronavirus outbreak, as they were overrepresented in high-risk service sector industries.

Aside from the unique set of circumstances in which Gen Z is approaching adulthood, what do we know about this new generation? We know it’s different from previous generations in some important ways, but similar in many ways to the Millennial generation that came before it. Members of Gen Z are more racially and ethnically diverse than any previous generation, and they are on track to be the most well-educated generation yet. They are also digital natives who have little or no memory of the world as it existed before smartphones.

Still, when it comes to their views on key social and policy issues, they look very much like Millennials . Pew Research Center surveys conducted in the fall of 2018 (more than a year before the coronavirus outbreak) among Americans ages 13 and older found that, similar to Millennials, Gen Zers are progressive and pro-government, most see the country’s growing racial and ethnic diversity as a good thing, and they’re less likely than older generations to see the United States as superior to other nations. 1

A look at how Gen Z voters view the Trump presidency provides further insight into their political beliefs. A Pew Research Center survey conducted in January of this year found that about a quarter of registered voters ages 18 to 23 (22%) approved of how Donald Trump is handling his job as president, while about three-quarters disapproved (77%). Millennial voters were only slightly more likely to approve of Trump (32%) while 42% of Gen X voters, 48% of Baby Boomers and 57% of those in the Silent Generation approved of the job he’s doing as president.

Gen Z is more racially and ethnically diverse than previous generations

Generation Z represents the leading edge of the country’s changing racial and ethnic makeup. A bare majority (52%) are non-Hispanic white – significantly smaller than the share of Millennials who were non-Hispanic white in 2002 (61%). One-in-four Gen Zers are Hispanic, 14% are black, 6% are Asian and 5% are some other race or two or more races.

Gen Zers are slightly less likely than Millennials to be immigrants: 6% were born outside of the U.S., compared with 7% of Millennials at the same age. But they are more likely to be the children of immigrants: 22% of Gen Zers have at least one immigrant parent (compared with 14% of Millennials). Even as immigration flows into the U.S. have diminished in recent years , new immigrants will join the ranks of Gen Z in the years to come. As a result, this generation is projected to become majority nonwhite by 2026, according to Census Bureau projections .

In some regions of the U.S., Gen Z has already crossed this threshold. In the West, only 40% of Gen Zers are non-Hispanic white. Just as many are Hispanic, while 4% are black, 10% are Asian and 6% are some other race. In the South, 46% of Gen Zers are non-Hispanic white. Minority representation is lowest in the Midwest, where more than two-thirds of Gen Zers (68%) are non-Hispanic white.

Gen Z on track to be the best-educated generation yet

A look at older members of Generation Z suggests they are on a somewhat different educational trajectory than the generations that came before them. They are less likely to drop out of high school and more likely to be enrolled in college. Among 18- to 21-year-olds no longer in high school in 2018, 57% were enrolled in a two-year or four-year college. This compares with 52% among Millennials in 2003 and 43% among members of Gen X in 1987.

These changing educational patterns are tied to changes in immigration especially among Hispanics. Gen Z Hispanics are less likely than Millennial Hispanics to be immigrants, and previous research has shown that second-generation Hispanic youth are less likely to drop out of high school and more likely to attend college than foreign-born Hispanic youth.

Gen Zers are also more likely to have a college-educated parent than are previous generations of young people. In 2019, 44% of Gen Zers ages 7 to 17 were living with a parent who had a bachelor’s degree or more education, compared with 33% of Millennials when they were the same age. Both of these trends reflect the overall trend toward more Americans pursuing higher education .

Perhaps because they are more likely to be engaged in educational endeavors , Gen Zers are less likely to be working than previous generations when they were teens and young adults. Only 18% of Gen Z teens (ages 15 to 17) were employed in 2018, compared with 27% of Millennial teens in 2002 and 41% of Gen Xers in 1986. And among young adults ages 18 to 22, while 62% of Gen Zers were employed in 2018, higher shares of Millennials (71%) and Gen Xers (79%) were working when they were a comparable age.

Gen Zers and Millennials have similar viewpoints on many major issues of the day

The views of Gen Z mirror those of Millennials in many ways. Still, survey data collected in 2018 (well before the coronavirus outbreak) shows that there are places where this younger generation stands out as having a somewhat different outlook.

For example, members of Gen Z are more likely than older generations to look to government to solve problems, rather than businesses and individuals. Fully seven-in-ten Gen Zers say the government should do more to solve problems, while 29% say government is doing too many things better left to businesses and individuals. A somewhat smaller share of Millennials (64%) say government should do more to solve problems, and this view is even less prevalent among older generations (53% of Gen Xers, 49% of Boomers and 39% of Silents).

For the most part, however, Gen Zers and Millennials share similar views on issues facing the country. These younger generations are more likely than their older counterparts to say the earth is getting warmer due to human activity: 54% of Gen Z and 56% of Millennials say this, compared with smaller shares of Gen Xers, Boomers and Silents (48%, 45% and 38%, respectively).

When it comes to race relations, Gen Zers and Millennials are about equally likely to say that blacks are treated less fairly than whites in this country. Roughly two-thirds of Gen Zers and Millennials say this, compared with about half of Gen Xers and Boomers and smaller shares among the Silent Generation.

Younger generations also share a different view of the U.S. relative to other countries in the world. Gen Zers (14%) and Millennials (13%) are less likely than Gen Xers (20%), Boomers (30%) or Silents (45%) to say the U.S. is better than  all  other countries. Still, pluralities of every generation except the Silent Generation say the U.S. is one of the best countries in the world along with some others.

Within the GOP, Gen Zers have sharp differences with their elders

Among Republicans and those who lean to the Republican Party, there are striking differences between Generation Z and older generations on social and political issues. In their views on race, Gen Z Republicans are more likely than older generations of Republicans to say blacks are treated less fairly than whites in the U.S. today. Fully 43% of Republican Gen Zers say this, compared with 30% of Millennial Republicans and roughly two-in-ten Gen X, Boomer and Silent Generation Republicans. Views are much more consistent across generations among Democrats and Democratic leaners.

Similarly, the youngest Republicans stand out in their views on the role of government and the causes of climate change. Gen Z Republicans are much more likely than older generations of Republicans to desire an increased government role in solving problems. About half (52%) of Republican Gen Zers say government should do more, compared with 38% of Millennials, 29% of Gen Xers and even smaller shares among older generations. And the youngest Republicans are less likely than their older counterparts to attribute the earth’s warming temperatures to natural patterns, as opposed to human activity (18% of Gen Z Republicans say this, compared with three-in-ten or more among older generations of Republicans).

Overall, members of Gen Z look similar to Millennials in their political preferences, particularly when it comes to the upcoming 2020 election. Among registered voters, a January Pew Research Center survey found that 61% of Gen Z voters (ages 18 to 23) said they were definitely or probably going to vote for the Democratic candidate for president in the 2020 election, while about a quarter (22%) said they were planning to vote for Trump. Millennial voters, similarly, were much more likely to say they plan to support a Democrat in November than Trump (58% vs. 25%). Larger shares of Gen X voters (37%), Boomers (44%) and Silents (53%) said they plan to support President Trump.

Younger generations see family, societal change as a good thing

Across a number of measures, Gen Zers and Millennials stand out from older generations in their views of family and societal change. Roughly half of Gen Zers (48%) and Millennials (47%) say gay and lesbian couples being allowed to marry is a good thing for our society. By comparison, only one-third of Gen Xers and about one-quarter of Boomers (27%) say this is a good thing. Pluralities of Boomers and Gen Xers say it doesn’t make a difference. Members of the Silent Generation are the most likely to view this as a bad thing for society.

There is a similar pattern in views of people of different races marrying each other, with larger shares of Millennials and Gen Zers saying this is a good thing for our society, compared with older generations. Very few across generations say this is a bad thing for society.

Gen Zers and Millennials are less likely than older generations to say that single women raising children on their own is a bad thing for society. Still, relatively few in both generations say this is a good thing for society, while about half say it doesn’t make much difference (roughly similar to the shares among older generations).

When it comes to their own home life, the experiences of Gen Z reflect, in part, broad trends that have reshaped the American family in recent decades. According to a Pew Research Center analysis of Census Bureau data, about three-in-ten (29%) live in a household with an unmarried parent while 66% live with two married parents. A roughly comparable share of Millennials (69%) lived with two married parents at a similar age, but the shares among Gen Xers and Boomers were significantly larger (72% and 86%). Of those Gen Zers who are living with two married parents, in most cases both of those parents are in the labor force (64%). This compares with a slightly higher share of Millennials who were living with two parents at a comparable age (66% had two parents in the labor force) and a slightly lower share of Gen Xers (61%).

Generations differ in their familiarity and comfort with using gender-neutral pronouns

Ideas about gender identity are rapidly changing in the U.S., and Gen Z is at the front end of those changes. Gen Zers are much more likely than those in older generations to say they personally know someone who prefers to go by gender-neutral pronouns, with 35% saying so, compared with 25% of Millennials, 16% of Gen Xers, 12% of Boomers and just 7% of Silents. This generational pattern is evident among both Democrats and Republicans.

There are also stark generational differences in views of how gender options are presented on official documents. Gen Z is by far the most likely to say that when a form or online profile asks about a person’s gender it should include options other than “man” and “woman.” About six-in-ten Gen Zers (59%) say forms or online profiles should include additional gender options, compared with half of Millennials, about four-in-ten Gen Xers and Boomers (40% and 37%, respectively) and roughly a third of those in the Silent Generation (32%).

These views vary widely along partisan lines, and there are generational differences within each party coalition. But those differences are sharpest among Republicans: About four-in-ten Republican Gen Zers (41%) think forms should include additional gender options, compared with 27% of Republican Millennials, 17% of Gen Xers and Boomers and 16% of Silents. Among Democrats, half or more in all generations say this.

Gen Zers are similar to Millennials in their comfort with using gender-neutral pronouns. Both groups express somewhat higher levels of comfort than other generations, though generational differences on this question are fairly modest. Majorities of Gen Zers and Millennials say they would feel “very” or “somewhat” comfortable using a gender-neutral pronoun to refer to someone if asked to do so. By comparison, Gen Xers and Boomers are about evenly divided: About as many say they would feel at least somewhat comfortable (49% and 50%, respectively) as say they would be uncomfortable.

Members of Gen Z are also similar to Millennials in their views on society’s acceptance of those who do not identify as a man or a woman. Roughly half of Gen Zers (50%) and Millennials (47%) think that society is not accepting enough of these individuals. Smaller shares of Gen Xers (39%), Boomers (36%) and those in the Silent Generation (32%) say the same.

Here again there are large partisan gaps, and Gen Z Republicans stand apart from other generations of Republicans in their views. About three-in-ten Republican Gen Zers (28%) say that society is not accepting enough of people who don’t identify as a man or woman, compared with two-in-ten Millennials, 15% of Gen Xers, 13% of Boomers and 11% of Silents. Democrats’ views are nearly uniform across generations in saying that society is not accepting enough of people who don’t identify as a man or a woman.

Teens and Technology

Looking at the relationship American teens have with technology provides a window into the experiences of a significant segment of Generation Z. According to a  2018 Pew Research Center  survey, 95% of 13- to 17-year-olds have access to a smartphone, and a similar share (97%) use at least one of seven major online platforms.

YouTube, Instagram and Snapchat are among teens’ favorite online destinations. Some 85% say they use YouTube, 72% use Instagram and 69% use Snapchat. Facebook is less popular with teens – 51% say they use this social media site. Some 45% of teens say they are online “almost constantly,” and an additional 44% say they’re online several times a day.

