Adulthood and Post-Secondary studies: Between Social Perceptions and Legal Frameworks

What does it truly mean to be an adult? Is it merely a question of age, a set of concrete responsibilities, or a mindset shaped by experience and autonomy? While this may seem like a universal question, the answers vary widely depending on cultural contexts, legal frameworks, and social norms. These differences directly influence how individuals approach independence, decision-making, and, in particular, their relationship with higher education.

Adulthood in Legal Frameworks and Social Expectations

In many Western societies, including Canada, the legal age of majority is set at 18 years old. This milestone grants individuals official access to various rights and responsibilities, such as voting, signing contracts, opening bank accounts without parental supervision, and consuming regulated products. However, legal adulthood does not necessarily equate to immediate independence. Entering the skilled job market often requires extended education, and many young adults remain financially dependent on their families well beyond the age of 18.

This gap between legal autonomy and actual independence has led to the concept of "emerging adulthood," a transitional phase in which independence is gradually achieved through professional experience, financial management, and the development of long-term life plans. In higher education, this translates into flexible academic pathways, university support systems that foster autonomy, and a learning model that encourages self-management and future planning.

Rites of Passage and Evolving Educational Trajectories

In other cultural contexts, adulthood is defined not only by a legal threshold—often set between 18 and 21 years old—but also by rites of passage or specific societal responsibilities. However, these models are not static. In many urbanized regions, the transition to adulthood is evolving and increasingly aligns with Western norms, particularly in terms of educational and career aspirations.

In Africa, while some rural communities still uphold traditional ceremonies marking the transition to adulthood, urban centers now prioritize academic achievement as the primary marker of independence. Young adults in African cities pursue higher education with aspirations similar to those of their Western counterparts, though their path to autonomy is often shaped by financial obligations toward their families.

In South Asia, where the legal age of majority is generally 18 years old, entry into adulthood varies depending on socio-economic contexts. In some families, higher education is highly valued, with university seen as a stepping stone to individual success. In others, societal