Some researchers  have suggested that the growing amount of time teens are spending on their mobile devices, and specifically on social media, is contributing to the growth in anxiety and depression among this group. Teens have mixed views on whether social media has had a positive or negative effect on their generation. About three-in-ten (31%) say the effect on people their own age has been mostly positive, 24% say it’s been mostly negative, and 45% say it’s been neither positive nor negative.

Many teens who say social media has had a positive effect say a major reason they feel this way is because it helps them stay connected with friends and family (40% of teens who say social media has a mostly positive effect say this). For those who see the effect of social media as negative, the most common reason cited is that it leads to bullying and rumor spreading (27% of teens who say social media has a mostly negative effect say this).

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Generation Z, values, and media: from influencers to BeReal, between visibility and authenticity

Giuseppe Masullo, University of Salerno, Italy

Valeria Saladino, University of Cassino, Italy

Olga Maslova, Northeastern University, United States

Associated Data

The raw data supporting the conclusions of this article will be made available by the author, without undue reservation.

This study examines the connection between values perceived as important by Generation Z and the values conveyed by the media contents chosen and consumed by young individuals. The article’s main objective is to identify the values that a sample of Italian university students, aged between 20 and 23, consider most significant. It explores their perceptions and expectations regarding contemporary society and the ethical trends therein. Furthermore, it investigates their preferred media and the values they believe these media platforms convey, trying to investigate the relationship between values and favorite media. Media and digital platforms, indeed, play an increasingly vital role in shaping and disseminating values. YouTubers, influencers, or, in a broader context, content on social media platforms (such as Instagram, TikTok, as well as entertainment platforms like Netflix) demonstrate how the new mediators of communication and the forms of media content favored by young individuals are, more evidently than ever, intertwined with the sharing of values, norms, and social expectations, much like family and school once were. One example that emerged from the research concerned the success of the “Bereal” platform, linked on the one hand to the desire to make public and share one’s self-image, and on the other hand to the need to show oneself as “authentic.” Through the conduct of five focus groups in December 2022 involving 60 university students from the University of Turin, this research reveals a substantial continuity in the values considered most important by young individuals (compared to previous national surveys). The article also demonstrates how the values conveyed by the media favored by young people do not always correspond to traditional ones and express needs that, at times, the new digital platforms and their protagonists manage to intercept.

Introduction

The study discussed in this article focuses on a classic theme of sociological analysis, that of values, which takes on renewed significance in our increasingly complex yet fragile societies. These societies are characterized by a proliferation of expressive forms, the effects of globalization, and ethical relativism. However, the approach taken to examine values in this study departs from traditional methods. It aims to establish a connection between the values held by young individuals, particularly a sample of Generation Z, and those propagated by their preferred media outlets, encompassing both traditional media and the novel communicative forms produced by digital platforms.

Following a concise review of the relevant literature concerning the concept of value, youth values in the Italian context, and the increasingly close and immersive relationship between young people and digital platforms, this article presents a qualitative research study conducted through the focus group technique. The research has a dual purpose: first, to provide an overview of the values and preferred media content of young individuals, along with a portrayal of the society in which they reside, reflecting these very values. Second, to establish a connection between the value system of young people and the values expressed and propagated by influencers, digital creators, web pages, and TV series.

The anticipated conclusions prompt reflection on the necessity of sensitizing young individuals (as well as adults) to conscious media consumption, particularly in an era characterized by the emergence of applications such as “Bereal,” which emphasizes the importance of “authenticity,” as well as the compulsion to document every moment of one’s daily life.

Theoretical framework—values and youth citizenship

An increasingly relevant aspect for the sociological study of younger generations pertains to the values they share and consider most important. This analysis should be of considerable significance as it underscores the intrinsic relationship between the values held by young individuals and citizenship. Values are indeed related to the education and the acquisition of citizenship by the younger generations ( Tonge et al., 2012 ; Brown and Smith, 2015 ).

Indeed, these values serve as a reflection of their worldview, priorities, and aspirations within the society in which they reside. Moreover, values play a pivotal role in shaping their actions and exert a profound influence on the trajectory society will follow.

In the long tradition of research on the ethical dimension, various authors have made significant contributions. It is crucial to distinguish between values and attitudes: values are distinct from attitudes in that a value is a context-independent proscriptive or prescriptive belief, whereas attitudes are descriptive, prescriptive, or evaluative beliefs that focus on a specific object ( Rokeach, 1973 ; Braithwaite and Scott, 1991 ). According to Rokeach (1973) , a value is an “enduring belief that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence” (p. 5). In his analysis, Rokeach also considers the value system, which is “an enduring organization of beliefs concerning preferable modes of conduct or end-states of existence along a continuum of importance” (p. 5).

Another values-based approach is the theory of Schwartz (2006) , which regards values as emotionally charged beliefs expressing specific or general interests developed in all human societies to satisfy three fundamental needs of individuals and communities: individual biological needs, the necessity of establishing coordinated social interactions, and the needs for survival and well-being of collectives ( Schwartz and Bilsky, 1990 ). Values refer to desirable goals, serving as criteria that guide the selection or evaluation of actions, policies, individuals, and events, motivating action based on their relative importance attributed by individuals and/or societies, thus leading to the development of distinct hierarchical systems of value priorities. Schwartz’s theory postulates the existence of an integrated system of 10 universal value types, characterized by the same meaning across all cultures: Power, Achievement, Stimulation, Hedonism, Self-Direction, Universalism, Benevolence, Tradition, Conformity, and Security.

Today, however, the issue of values assumes renewed importance in a society where the certainties of modernity appear to have crumbled, giving way to situations of great fragility and existential uncertainty ( Giddens, 1991 ; Bauman, 2000 , 2007 ; Stehr, 2001 ; Rosa, 2010 ). The processes of globalization, which had already profoundly altered the fabric of society by accentuating cultural differences while simultaneously leveling them, have been overtaken by the impact of the pandemic, which has disrupted all previous structures, both at the micro and macro levels. The COVID-19 pandemic, indeed, has had an impact on numerous dimensions of daily life, particularly for young people. Changes have occurred, especially in the relationship between public and private spaces and in the dimension of social relationships. In these areas, digital platforms have played a significant role, providing a space for reshaping one’s self ( Tirocchi et al., 2023 ) and engaging in various forms of subjectivity ( Tirocchi and Serpieri, 2020 ).

Reflection on the values of young people must also consider the fact that socialization has become, since modernity (and even more so in postmodernity), a dynamic, open, and unstable process that lacks a fixed endpoint and does not conclude at a specific moment ( Garelli et al., 2006 ; Buckingham, 2007 ). Furthermore, it no longer coincides with the mere internalization of norms and values but is configured as a negotiation process in which the individual exercises agency. In the face of these changing processes and in a context of social pluralism and complexity, there is also a pluralization of value references, which are increasingly less influenced by institutionalized practices and more by informal and intersubjective dimensions based on peer-to-peer sharing, emphasizing the horizontality of social relationships and the entry of new agencies into socialization processes, such as the media.

Within the tradition of research on values, the contribution of Ronald Inglehart is noteworthy, who, through longitudinal research, documented the transition in post-industrial societies from materialist values to post-materialist values. This gradual change, labeled the “silent revolution,” is also linked to achieving economic and material security, enabling (for younger cohorts) a greater emphasis on values related to free self-expression, the promotion of quality of life, esthetic satisfaction, and central aspects such as the sense of community or the environment ( Inglehart, 1977 , 1997 , 2000 ).

Regarding other considerations on studies and research on the values of young people in the Italian context, it can be observed that the narratives they propose are frequently misleading and do not accurately reflect their “real” world. As highlighted by Alessandro Cavalli (2007) , generations often become the object of projections from the adult world, which appears to unload its deficiencies onto them. These projections primarily affect the areas of values, norms, and future orientation, which, in the eyes of adults, appear increasingly uncertain. In this regard, young people are depicted within a framework of economic and existential fragility that sets them apart from previous generations. In the cognitive horizon of young people, a vision of the future emerges as indefinite and unpredictable: alternatively, open to any event or none at all ( Leonini and Spanò, 2015 ). Adolescents and young people display complex and risky trajectories of self-construction deeply influenced by extended transitions to adulthood, characterized primarily by uncertainty and a valorization of restricted sociality less open to the broader social context. This has revealed both the difficulty in building a future orientation and external engagement and, at the same time, a proactive tension toward the future, oriented toward learning to exist and be in the world, defining original strategies for self-appropriation and biographical construction ( Besozzi, 2009 ; Merico, 2009a ).

At this point, it is appropriate to offer a review of the scientific literature on values considered important by young people, analyzing trends and changes observed over the years. From the tradition of analyzing the values of Italian youth, particularly pursued by the IARD Institute since the 1980s, in the period from 1983 to 2004, 1 among young people aged 15 to 24, “family stability” emerged as the most important value ( De Lillo, 2007 ). “Work” occupied the second position but showed a decrease in significance, as did “friendship,” although the entire sphere of “close social relations” gained ground.

In 2007 (based on a survey conducted on values declared in 2004), “health” prevailed in the top position (introduced for the first time in that survey), followed by “family” and “peace.” In the study conducted by Garelli et al. (2006) , “family” was chosen as the first value by 57% of respondents, while “friendship” ranked second with 29.7%. In the aforementioned research on the transition to adulthood among young people, “being successful” was identified as an important value by one-third of the interviewees, while in terms of the transition to adulthood, “responsibility” (toward oneself and others) and “autonomy” were considered particularly important ( Besozzi, 2009 ; Merico, 2009a , b ).

The results of the latest surveys of young people conducted in Italy, especially by the Toniolo (2021 , 2022) , 2 have inevitably been influenced by the impact of the COVID-19 pandemic, an event that profoundly affected societies worldwide, catching them unprepared, substantially altering social habits, and requiring a reorganization of resources and interpersonal relationships. From a data perspective, it can be observed that the percentage of those claiming to have a “positive self-idea,” in the categories “very” or “extremely,” decreased from 53.3% in 2020 to 45.9% in 2022. Similarly, “motivation and enthusiasm in one’s actions” decreased during the same period, from 64.5% to 57.4%, while the perception of “pursuing a goal” declined from 67% to 60%. The conflict in Ukraine represented another event that significantly impacted young people’s lives, increasing perceived levels of risk. Approximately 27% of Italians, Spaniards, and Britons and 38% of Germans, and 21% of the French, indicated a high perceived risk (scores of 4 or 5 on a scale from 0 to 5). 3

Among the latest trends evident in this recent study by Toniolo (2023) , alongside uncertainty about the future, there is a hope for “improvement” and “openness to change.” There is a high demand for “a job with an adequate income” (68% of young people aged 18 to 22), but there is also a desire “to work within a company that shares their values” (60%) and “engages in activities with positive impacts on society and the environment” (60%). Awareness of the National Recovery and Resilience Plan (PNRR 4 ) is very low: 31.8% do not know what it is, but among those who are informed, 59.9% of young people aged 18 to 22 agree “somewhat” or “very much” that it can help solve the country’s structural problems and contribute to a revival of growth, as well as improve opportunities for young people (52.2%).

Generation Z, media, and values

Another fundamental aspect characterizing young people globally is their relationship with the media. The media, in turn, convey imaginaries and values and exert a significant impact on the younger generations, as they are constantly exposed to messages, images, and narratives presented through various media outlets and channels. The way in which the media present ideas and values naturally influences how they perceive the world, as the media have the power to construct social reality, as demonstrated by numerous theories. 5 Social discourses on the relationship between media, values, and new generations (often based on commonplaces rather than scientific research) have always attempted to demonstrate that television programs, films, and video games can promote values such as individualism, aggression, performance anxiety, premature sexualization, and substance abuse. However, this perspective seems to overlook the complexity of interconnections and relationships.

When we speak of young people, we are specifically referring to the so-called “Generation Z.” With this defining label, we refer to a generation that came after the Millennials and includes individuals born from the late 1990s to the mid-2010s. However, as also stated elsewhere ( Dimock, 2019 ; Aroldi and Colombo, 2020 ; Tirocchi et al., 2022 ), 6 this is a definition that should not be used deterministically, thinking that it has fixed and non-negotiable characteristics. 7

Numerous assumptions have been made regarding the emerging Generation Z, giving rise to the development of various enduring “myths” ( Bogacheva and Sivak, 2019 ). These myths are linked to the challenges of studying this generation during its formative years, which coincided with a profound societal transformation as we transitioned to a new phase of civilization ( Bresler, 2023 ). Research reveals distinct cultural traits of this generation, such as their interconnectedness within a network of solidarity, encompassing not only their immediate family but also extended relatives and friends with whom they maintain constant interaction. The concept of family takes on a broader meaning, fostering interpersonal connections that influence their interactions beyond the community. In Generation Z, the nuclear family evolves into a closely-knit community, characterized by strong familial, friendship, and professional bonds. Within this community, Generation Z predominantly seeks common values, consciously avoiding contentious topics ( Bresler, 2023 ).

Generation Z is often referred to as “the generation of metamodernism,” according to Van den Akker et al. (2017) . Members of this generation perceive metamodernism as a cultural phenomenon that arises from the rapid societal changes, leading to the transformation of institutions and organizations. Previous stages of civilization’s values persist but adapt to the demands of modern times.

Additionally, Generation Z views historical and cultural heritage and contemporary culture as a non-deterministic cultural landscape—a simulacrum of universal culture shaped by the values of both the emerging digital era and earlier stages of civilization development ( Bresler, 2023 ). Bresler’s research on Generation Z’s perception of cultural heritage demonstrates a positive attitude toward various styles in both classical and modern music and visual arts. In contrast to conventional beliefs, this generation does not filter various art genres through the lens of youth subculture determinism, but instead, they see it as a broader cultural information repository. The typical divisions between supporters of different musical and visual genres and styles of fine art are not prevalent among a significant portion of Generation Z. This characteristic can be attributed to their immersion in the digital environment and the unique characteristics of the present information-based society.

Finally, Yunissov et al.’s (2023) research aims to ascertain the perspectives of Kazakh Generation Z students on achieving success in modern life and their connection with moral values. The authors conclude that young Generation Z individuals in Kazakhstan still hold onto traditional cultural values and consider them essential for attaining success. However, these traditional values are not fixed and may evolve depending on the professional and regional socialization environment experienced by the youth of Generation Z.

It is, however, a generation that has made media its distinctive feature because it was born at a time when they became an indispensable reality and an important environment for the construction of identities, almost on par with face-to-face interaction. In this regard, scholars have spoken of the “onlife” dimension ( Floridi, 2014 ) and the coalescence between online and offline dimensions ( Boccia Artieri et al., 2017 ), highlighting the inseparable interweaving of the digital dimension and what we still call the “real” world.

Furthermore, Generation Z emerges on the social scene at a time when the media landscape has been characterized by the revolution of social media, a historical phase in which we transitioned from a static web to a participatory web (web 2.0). This shift increasingly placed the consumer’s ability to generate their own content at the center (the so-called “prosumer” and then “produser” 8 ). It is also part of the new infrastructure of the platform society ( Van Dijck et al., 2018 ), where a significant portion of people’s daily lives is governed by platforms. Digital platforms have become spaces of expression, not only for the collective production of meaning, identity construction, engagement, and political participation but also for accessing a range of opportunities ( boyd, 2014 ; Stahl and Literat, 2022 ). They also serve as a means of informal skill acquisition ( Scolari, 2018 ; Tirocchi and Taddeo, 2019 ; Tirocchi and Serpieri, 2020 ; Taddeo and Tirocchi, 2021 ) and participation in new opportunities beyond the limitations of physical spaces, as demonstrated by the period of the pandemic ( Tirocchi et al., 2023 ). This is not to deny that platforms can also be the site of negative experiences such as cyberbullying, stress, apathy, not to mention all the issues related to privacy and big data management ( Gangneux, 2019 ; Fu and Cook, 2020 ).

As indicated by research from the Pew Research Center (2022) 9 in the U.S. context, TikTok has risen since 2014–2015, while Facebook usage has declined, and Instagram and Snapchat have grown among young adolescents. Similarly, an analysis conducted as part of a study on the perception of cyberviolence by Generation Z in Italy reveals that the most commonly used platforms among young people are WhatsApp and Instagram, with “every day” usage being prevalent at 98.9% for the former and 92.1% for the latter ( Tirocchi et al., 2022 ).

Research published by the We Are Social, Hootsuite (2022) , presents data in agreement with those just illustrated: out of approximately 43 million social media users in Italy, the top three platforms used monthly were WhatsApp (90.8%), Facebook (78.6%), and Instagram (71.4%), while the top two preferred platforms were WhatsApp (39.7%) and Instagram (21.7%).

With these scenario premises, the data analyzed in the following pages will illustrate the direction in which the media preferences of young people are heading and the values they convey.

Materials and methods: conducting focus groups

The two main research questions investigated in this article are as follows:

RQ1: Which values are considered most important by Generation Z (especially young adults)? RQ2: What are their favorite media and what values do they convey?

The aim is to analyze the proximity or divergence between these two dimensions: personal values and those conveyed by the media platforms they most frequently use and engage with.

To investigate these aspects, a qualitative methodology was employed. Specifically, in December 2022, five focus groups were conducted, involving a total of 60 male and female students enrolled in the Bachelor’s Degree in Education Sciences at the University of Turin.

The sample consisted of 57 females and 3 males aged between 20 and 23 years. The focus groups, homogeneous in their composition, had a duration of approximately 1 h each and were conducted in the premises of the University of Turin. They were moderated by a senior researcher (with over 20 years of experience in social research) and expert in the subject matter of the investigation.

Based on the research objectives, the purpose of these focus groups was to bring to light, on one hand, the values of the young people, and on the other hand, the media preferred by the young people and the values conveyed by them.

The choice of using focus groups as a research technique was informed by its well-established and tested utility in the field ( Morgan, 1998 ; Acocella, 2012 ), including within media studies ( Lunt and Livingstone, 1996 ). Consequently, this study served as an opportunity to employ the focus group method to analyze the nexus between media and values, given its effectiveness in collecting data on the perceptions and attitudes of young individuals. Indeed, focus groups provide a wealth of data stemming from participant interactions and the emergence of diverse opinions.

Participants were selected through a convenience sampling approach ( Krueger and Casey, 2000 ; Stewart and Shamdasani, 2014 ), with criteria set for inclusion in the study. The primary criterion was age (individuals belonging to the Generation Z cohort), while being media consumers was not a mandatory requirement.

It should also be noted that the sample in question cannot be considered representative of the Italian population, as it refers to a local context (the University of Turin, located in the Piedmont Region), also considering the socio-cultural characteristics of the sample.

Lastly, all subjects participated voluntarily.

The focus group guideline encompassed the following thematic areas, partially coinciding with the research questions:

• Contemporary Society—How do young people define the current society?
• Values—What are the values they consider most important for themselves and their lives?
• Media—What are the preferred and most-used media platforms among young individuals, and which values do they believe are predominantly conveyed by media content? What media content (or characteristics of content) do they wish to see more of or find lacking within the available media contents?

In each focus group, 12 participants were involved. The sessions took place on the university premises, with participants seated in a circular arrangement around a long table (circle seating). Each participant had a name tag placed in front of them to facilitate the transcription of their contributions.

The moderator aimed to establish a permissive, warm, and friendly environment while exercising an unobtrusive control. Name tags were provided to promote the recognition of individual contributions for the final transcription.

An introduction was given by the moderator, clarifying the focus group’s objectives and the intended use of research data. Participants were informed that there were no right or wrong answers, only differing points of view. Throughout the focus group discussions, the moderator made efforts to engage even the more reserved participants, using an engaging communication style and providing examples to clarify questions. There was, in general, a high level of interest from the participants in the subject matter. Some participated more significantly, offering many insights to the discussion, while others were shyer and were invited by the moderator to express their opinions.

On two occasions, participants were asked to create lists on white cards provided by the moderator. In the first instance, they were instructed to create an ordered list of the five values they considered most important, and in the second, they were asked to identify their three favorite media contents (e.g., personalities, influencers, websites, social media pages, songs, movies, TV series, etc.).

Students encountered some difficulty in understanding the concept of “values,” but were subsequently informed that these were labels, nouns (e.g., love, friendship, etc.), and not examples or explanations of values. To help identify values within the media, examples related to these aspects were provided (e.g., “What values does the reality show ‘Big Brother’ convey?” Or “What values does a specific Instagram page convey?”).

The focus group sessions were audio-recorded and later transcribed meticulously, considering both verbal and non-verbal aspects. Notes taken during the sessions supplemented the recordings.

Data analysis was carried out using thematic analysis ( Boyatzis, 1998 ; Braun and Clarke, 2006 ), aided by a grid that facilitated the synthesis of diverse perspectives within each thematic area. Comparisons and potential contrasting results among individual focus groups were considered during the analysis.

Qualitative depth was enhanced by incorporating quotations and comments from the discussions, providing a better contextualization of participants’ choices. Additionally, the final analysis considered the preferences expressed by participants on the cards, as mentioned earlier, which complemented the group discussions.

The society of superficiality: perceptions of contemporary social reality in Generation Z

In delineating contemporary society, participants in the focus groups articulate a dynamic [M (f)], fast-paced , and rapidly changing [A (f)] environment where the constant pursuit of being “first” prevails [C (f)]. They have grown accustomed to instant gratification, feeling the need to keep up with the times, as falling behind, for instance in fashion trends, is seen as a personal descent [A (f)]. It’s a society that prioritizes the fleeting over the enduring. As one participant noted, “My grandparents bought only two outfits and stayed together for life, but now it seems like change happens faster, and we feel like we never have enough time” [G (f)]. Another participant added, “I think about lunch; it seems like people do not have time to eat or prepare anymore” [D (f)].

Participants also describe this society as multicultural [L (f)], complex , yet rife with inequities and contradictions. Some see it as highly individualistic , with “a lack of a sense of community” [G (f)], where the focus is overwhelmingly on the individual. The pandemic exacerbated this sense of individualism, as “university was experienced individually, ‘I study’, but now it seems like a community has [re]formed.” They also discuss a materialistic society, where personal gain, money, career, and self-presentation take precedence, often leading to selfishness [C (f)].

Moreover, with reference to the previously mentioned characteristics, a common thread emerges: the perception of a superficial society that has lost depth and meaning. “There is so much superficiality; we cannot grasp the depths of other people. There is so much emphasis on appearances, from friendships to the workplace. In a group of friends, we attach ourselves to those liked by all, following those who are more influential” [G (f)]. This aspect is linked by the youth to the influence exerted by social media, which increasingly emphasizes image, creating a perilous overlap between a person’s identity and their representation. Furthermore, “we only want to see the beautiful side of people, without thinking that there might be sad moments” [C (f)]. For this society, it’s essential to focus only “on self-realization and pay little attention to what’s around” [L (f)]. As another participant asserts, “In this society, the problem is that we no longer delve deep into people; we are superficial… We immediately erase anything we do wrong… In this sense, it could also be called a ‘society of forgetfulness’” [L (f)].

While self-promotion aligns with showcasing physical appearances on social media, the youth are aware that media representations are often nothing more than a staged portrayal of a more attractive and desirable life than reality. They frequently post daily activities on social media just to be observed and “envied” by their peers.

One interviewee reflects, “in high school, I used to help a disabled boy and would go get lunch with him. I was perceived as the one who helped the ‘outsider’. At some point, I started wondering if this gesture was right, if I could stop doing it because my classmates might judge me negatively” [C (f)].

According to other interviewees, it’s a society of prejudice where people often stop at their preconceived notions about others [M (f)]. It’s a society where “anything less than perfect is immediately judged” [S (f)].

In their discussions, the youth also describe an environment where relationships seem to be perceived as “chains,” highlighting a clear contrast between a society of control ( Foucault, 1979 ) and individual freedom, the so-called “agency” ( Giddens, 1991 ). Thus, the image of a risky society reemerges, where the individual bears the full weight of constructing their individual identity ( Beck, 1992 ), and the proliferation of opportunities can complicate matters further.

Another aspect emphasized in this society concerns gender issues, with young adults perceiving that gender equality has not been effectively achieved, at least in Italy. They see it as a patriarchal society [F (f)], where “men earn higher salaries than women” [A (f)], and where it’s challenging to balance a career with having children.

In the perception of the youth, LGBT issues are not discussed enough: “In Italy, we are still behind; our mindset is too old-fashioned because there are elderly people in government, so politicians do not talk about these things” [F (f)]. “Young people are more open to the LGBT community, which the elderly view unfavorably… Social media, even Instagram, interacts more with our generation; we are more inclusive… Someone from the 1960s would not openly declare their homosexuality” [A (f)]. The youth feel the need for controversial topics, such as homosexuality or abortion, to be addressed by the media.

For these reasons, the interviewees describe this society as static: “Even though there are pushes for change, we always end up back where we started. For example, with the euthanasia referendum… there’s a push for innovation, but then we regress” [F (f)].

Some participants also feel the need to distance themselves from the false and glossy world of influencers prevalent on social media. According to one of them, a true influencer is not just “someone on social media.” Influential, in this sense, can also be a friend: “For me, they are very influential because they help me grow. They are important because we talk about everything. We go for walks on the bike path, or we meet up at catechism; three of my closest friends teach catechism with me” [S (f)].

Compared to the past, this society seems to lack reference points. “Even with friends, with people close to us, there is no value for respect or courtesy. Parents no longer exercise a controlling function” [F (f)]. “School and family have changed. In the past, there was the teacher, and people always used formal language. Today, we see more news about students overturning desks or threatening teachers with knives to pass. Families used to be more united, at least from what we hear; there was mutual help among families. Now, the family unit is less cohesive, and there is less support than there used to be” [E (f)]. “Previous generations (e.g., those of ‘68’) took to the streets, believed in values, and sought change; now, these values are absent in society. It’s a constantly changing society… Due to individualization, we no longer feel these values, we no longer feel like a group” [E (f)].

The youth also reflect on the impact of the pandemic, which, instead of improving, has worsened societal attitudes, not only toward helping others but also in interpersonal relations. As one participant noted, “Instead of improving us, the pandemic has made us worse, both in terms of helping others and in how we interact with people. Volunteering, I notice that people are more hesitant now; they used to be more open” [L (f)].

The most important values in the lives of Generation Z

During the focus group sessions, participants were asked to identify the most important values in their lives and list the top 5 in order of importance on a designated card provided at the beginning of the session. One interesting initial observation was that adolescents had some difficulty even in pinpointing their most important values, as if they were struggling to conceptualize what still constitutes a value in today’s society, marked by uncertainty and ethical relativism.

Analyzing the entirety of preferences expressed by the adolescents, a total of 103 unique words emerged, accounting for aggregations and repetitions. Observing the WordCloud, 10 we can note the centrality of “family” (27 preferences), which stands out as the most prominent value within the shared value framework of the participants. It is immediately followed by values such as “respect” (26), “friendship” (16), “honesty” (15), “trust” (14), “loyalty” (14), “sincerity” (14), and “empathy” (13; Figure 1 ).

The value map.

In examining the values cited by each participant as “the most important” ( Table 1 ), it becomes evident that “family” firmly maintains the top position, followed by “respect” and “honesty.” Friendship receives only two preferences, while the semantic domain surrounding “sincerity,” “solidarity,” “trust,” or “loyalty” appears to evoke the need to reconstruct the social “bond” that the pandemic seems to have compromised due to isolation and social distancing.

Values considered most important.

It is worth questioning whether the preference expressed for “family” as the most important value in the lives of adolescents represents a sincere connection to tradition and family bonds, or if it is rather an indicator of turning to the family as a source of economic security or a “safe haven,” not solely from an emotional standpoint. In the following paragraphs, we will explore whether the “traditional” values at the core of adolescents’ preferences are the same as those reflected in the media content they choose and engage with.

From TikTok to BeReal: balancing entertainment and the need for authenticity among youth

As observed in the introduction, the media environment is now a frequent habitat for young people, serving as the space in which they construct identities, form relationships, and reinterpret social meanings. Within this increasingly expansive and fragmented media landscape, digital platforms, including social media and instant messaging apps, are currently the most frequented and appreciated. These platforms are perceived primarily as tools for engaging with novel realities that might not otherwise be accessible.

It is important to note that contemporary youth cultural consumption is situated within a transmedial context ( Scolari, 2018 ), where content proliferates across multiple platforms, adapting and reshaping content across various formats and reconstituting cohesive symbolic universes.

During the pandemic, the use of these tools significantly increased, as reported by the participants. On some days, especially during inclement weather or when indoors due to cold, these platforms were used throughout the entire day. This data is consistent with other European studies on shifts in cultural consumption, which indicate an increase in consumption among young people: “increasing and diversifying cultural consumption during the pandemic was associated mostly with young age groups and was contingent on having spare time” ( Feder et al., 2023 , p. 51).

Foremost, young people refer to WhatsApp, which many consult immediately upon waking and use for communication with university mates and distant friends and relatives. WhatsApp has become an indispensable tool for young people, as expressed by one participant: “When I installed WhatsApp, I remember not wanting to, but I recall a statement from a friend: ‘We now only communicate through groups, so if you do not install it, you risk being left out’” [F (f)].

Other frequently used platforms include Instagram, TikTok, and Facebook, although the latter has largely been abandoned by young people in favor of newer media environments. TikTok, in particular, has become extremely popular among young people ( Vizcaíno-Verdú and Tirocchi, 2021 ), even surpassing Instagram in their preferences, which is perceived as repetitive in its content. TikTok’s appeal lies in its entertainment value, personalization, and brevity. In terms of personalization, algorithmic mechanisms ensure that content is selected based on users’ preferences. However, TikTok is not just a platform for leisure but also a significant time-consuming activity for young people. One participant mentioned, “TikTok takes up a lot of my time because it keeps you scrolling all day. TikTok’s algorithm is perfect, which is why I spend two hours on it” [C (f)]. In fact, one interviewee confessed to uninstalling TikTok due to excessive usage. 11

TikTok is also utilized as an educational tool, with users following nutritionists, gynecologists, and videos that provide quick insights into sexuality, filling gaps in knowledge not covered in formal education. The platform is also used to watch cooking videos and study methods demonstrated by other students.

For studying, young people turn to other social media platforms such as Instagram 12 and YouTube, which remain valuable sources of information and tutorials on various topics, including politics and science. Some mention relatable content, referring to videos in which they recognize themselves in certain behaviors or situations depicted through memes, fostering identification. Memes, particularly “ironic memes,” defined as “meaningful digital multimodal text” ( Ntouvlis and Geenen, 2023 ), are among the most appreciated cultural contents on Instagram. They serve to lighten a day filled with challenges or commitments. As one participant noted, “Memes are very fast; you do not have time to think about whether you like them. I used to make them, but I lost some of that enthusiasm because it takes time to create a meme that makes people laugh. You cannot produce something poorly made or low-quality” [G (m)].

Additionally, the youth discuss BeReal (2023) , a smartphone app launched in 2020 in France by Alexis Barreyat and Kevin Perreau but gaining popularity among Generation Z, especially from 2022 ( Maddox, 2023 ). As previously highlighted, this generation is particularly inclined to understand and experience the continuity between the online and offline realms. They are increasingly critical of online self-presentation, often perceived as disingenuous ( Reinikainen et al., 2020 ; Maddox, 2023 ). BeReal has become a platform where users test their “authenticity” in ideological contrast with other social media platforms like Instagram or TikTok. Maddox observes, “For BeReal, authenticity is both discourse and value, emerging at a sociocultural moment in which questions about who people are online and how younger users engage with social media are ubiquitous” ( Maddox, 2023 , p. 2).

BeReal focuses on the sharing of genuine, authentic moments from users’ daily lives. The app aims to promote transparency and authenticity, encouraging users to be themselves and share their lives genuinely and without filters. BeReal seeks to counter the trend of presenting an idealized and filtered version of users’ lives, with the aim of creating an inclusive and supportive community. Its main feature involves sending users a daily notification at a random time, inviting them to share a photo using both the front and rear cameras within 2 min. BeReal allows simultaneous selfie and rear-camera shots. As one participant described, “For example, I was at the supermarket buying “Estathé,” and I took a photo. Only those you add can see it” [G (f)]. BeReal photos can be shared, published, subject to challenges, comments, or emojis ( Figure 2 ).

Slogan of the app BeReal. Source: https://bereal.com/ .

However, despite its popularity, BeReal is also criticized by some of its users. It is perceived as becoming “fake” because users are not obligated to take a photo at that moment. Many users wait to take photos during social events, which diminishes the authenticity of the platform. As one participant noted, “It became fake because you are not required to take a photo at that moment, so many wait to have an aperitif with friends, but in the end, the sense of reality is not there because maybe I’m at home studying and I do not take a photo. In any case, the medium creates a distance” [C (f)], compromising its authenticity claims to some extent.

The universe of influencers and digital creators: between support and diversity

Within the realm of prominent figures and most-followed content, influencers have naturally found their place as reference points for young people, or at least for the majority of them, primarily due to their peer-to-peer style of communication, characteristic of Generation Z.

Beyond sporadic preferences for videos by Chiara Ferragni 13 and Fedez, mainly followed due to interest in their daily routines and children, the influencers who garner preferences from young people are lesser-known creators who convey messages that are particularly resonant from a values perspective (see Table 2 ).

Favorite media contents.

Young people’s preferences can be grouped into seven themes covered by influencers, creators, and web pages (see Table 3 ).

Values and issues emerged from influencers and digital creators (mentioned in the focus groups).

Sexuality and LGBTQ+ issues

This content category aligns with sensitivities regarding gender-related issues, LGBTQ+ issues, gender-based violence (with the rise of femicide), or racism. Pages that pay attention to sources and use simple language are appreciated. Examples in this content category include Giulia Azzolini, a sexologist who delves into various types of relationships beyond the “traditional” ones, as one participant noted: “We never received relational and emotional education. She opens up new perspectives on life and relationships” [L (f)]. Other mentioned figures include Francesco Cicconetti, a transgender individual, and Arono Celeprin, who identifies as non-binary. There is also a couple, Raissa and Momo, an Italian and Moroccan pair, who have sought to challenge prejudices and promote “kind communication” on social media, using humor to address racism.

Disabilities

An example in this category is the profile of Giulia La Marca, a blogger and digital creator passionate about travel, who became disabled following a moped accident. She showcases how seemingly insurmountable obstacles can be overcome. In the same thematic area, young people mention the social page “La storia di Cesare,” managed by the mother of a child who became blind due to a tumor.

Authenticity, genuineness, and sustainability

The qualities that young people wish to find in media, especially on social media, revolve primarily around spontaneity and authenticity: “Nobody has a perfect life. [I would like to] see a real life that does not come from social media or reality shows” [S (f)]. They seek a life “without filters,” much like what is portrayed by influencers like Emily Pallini, who, despite having acne, chooses to show herself without filters and accepts herself as she is. An example of an influencer discussing sustainability is the microcelebrity Simona ( maybeSimona ).

Digital nomadism, travel, nature

Young people are fascinated by the profiles of travel bloggers who work remotely, often referred to as “digital nomads” ( Cook, 2023 ). These individuals often have blogs or e-commerce businesses, their own online companies, and earn income by promoting their content on social media. This allows them to work from anywhere in the world. These influencers are appreciated for their ability to “draw inspiration to pursue their dreams… Love their work because it’s based on their passion” [D (f)]. An example cited in focus groups is Gianluca Gotto, an Italian who abandoned everything and, along with his girlfriend, travels the world and has written two books related to travel. “I felt like just packing up and leaving everything” [S (f)]. Another name mentioned is Giovanni Arena, a TikToker and travel creator. The love for travel is often accompanied by a passion for nature and landscapes.

True and reliable information

Information on social media is highly appreciated for being perceived as more direct, faster, and less biased compared to traditional sources. For instance, “Fanpage” news, which focuses on topics relevant to young people rather than politics, is cited, as is the Instagram page “Aprite il cervello,” addressing issues such as immigrant rights and LGBTQ+ rights. Flavia Carlini is also mentioned as a good example of informative content, and in a similar style, young people mention the culture page “Will” and the Instagram profile “Factanza.”

Comedy and entertainment

An example of this diverse category is Mattia Stanga’s videos, in which he humorously assumes the role of his mother. Also included in this preference group are the aforementioned ironic memes.

Personal growth, psychology, education

Participants in the study appreciate content related to personal growth and professional figures who can serve as sources of inspiration for their careers, such as educators, pedagogists, and experts. Particularly of interest to girls are profiles of mothers who post photos of their children.

In analyzing the preferences expressed by the students, numerous differences are observed when compared with their parents and siblings.

Parents, in most cases, still primarily turn to mainstream television, except for rare occasions when they spend time on apps like TikTok. There are mentions of “anti-technology” or technologically challenged fathers who can barely use WhatsApp. On the other hand, there are 80-year-old grandparents who want to venture into the world of technology, as recounted by a young interviewee: “My 80-year-old grandfather wants to learn how to use a computer, instead” [C (f)].

A phenomenon is also noted that reflects a significant difference between the youth and their younger siblings, a style of social media management that is much more private and operates on two levels. “All of my sister’s friends (who are 17 years old) have two profiles. In one, they hardly post anything, while in the other, they share stories or moments they spend together” [A (f)]. A similar observation is made: “At 17, my younger sister’s friends have two Instagram profiles, one ‘private’ (where not everyone is accepted) and one open to all” [M (f)]. The way they use social media is notably different because younger individuals tend to post fewer photos and prioritize the so-called “highlight stories.” In their “private” profiles, where they exchange photos and posts, they have only 20, 30, or a maximum of 40 friends.

As one participant in the focus group observes, “If, once upon a time, young people were escaping from Facebook, now adults have also arrived on Instagram […]. Now everyone is there: teachers, parents. There is a need to escape and find another reality that escapes the control of adults” [G (m)].

TV series: new narratives for identification

TV series represent a highly favored form of media content among young people. 14 They appreciate the ability to consume content in a highly personal manner, at any time, and according to their preferences on specific on-demand platforms. Netflix, in particular, stands out among these platforms, as it is making an effort to emphasize diversity ( Asmar et al., 2023 ). Perhaps for this reason, it holds an appeal for Generation Z, offering themes and issues that resonate with the younger generation.

In the words of G [(m)], a preference for this media language emerges: “I used to hate TV series because I was used to watching movies with a clear beginning and end… It bothered me that they did not conclude. Now it’s become almost an addiction….” Series are often watched together, for example, with the housemates.

Furthermore, according to research participants, the slower pace of TV series allows for a deeper exploration of the characters’ psychology.

There are various types of TV series favored by young people. These range from fun or relaxing series, watched as a means to take a break from studying, often centered around humor, such as “Brooklyn 99” (Fox, NBC, 2013–2021), to series like “Suits” (USA Network, 2011–2019), which tells the story of a prestigious law firm in New York. There is also a resurgence of “classic” series like “Friends” (NBC, 1994–2004), which is chosen for the values it conveys [G (f)]: friendship, humor, family, and children. Also in the realm of family themes is “Maid” (Netflix, 2021), a series that features a single mother who must “make it on her own” to survive. Mentioned in the context of family are “Una mamma per amica” (2000–2007, WB) and “This is Us” (NBC, 2016–2022), the latter being highly appreciated for addressing themes such as self-acceptance, adoption, and loss. “The Crown” (Netflix, 2016-in production) is appreciated for its perceived ability to make history more engaging.

Another highly appreciated genre is thriller: series that revolve around murders or even docufiction, characterized by a blend of fiction and reality.

The series “Mercoledì” (Netflix, 2022-in production) is chosen for its ability to convey values such as the determination of the girl who is not influenced by others’ opinions. In “Élite” (Netflix, 2018-in production), characters are portrayed authentically, showcasing all their flaws, such as acne or cellulite.

Another genre that highlights the importance and strength of the group is that of anime and manga, including “Naruto,” “My Hero Academia,” and “One Piece.”

Finally, when looking at traditional media, it becomes evident that films still hold their ground as a format appreciated primarily for their self-contained nature. The favorite films are often classics, not contemporary ones for the young people, but they continue to convey very specific values (a prime example being “Forrest Gump”).

Conclusions and perspectives: desire for authenticity and emerging values.

The study presented in this article has highlighted the challenge of conducting research on the relationship between values and media in a society that is increasingly unstable and complex, as described by our Generation Z interviewees as a “society without values” or one witnessing a true “disintegration of values.”

The long tradition of quantitative research on the measurement of values ( Roccato, 2008 ), particularly among young generations, has undoubtedly provided an essential foundation from which to develop further insights. In this case, we chose to adopt a qualitative approach based on the use of focus groups, during which we sought to elicit the opinions and attitudes of young people on the investigated topic.

It is important to emphasize that the research is not generalizable but rather focused on a specific context, that of Education Sciences students at the University of Turin, with a predominance of female participants. This aspect constitutes a limitation of the research that does not allow the results to be extended to the entire Italian population. In this sense, the survey takes on a specifically exploratory character that can nevertheless form the basis for future in-depth studies.

However, a strength of the study lies in its exploration of the relationship between young people’s values and the values conveyed by media content, a topic that has been underexplored in scientific literature, particularly in sociology.

Concluding the analysis of values declared by the young people and those emerging from the most cited cultural contents, we can draw some preliminary conclusions that may serve as a starting point for further research.

The set of values “declared” by young people and deemed most important highlights a persistence of traditional ethical references, starting with the unequivocal centrality of the family. However, the list of values that indirectly emerge through the media content they choose and highlight in their discussions suggests both similarities and differences. Indeed, young people choose values such as acceptance of disability, environmental concern and sustainability, personal growth, and enjoyment.

One aspect particularly appreciated by young people lies in the pursuit of authenticity and truth in media content, especially reflected in the preference expressed by some for the app that is expected to embody these qualities, BeReal, the application that promises to capture and immortalize genuine and authentic moments from our day. Along the same line of thinking, young people prefer movies that tell “true stories” or documentaries based on images and testimonies. Things they dislike are those that embody fiction and represent the opposite of reality, such as reality television.

An evident signal of attention to “reality” and “authenticity” concerns the importance of information based on “fact-checking” in an era dominated by fake news. However, young people do not seek this attention from traditional sources (parents, teachers, broadcast media) but from new peer-to-peer mediators and influencers who express themselves through YouTube channels or Instagram pages, where they offer information (at least seemingly) free from biases.

The interaction between the values of young people and the values conveyed by the media is indeed a complex and ever-evolving theme. We know that the media can inevitably influence the values of young people in various ways, and, even more so, social media, starting with their widespread use, have provided young people with a space for visibility and self-representation that still allows them to navigate between a dimension of authenticity ( Schwarz and Williams, 2021 ) and one of “false representation,” deciding what to post or share, when to do it, and how to do it ( Boyd, 2014 ; Marwick and Boyd, 2014 ) and skillfully using both “authentic” and “fake” profiles ( Darr and Doss, 2022 ).

The research has shown, perhaps unexpectedly, that instead of focusing on self-promotion or polished and flawless self-representation on social media, young people choose or claim to appreciate authenticity, genuineness, at the expense of false representations. In this regard, critical media literacy can help develop the ability to evaluate media content based on one’s personal values or to use media for self-representation or content creation in a conscious and responsible manner ( Tirocchi, 2013 ; Buckingham, 2020 ).

Data availability statement

Ethics statement.

Ethical approval was not required for the studies involving humans because any data used in the study was collected and analyzed in a way that ensured the complete anonymity and privacy of individuals. No personally identifiable information was used or disclosed. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.

Author contributions

ST: Writing – original draft, Writing – review & editing.

Funding Statement

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

1 Refer to, in particular, the latest published reports: Buzzi et al. (1997 , 2002 , 2007) .

2 The Giuseppe Toniolo Institute, the founding institution of the Catholic University, has been producing the Youth Report on an annual basis since 2012, offering a snapshot of the youth landscape in Italy. This report is the result of a collaboration with the Statistics Laboratory of the Catholic University, with the support of the Cariplo Foundation and in partnership with IPSOS S.r.l. serving as the executive partner. The findings of this survey are annually published by Il Mulino (Bologna). In 2021, the third three-year cycle of the longitudinal study representing young Italians was initiated, with a projected sample size of 7,000 interviews. The Youth Report and its associated Observatory provide data, analysis, and insights into the youth demographic, with the aim of focusing public attention on these issues and guiding policies, services, and initiatives.

3 In this scale, 0 represents “not at all more at risk,” while 5 represents “extremely more at risk.”

4 The National Recovery and Resilience Plan (PNRR), introduced in Italy in response to the global COVID-19 emergency, is part of the European Next Generation EU project. This program entails the allocation of resources amounting to 50 billion euros for the purpose of stimulating growth, investments, and reforms. Of this total, more than half, 390 billion euros, consists of grants, marking a significant departure from previous decades.

5 See also, regarding theories on the social effects of the media: Belluati and Tirocchi (2023) .

6 For a reflection on recent definitions of generation, see also: Tirino (2022) .

7 In regard to the definition of the concept of generation, a fundamental contribution comes from Mannheim (1928) . For further insights on this topic, refer to Merico (2012 , 2019) .

8 The concept of the “prosumer” developed by Toffler (1981) had anticipated the collaborative content creation processes that later characterized social media and the web 2.0. Bruns observes how Toffler’s prosumer model remains deeply rooted in the world and era of mass media. According to Bruns, projects like Wikipedia and other communities characterized by creative and participatory content production demonstrate that the roles of the consumer and user are inextricably intertwined with those of the producer and creator. This new hybrid role can therefore be better described, according to the author, by the term “produser” ( Bruns, 2008 ).

9 Survey conducted from 14 April to 4 May 2022. The respondents involved in the study were between the ages of 13 and 17.

10 The WordCloud was created using https://www.wordclouds.com/ . It was chosen to keep the terms indicated by the adolescents in Italian.

11 These considerations prompt reflection on the so-called detox culture. In one instance, a young man [G (m)] declares not to possess any social media, a choice he made during the pandemic period: “I had Instagram, Facebook; I spent a lot of time during the pandemic scrolling… and at a certain point, I said to myself, ‘Man, I’m here scrolling, could I be doing something else?’ I thought: since I have the power over these apps, I’ll uninstall them. The problem is that today, I still spend my days on YouTube, where I watch videos or there are shorts, mini videos (30 s), because the shorter they are, the more inclined you are to watch many; they appear immediately, right below the YouTube page.”

12 See also Taddeo (2023) , on Instagram as an informal learning environment.

13 First and foremost, we recall the book written by Ferragni (2013) herself, titled “The Blonde Salad: Style Tips from the Most Followed Fashion Blogger on the Web.”

14 On the topic of TV series, with a specific focus on the use of clothing, see: Mascio (2023) .

Conflict of interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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A business journal from the Wharton School of the University of Pennsylvania

Make Way for Generation Z in the Workplace

January 22, 2019 • 12 min read.

Members of generation Z are entering the workforce, and they are different than those who came before them -- or are they?

As a group, they are “sober, industrious and driven by money,” reports the Wall Street Journal , but also “socially awkward and timid about taking the reins.” They are risk-averse and more diverse, says Inc . magazine. Forbes says they “want to work on their own and be judged on their own merits rather than those of their team.”

Generation Z is arriving, and they are different than previous generations – or at least that’s how this young cohort is being portrayed as it begins to enter the workforce. After the traditionalists, baby boomers, Generation X and Generation Y/millennials, we have Generation Z – that group born after 1995 now starting to graduate college.

But is Generation Z really different, and if so, how? When it comes to ascribing characteristics and accepting advice about a particular generation, caveat emptor . Over-generalizing about any group is a slippery business.

“We have to be careful that we are seeing people for the complex beings that they are,” says Wharton assistant management professor Stephanie Creary. Generational categories, she notes, might help us to understand commonalities. “But people are also going to behave in ways that are consistent with their multiple other identities. We want to make sure we are not creating biases.”

Still, Generation Z is made from different stuff than previous generations. They are on track to be the most diverse and highly educated generation yet, according to a recent Pew Research Center analysis of U.S. Census Bureau data. Only a little more than half of the post-millennial generation (the term Pew uses to identify 6- to 21-year-olds) is white non-Hispanic, and the oldest of them are entering college at a higher rate than millennials were (59% for Gen Z, and 53% for millennials) when they were the same age.

Significantly for employers and managers, Generation Z is entering the workforce with less job experience than previous generations. Only 19% of 15- to 17-year-olds in 2018 reported working during the previous calendar year, compared with 30% of millennials in the same age group in 2002. In 1968, nearly half of baby boomers (48%) reported working in the previous year when they were between 15 and 17 years old.

“We have to be careful that we are seeing people for the complex beings that they are.” –Stephanie Creary

But if Generation Z is different, how much are employers actually willing to do to accommodate this new generation of workers as its numbers begin to grow as a percentage of the workforce? It may depend on the ebb and flow of the labor market. “In the mid-1990s, before the bubble burst, the employment situation was looking good, and employers became concerned about new entrants – then the Generation X,” notes Penn State management and organization professor Aparna Joshi. “There were similar conversations happening about new millennials, and attributions were made about how seemingly entitled they were and what could be done to keep them engaged. After the economy tanked, these conversations became less about their so-called entitlement and more about expanding their skills.”

Moreover, even in today’s relatively tight labor market, most managers hardly lie awake nights thinking up ways to better customize their message for particular generations of workers.

“Honestly, we can’t get supervisors in most organizations to pay real attention to their subordinates, and the idea that we are going to cook up some special way to have them manage these young people as opposed to what they do for others is comical,” says management professor Peter Cappelli, director of Wharton’s Center for Human Resources.

A Different Sense of Technology and Authority

Yet the idea of attaching particular traits to respective generations captures the imagination. Why do we keep coming back to it?

“While the evidence that different generations have profoundly different character traits is weak, there definitely are subtle differences across generations,” says Wharton management professor Matthew Bidwell. “Certainly, people entering the workforce today as opposed to 50 years ago are different in terms of ethnic makeup and educational background, and different generations reflect some of the broad social trends that do gradually reshape the country. I would argue the reasons these discussions of different generations can be useful is not because the generations change but because the managers are getting older, and they start to forget how they themselves felt and behaved when they entered the workforce. We are always saying that young people are less committed to an organization, more obsessed about growth and self-actualization, and that’s always been true – age matters, even if the generation you were born into has a minor effect. On a practical level, these discussions about generations tap into the fact that, as we become more distant in age from the people who are entering the workforce, we find them more and more mystifying and find more challenges in relating to them and their approaches.”

In terms of measurable differences, Generation Z is not only more diverse, but its members also define diversity more broadly. In a recent Deloitte study on millennials versus Generation Z, Generation Z put nearly as much emphasis on the importance of diversity of gender, age, disability and education, but they put more emphasis on diversity relating to LGBT identity and religion than their elders.

Generation Z expects to stay at a company for less time than millennials, and they have a higher expectation for ethical behavior on the part of their employer, the Deloitte study found.

Generation Z has been shaped by a different set of social conventions, and that makes them behave differently in the workplace, says Creary. They are so comfortable with technology, for instance, that they sometimes have a hard time recognizing when a face-to-face conversation is more appropriate than an email exchange or text message. “I come from Generation X, and I think our generation was raised to appreciate the value of a phone conversation or a private meeting, as opposed to something on an open forum that is easily shareable,” says Creary. “That is a challenge to people now entering the workforce – helping them understand what is the most appropriate form of communication. When do you use email and when do you stop in someone’s office to schedule a meeting? There are real differences in terms of expectation.”

Another difference revolves around formality. “Many older workers were trained to have a different relationship with people in positions of authority, such that we would address them much more formally,” says Creary. “We were trained with the idea that regard for authority was really important regardless of whether you respected their ideas. This generation expects a much closer relationship with people of authority, so they can treat people who are higher in the hierarchy as their friend, and that can become a problem in a workplace where there are structures and chains of command that are important.”

“We can’t get supervisors in most organizations to pay real attention to their subordinates, and the idea that we are going to cook up some special way to have them manage these young people … is comical.” –Peter Cappelli

Generation Z and Managers: Getting to Know Each Other

Creary says many Generation Zers have gone through school with a notion of it as a kind of competitive sport — that the clubs joined and volunteer hours worked would secure success. “There is that sense that if I just check the boxes I will get to where I want to be,” says Creary. “And that is not how success works sometimes in the workplace. Relationships with other people is really key to success — and not just understanding what it means to build relationships with peers, but also mentors, which is why face-to-face conversation is important.”

To Generation Zers, Creary counsels: “Build a network of supporters who will advocate for you on your behalf. Make sure you are getting to know different people on the job, including those working in different areas of the company and in more senior roles.” And regarding feedback, she says to set realistic expectations. “Feedback will not necessarily come as often as you would like. If you would like to know how you are performing and you work in a large firm, consider setting quarterly meetings with your manager. Any more frequently than that might be unrealistic, especially if your manager supervises more than five employees.”

On the other side of the table, managers should be transparent about and reinforce important workplace norms and policies, Creary advises. “Recognize that you and your Gen Z co-worker might approach work differently, so make sure that you have an in-person conversation about this upfront that touches on workplace norms and policies. Be prepared to explain why these norms are important.”

It can also help for supervisors to get to know Generation Z employees on a more personal level. “Everyone has different levels of comfort around disclosing personal information,” she says. “However, your Gen Z employee might be more inclined to share personal information as a way of creating a closer relationship with you. No one is asking you to share information that makes you feel uncomfortable, but consider whether there are any hobbies, fun facts, experiences, etc. that you can share with them that will help them to view you as a real person.”

Managers might be smart to “take a more realistic approach and to sit down and really remember what we were like at that age and what we did,” says Bidwell. “People in the workforce lack a lot of the tacit knowledge that managers have learned over the years about things like the appropriate ways to behave – the ways to present yourself, all of that sort of thing. That takes time to learn, and you should be concerned but not horrified that younger people don’t know it.”

While there are legitimate complaints older workers can have about all the things younger workers don’t know – the accumulated knowledge – older workers would be wise to not rest on their laurels. “We also have to understand that we are resistant to change, and always be careful of reverence for the way things used to be done and careful that knowledge doesn’t harden into rigidity,” Bidwell says.

“We are always saying that young people are less committed to an organization, more obsessed about growth and self-actualization, and that’s always been true.” –Matthew Bidwell

No matter how new generations act and what they are called, organizations should realize that assigning labels and monolithic categorizations to generations is useful for framing the narrative, but less useful for managers and employers, says Joshi. “Regardless of whether we are looking at Generation X, Y or Z, the challenges that generations pose, however they are categorized or defined, boils down to issues such as succession planning and knowledge transfer in organizations – that is, identifying leaders who can build on outgoing executives’ experience but also are equipped to handle new realities that organizations grapple with,” she says. “This includes, among rank-and=file employees, ensuring the transfer of valuable firm-specific knowledge from retirees to new entrants, and ensuring that talented mid-level executives are not ignored in the haste to manage expectations and adapt to the needs of newer entrants. Generational differences, like any form of diversity, can be mined to the full extent for organizations, and like any diversity-related concern or initiative should be integrated into mentoring, succession planning and career-development initiatives.”

One major societal change could have implications for the workforce of the future. Several studies are finding that parents in recent years have been spending vastly more time with their children, Bidwell points out. Mothers went from spending 10 hours per week with their children in 1965 to 14 hours in 2011; fathers from 2.5 hours per week with their children in 1965 to 7 hours in 2011, according to a 2013 Pew Research Center study.

One reason parents spend more time with their children is that “as the value of education went up, the return on having a kid get into the right college increased so substantially that parents feel a need to make substantial investments in making sure that their kids get into the right college,” says Bidwell. “One argument for why children aren’t working as much is that as a parent you say, ‘You could become a national chess champion or violinist or compete for an athletic scholarship,’ and for the upper class, spending all your time earning $7.25 an hour is not a particularly good return. What it means is that parenting has really changed, and it will be interesting to see what it means for how these people behave as they enter the workforce.”

It could create a wave of workers who are more cautious and less independent – or ones who are better at taking direction. “It could go either way,” says Bidwell.

In any case, managers can’t be counted on to do anything much to accommodate the special qualities of Generation Zers because, as Cappelli points out, many managers are not paying close attention to subordinates. Why aren’t they?

“First, we’ve expanded the span of control – they have more subordinates,” says Cappelli. “Second, we’ve added tasks to their job in addition to supervising. Third, we don’t train them anymore. Fourth, we tend to promote the best individual performers to supervisory jobs rather than people who might be good at supervision.”

So, Generation Zers may want to take heed of what they can do to accommodate their environment. His advice to anyone just entering the workforce: “Pay attention, ask a lot of questions, be respectful of the fact that you don’t know what is going on. It’s a lot like entering a new school for the first time.”

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What Are the Core Characteristics of Generation Z?

Gen­er­a­tion Z has emerged as a pop­u­la­tion increas­ing­ly wor­thy of atten­tion, espe­cial­ly now as its old­er mem­bers are in their 20 s and have become a polit­i­cal­ly engaged force in recent elec­tions. Born after 1996 , Gen­er­a­tion Zers made up one-tenth of the 2020 elec­torate and have added 8 . 3 mil­lion new­ly eli­gi­ble vot­ers since Novem­ber 2022 — reach­ing an esti­mat­ed 41 mil­lion total eli­gi­ble vot­ers in 2024 . While they share a num­ber of char­ac­ter­is­tics with mil­len­ni­als, their for­ma­tive years have been shaped by a dras­ti­cal­ly dif­fer­ent world, result­ing in key dif­fer­ences in atti­tudes, ten­den­cies and out­look. Sta­tis­tics com­piled by the Pew Research Cen­ter and the KIDS COUNT ® Data Cen­ter paint a clear pic­ture. Here’s what we know.

Diver­si­ty Is Their Norm

One of the core char­ac­ter­is­tics of Gen­er­a­tion Z is racial diver­si­ty. As America’s demo­graph­ics con­tin­ue to shift , Gen Z will be the last gen­er­a­tion that is a  major­i­ty white — just bare­ly, with 51 % .

The younger Gen­er­a­tion Alpha, born 2013 to 2025 , is 48 % white and on track to be the most diverse gen­er­a­tion yet. On the oth­er hand, much larg­er shares of the old­er mil­len­ni­als, Gen Xers and baby boomers are white: 55 %, 60 % and 72 %, respectively. 

Gen Z is more racial­ly and eth­ni­cal­ly diverse than old­er gen­er­a­tions, with: 

• 25 % Lati­no or His­pan­ic ;
• 15 % Black;
• 6 % Asian Amer­i­can or Pacif­ic Islander;
• 5 % two or more races; and
• 2 % Amer­i­can Indi­an or Alas­ka Native young people.

As Gen Zers grew up over the past two decades, chil­dren in immi­grant fam­i­lies grew more com­mon , too, ris­ing from 19 % of the country’s child pop­u­la­tion in the ear­ly 2000 s to 25 % in  2021 .

For many Gen Zers, the back­drop of their ear­ly years includ­ed the country’s first Black pres­i­dent and the legal­iza­tion of gay mar­riage. They are more like­ly to have grown up amid diverse fam­i­ly struc­tures — whether in a sin­gle-par­ent house­hold, a mul­tira­cial house­hold, or a house­hold in which gen­der roles were blurred. As a result, they are less fazed than pre­vi­ous gen­er­a­tions by dif­fer­ences in race, sex­u­al ori­en­ta­tion or religion.

They Are Our First ​ “ Dig­i­tal Natives”

Anoth­er char­ac­ter­is­tic of Gen­er­a­tion Z is their native use of tech­nol­o­gy. Where­as mil­len­ni­als were con­sid­ered ​ “ dig­i­tal pio­neers,” who bore wit­ness to the explo­sion of tech­nol­o­gy and social media, Gen Z was born into a world of peak tech­no­log­i­cal inno­va­tion — where infor­ma­tion was imme­di­ate­ly acces­si­ble and social media increas­ing­ly ubiquitous.

These tech­no­log­i­cal advance­ments have had both pos­i­tive and neg­a­tive effects on Gen Z. On the plus side: an abun­dance of infor­ma­tion is at their fin­ger­tips, allow­ing Gen Zers to broad­en their knowl­edge, access resources and be proac­tive in their learn­ing. Social media can also offer social sup­port from peers or oth­ers, which may be espe­cial­ly ben­e­fi­cial for mar­gin­al­ized young peo­ple, such as sex­u­al and gen­der minori­ties. On the oth­er hand, too much screen time is linked to depres­sion and anx­i­ety, low self-esteem and poor body image, eat­ing dis­or­der behav­iors, inad­e­quate sleep and oth­er health prob­lems. Addi­tion­al­ly, tech­nol­o­gy is chang­ing the econ­o­my and the nature of work, increas­ing­ly requir­ing post­sec­ondary edu­ca­tion to pre­pare young peo­ple for new jobs, leav­ing many low-income Gen Zers vul­ner­a­ble as they enter the workforce.

They Are Prag­mat­ic and Finan­cial­ly Minded

Finan­cial mind­ed­ness is anoth­er core char­ac­ter­is­tic of Gen­er­a­tion Z. Many Gen Zers grew up watch­ing their par­ents take huge finan­cial hits dur­ing the Great Reces­sion. Hav­ing wit­nessed their par­ents’ strug­gles, this gen­er­a­tion is dri­ven by prag­ma­tism and security.

While mil­len­ni­als came of age dur­ing an eco­nom­ic boom, Gen Zers were shaped by the eco­nom­ic pres­sures their fam­i­lies and com­mu­ni­ties faced, like the finan­cial stress of the rental mar­ket . Thus, they val­ue the sta­bil­i­ty that comes with con­ser­v­a­tive spend­ing, sta­ble jobs and smart investments.

Many Fac­tors Con­tribute to Their Men­tal Health Challenges

Men­tal health chal­lenges are a sad char­ac­ter­is­tic of Gen­er­a­tion Z, which has been referred to by some as the ​ “ loneli­est gen­er­a­tion,” as their near-con­stant hours spent online can fos­ter feel­ings of iso­la­tion and depres­sion, among oth­er men­tal health issues, as not­ed. Sur­pris­ing­ly, a recent Stan­ford study found that most Gen Zers pre­fer in-per­son communication.

More screen time obvi­ous­ly means less time spent cul­ti­vat­ing mean­ing­ful rela­tion­ships . Addi­tion­al­ly, many young peo­ple fall prey to the ​ “ com­pare and despair” trap that social media presents.

Read more about Social Medi­a’s Con­cern­ing Effects on Teen Men­tal Health

Gen Z youth val­ue self-care and are con­cerned about their men­tal health . They also find their men­tal health affect­ed by the tur­bu­lent state of the world. As polit­i­cal activism among Gen Z has increased, many Gen Zers have inter­nal­ized the unrest sur­round­ing issues like gun con­trol, police bru­tal­i­ty and cli­mate change — lead­ing to increased lev­els of stress. Addi­tion­al soci­etal crises and stres­sors have had an impact, too, includ­ing the COVID- 19 pan­dem­ic and the increas­ing cost of living.

They Are Shrewd Consumers

As con­sumers, Gen Z’s behav­ior reflects their val­ues — and the influ­ence of an increas­ing­ly dig­i­tal world. Gen Z kids can rely on their tech savvy and exten­sive social media plat­forms to make informed pur­chas­ing deci­sions. Their prag­ma­tism leads them to explore and eval­u­ate a range of options before set­tling on a prod­uct. In addi­tion, they are more like­ly to be swayed by the rec­om­men­da­tions of real-life users than by celebri­ty endorsements.

In much the same way that Gen Zers use social media as a means to curate their own per­son­al brand, they also look at their pur­chas­ing deci­sions as an expres­sion of their val­ues and iden­ti­ty. As an exam­ple, they are drawn to sus­tain­able prod­ucts and brands — and are often will­ing to pay more for them. They val­ue per­son­al­ized prod­ucts, and they are drawn to brands that share their point of view on polit­i­cal issues.

They Are Polit­i­cal­ly Pro­gres­sive — Even Those on the Right

Most gen­er­a­tions tend to be more left-lean­ing than the pre­vi­ous gen­er­a­tion, and Gen Z is no excep­tion. While Gen Zers look a lot like mil­len­ni­als on many key issues, they are the most polit­i­cal­ly pro­gres­sive gen­er­a­tion yet. They are the gen­er­a­tion most like­ly to see the advance­ment of LGBTQ rights as a pos­i­tive devel­op­ment. Even among Repub­li­cans, Gen Zers take a more pro­gres­sive stance on social issues : they agree that Black Amer­i­cans are treat­ed more unfair­ly in this coun­try, they believe the gov­ern­ment should play a greater role in solv­ing prob­lems and they are more like­ly to attribute cli­mate change to human activ­i­ty, as opposed to nat­ur­al patterns.

Con­tin­ue Learn­ing About Gen­er­a­tion Z

Gen Z is still grow­ing up, but as they con­tin­ue to come of age, ear­ly signs indi­cate that they will grow into engaged, con­sci­en­tious stew­ards of our world — by being social­ly-mind­ed, inde­pen­dent thinkers, who rec­og­nize their respon­si­bil­i­ty in shap­ing a more equi­table future for all.

More Resources on Gen­er­a­tion Z

Go to the KIDS COUNT Data Cen­ter for the lat­est sta­tis­tics on chil­dren of all ages, includ­ing a  new dataset on youth and young adults ages 14 to 24 , cap­tur­ing the major­i­ty of Gen Zers.

• 2023 KIDS COUNT Data Book
• What the Sta­tis­tics Say About Gen­er­a­tion Z
• Social Issues That Mat­ter to Gen­er­a­tion Z
• Gen­er­a­tion Z and Men­tal Health
• Sta­tis­tics Snap­shot: Gen­er­a­tion Z and Education
• What is Gen­er­a­tion Alpha?
• Social Medi­a’s Con­cern­ing Effect on Teen Men­tal Health

New KIDS COUNT Data Cen­ter indi­ca­tors on Gen Z and oth­er generations:

• Pop­u­la­tion size by Gen Alpha, Gen Z, mil­len­ni­als, Gen X and baby boomers, by race and ethnicity
• Peo­ple liv­ing in pover­ty by generation
• Peo­ple liv­ing in pover­ty by gen­er­a­tion and race and ethnicity
• Peo­ple liv­ing in low-income house­holds by generation
• Peo­ple liv­ing in low-income house­holds by gen­er­a­tion and race and ethnicity

Sign Up for Our Email Newsletters

Stay up to date with the lat­est data, reports, and pub­li­ca­tions the Foun­da­tion has to offer by sign­ing up for one of our newslet­ter mail­ing lists today!

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• Generation Z
• Health and Child Development
• Positive Youth Development

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Understanding Generation Z: An Overview

Insights on their behavior.

Sheila Dreyer Van Buskirk Vice President, Market Research and Insights

Contributors

Ronda Slaven Vice President, Research and Thought Leadership   Sue Yasav Vice President, Thought Leadership

Gen Zers have a very distinct personality— they are not just the younger version of Millennials. More significantly, within the next five years, Gen Z will become the fastest-growing generation in the workplace and the marketplace. One in four Americans is defined as a Gen Zer, making this group the largest living generation.

Table of Contents

Who is Gen Z?

What sets them apart.

• Gen Z is the most ethnically and racially diverse generation in U.S. history 2
• They are willing to work hard and are confident their hard work will lead to success
• They are financially undereducated, more so than generations that came before
• Gen Zs love shopping in-store and believe the shopping experience is as important as the product itself

They are a big deal

They are highly and unapologetically digital, methodology.

2 Business Insider. Meet Generation Z, the ‘millennials on steroids’ who could lead the charge for change in the US. December 4, 2017. https://www.businessinsider.com/generation-z-profile-2017-9

3 NRF. Who is Gen Z. February 27, 2017. https://nrf.com/blog/who-is-gen-z

This content is subject to change without notice and offered for informational use only. You are urged to consult with your individual attorney, financial or other advisors with respect to any information presented. Nothing contained herein shall be construed as legal advice or a legal opinion.

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The Effects of Modern Technology on the Social Behaviors of Generation Z

Dec 9, 2017 | Exclusive | 0 comments

Lindsay Mower – Staff Reporter

What makes Generation Z (Gen Z), those born in between 1996 and 2010, different from Millennials, those born between 1977 to 1995, are two major characteristics: they have never lived in a world without the internet (many of them haven’t experienced dial-up) and most of them can only recall September 11, 2001 as a historical event.

As a Gen X’er, born between 1965 and 1976, UMF’s Assistant Dean of Teaching Learning and Assessment Ashley Montgomery says there is an apparent generation gap between her and her Gen Z students, which is brought to light in the classroom.

Montgomery teaches a first-year seminar every fall that examines the anthropological repercussions of technology in the modern world called ‘The Internet of Us’ where, ironically, the discussion revolves around how technology impacts our interactions with each other by altering conversation and social engagement.

“My Generation Z students have grown up with devices in their life, that I did not grow up with, and those devices are such a significant part of how they interact with the world from a very early age,” said Montgomery.

She points out that one of the biggest challenges that she recognizes her Gen Z students facing is struggling with having to make face-to-face interactions with adults. “They aren’t as practiced with thinking out loud. It feels like we have to do a lot of translation,” she Montgomery. She believes this is because the Gen Z population may lack certain processing skills, most likely caused by the impacts technology has had on their childhood development.

Montgomery believes the Gen Z population may not quite see in themselves technology’s dangerous impact on our behavior in conversation, but they do see it in their parents. “They have this dynamic where they think, ‘I need to talk to my mom about something, but she’s on her phone. She says she’s listening to me, but I don’t think she is.’ And maybe the reason they think that is because they know in themselves that if they’re looking at their phone,” says Montgomery. “They aren’t really hearing everything you’re saying. They are giving you distracted attention.”

Another struggle Montgomery says she sees Gen Z students facing is making the adjustment to adulthood. “For many of them the shift of college, the shift away, where they have to create their own structure can be hard for them… It’s something I have seen increasing, she said. “I teach first semester, first year students… They have grown up in a more structured environment, from the outside, from parents and school and after school activities, and they have a lot of expectations, and then suddenly their structure isn’t being artificially imposed from somebody outside of themselves, and that’s a big hurdle for some of these students.”

Senior Outdoor Recreation and Business major Vaughn Keenhold, who has grown up in the Gen Z timeframe, agrees with Montgomery, but naturally sees the whole picture from a slightly different perspective. “I’ve was fortunate to grow up in a time when I didn’t have a cell phone, I didn’t have cable and I didn’t have internet in my house. My parents would bring us to family get togethers and I was always able to talk with adults and hold legitimate conversations with anyone from a young age,” says Keenhold, “however, I can totally see with those around me they while they are engaged in their phones, everything is happening around them, and they are having a harder time engaging with adults because of this.”

Keenhold, a Millennial, also doesn’t believe technology’s effects on social behavior are only affecting the Gen Z population. “I also think that adults now, with social media usage and everything like that, adults are having issues relating to other adults, as well as children, because of the same technology,” says Keenhold. “With Millennials and Generation Z, they just aren’t making the connections and experiences that they would normally be making otherwise, I don’t think it has as much to do with disruption of normal child development.”

Feeling uncomfortable with a lot of the ways that Millennials have been “pigeon-holed” or the way that tern has become a stereotype in the media, Montgomery finds herself waiting to see if Gen Z will be portrayed with a more positive manner. She believes that understanding each other and the differences in place due to these generational differences can help us to learn from each other. “We can use this generation gap as a lense to relate to each other in order to help better navigate the world,” said Montgomery.

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What You Need to Understand About Generation Z Students

Each new generation of students we teach requires different teaching and learning strategies. Unfortunately, our pre-service education experience likely did not prepare most of us for the students we teach today. Some of our experiences might have been so reliant on theory that when we got into the classroom, we didn’t even know how to meet students’ needs effectively. If we’re not meeting our students’ needs, it might be time to re-evaluate our teaching methods. With generational changes, it is pertinent to reflect on our practices and understand what is or isn’t working to create the best learning environment for students.

To do this, we must first understand who our students are. Right now, our Generation Z students present a unique set of challenges. What may have worked in the past might not be working now. To reach our current Gen Z students, let’s dive into who they are and what they need.

Understanding Generation Z Students

Generation Z is often referred to as post-millennial, iGeneration, and digital natives. The Pew Research Center describes this age group as anyone born after 1997. While there is not yet a set end date for this generation, as of 2020, the oldest members are twenty-three years old, and the youngest will turn eight this year. This means the majority of our current K-12 students are part of Generation Z.

Here are five important factors we must consider as we plan and create instruction for our K-12 art students.

1. gen z students were born into technology..

Gen Z students are digital natives, meaning they have little or no memory of the world as it existed before smartphones. Previous generations lived through the computer and internet revolutions, while they’ve only known a world with high-tech opportunities. Have you ever tried to explain dial-up internet to your students? A world reliant on landlines has them scratching their heads trying to understand. If you’re looking for a little nostalgia, play this dial-up sound and reminiscence about simpler times.

It’s vital to understand our students’ relationship with technology. While they are no strangers to technology, there are misconceptions about calling them “tech-savvy.” It’s not wise to assume that because they have been exposed to technology since they were born, they know how to use it proficiently and effectively. A 2018 study showed that 95% of Gen Z teens have a smartphone. Because so much classroom learning doesn’t rely on mobile devices, and instead, on computers, our perception of “tech-savvy” for educational purposes isn’t accurate. Have you ever watched a student type on a mobile device or tablet in comparison to a computer? You will note that watching them type on the latter is painfully slow. We have to remember these students grew up typing with their thumbs.

While these digital natives learn new technology quickly, it’s important not to assume they know how to do everything. Most students did not have formal keyboarding classes or spend a great deal of time learning computer applications. So, when we introduce new computer technologies for instructional purposes, it’s important to dedicate time to properly teach how to use the platform. Students can use this as a starting point to amaze us with their tech skills.

2. Gen Z students are no strangers to diversity.

Our Generation Z students are the most diverse group yet. Nearly half identify as nonwhite and come from ethnic and racially diverse backgrounds. The majority of this generation also believes diversity is good for society and are more willing to side with those who speak out against inequality. It’s also important to note that in comparison to 25% of millennials, 35% of Gen Zers know someone who prefers gender-neutral pronouns. While the two generations seem to share similar viewpoints on this matter, the higher percentage is attributed to increased inclusivity exposure for those who don’t identify as either male or female.

Art educators need to provide students with an inclusive and diverse curriculum. This means sharing diverse artists and teaching with inclusivity, without stereotypes and bias .

Below you will find a list of resources to support inclusive teaching practices:

• How to Avoid a Biased Curriculum
• 6 Latino Artists Your Students Will Love
• Why Transgender Representation in the Art Room Matters: Interview with Rae Senarigh
• How to be a Culturally Responsive Art Teacher
• Considering Cultural Appropriation in the Art Classroom
• The Black Student Truth: A Series to Share Student Voice
• Inclusivity for All Learners in the Art Room
• How to Better Support Your Marginalized Students
• 5 LGBTQ+ Artists You Should Know

3. Gen Z needs to take care of their mental health.

It’s no surprise that the increase in social media exposure and cyberbullying is linked to higher suicide and depression rates. The Social Dilemma Documentary revealed that the suicide rate in girls age ten to fourteen has increased by 150% in the last ten years. Non-fatal self-harm rates in this age group have nearly tripled since 2009. Those numbers indicate that our students have a lot on their minds. There is a huge push for social and emotional learning, and that’s because our students need it! Our students need to find ways to regulate their emotions and cope with the difficulties they face.

Here are some SEL tools to use in the art room:

• 5 Ideas to Help You Bring SEL into Your Teaching
• 5 SEL Lessons That Actually Work with Secondary Students
• 50 Activities that Support Social and Emotional Learning
• The Best Way to Start Work Time
• The Benefits of Using an Art Room Mantra
• 5 Simple Mindfulness Activities Perfect for the Art Room
• How to Support Social and Emotional Learning through Choice

4. Gen Zers will tune out if it’s not important.

Generation Z students have endured more standardized testing than any other generation. If the content we are teaching can’t be seen as important or is being “taught for the test,” our students simply don’t care. While this mentality has caused creativity to suffer tremendously, our students might be apathetic or resistant to learn if we do not highlight our teaching and learning methods’ relevance and clearly state the importance of what we are teaching.

Along with the need for rationalizing, Gen Zers have shorter attention spans. Our instruction needs to reflect this.

Here are some tips to consider:

• Use visuals.
• Keep slideshow presentations short.
• Students need variety. Try delivering your instruction in different formats.
• Consider flipping your classroom for self-paced learning.
• Create an active learning environment.
• Incorporate soft skills when you can.
• Keep video instruction to less than six minutes.

5. Gen Z wants immediate feedback.

Because of the instant gratification that social media and access to the internet provide, students don’t have the patience to wait. That’s why when students turn in an assignment, they can’t always rationalize why you haven’t graded it immediately (even if it was two weeks late). Or, how about receiving an email at three a.m. from a student who needs help on an assignment? You may see the student in class the next day appalled that you didn’t respond while you were sleeping, and they couldn’t finish their work. To avoid situations like this, it’s important to express expectations and rationalize what’s going on.

Here are two things to try:

• Set boundaries. Communicate with your students that you are not always online and can respond to messages during certain times of the day.
• Rationalize why you can’t grade or give immediate feedback. While it might seem obvious, sometimes our students forget that we teach hundreds of students.

At the end of the day, we want to do what is best for our students. We want to prepare them for the real world. Preparing students for the real world might include extending deadlines, allowing retakes, allowing resources on tests and quizzes, pursuing their passions, and giving students time off. Our Generation Z students should cause us to reflect on our teaching practices. If we aren’t changing with our students, are we really doing the most for their learning?

How do you support your Generation Z students?

What have you changed over your years of teaching to adapt to students’ needs?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Abby Schukei

Abby Schukei, a middle school art educator and AOEU’s Social Media Manager, is a former AOEU Writer. She focuses on creating meaningful experiences for her students through technology integration, innovation, and creativity.

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Home — Essay Samples — Sociology — Gen Z — What Generation Comes after Millennials? Meet Generation Z

What Generation Comes after Millennials? Meet Generation Z

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Published: Dec 5, 2018

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Generation Z by Nicole Villarreal

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Please note you do not have access to teaching notes, exploring ethical consumption of generation z: theory of planned behaviour.

Young Consumers

ISSN : 1747-3616

Article publication date: 31 January 2022

Issue publication date: 6 July 2022

This study aims to explore the factors that encourage Generation Z consumers to turn an ethical purchase intention into purchase behaviour. Theory of planned behaviour model is applied to understand the Generation Z ethical consumerism.

Design/methodology/approach

Qualitative method in the form of 18 semi-structured interviews was conducted on participants aged within the Generation Z cohort in the UK.

Research findings show that Generation Z has strong awareness and desire towards ethical and environmental issues. Driven in the main by the cohorts unlimited exposure to social media platforms and online resources where information is shared. Generation Z’s frugality limits them to purchase truly ethically in their current life stage. Financial aspirations from this target market suggest a future desire to purchase high value ethical items. Further trends discovered highlighted sustainable lifestyle choices within the generation. Recycling, diet choices and reduced consumption on clothing were expressed. The paper highlights that Generation Z are aware of ethical issues prevalent in society and are doing what they can at this life stage to make a positive impact.

Practical implications

This research has valuable implications for both academics and marketers. It provides new insights for scholars into understanding Generation Z decision-making in ethical consumption. It successfully applied the Theory of Planned Behaviour to understand generational consumer behaviour. The findings can assist practitioners to determine effective marketing strategies to persuade Generation Z to act ethically. The research can also be considered when dealing with government legislation when tackling social change in younger population as this appeared important factor for the researched consumers. Marketers should also consider digital influencers as part of their communication campaigns targeting Generation Z users.

Originality/value

This search offers a valuable contribution to current academic findings towards Generation Z research as ethical consumers incorporating TPB framework.

• Generation Z
• Consumer behaviour
• Ethical consumption
• Theory of planned behaviour

Djafarova, E. and Foots, S. (2022), "Exploring ethical consumption of generation Z: theory of planned behaviour", Young Consumers , Vol. 23 No. 3, pp. 413-431. https://doi.org/10.1108/YC-10-2021-1405

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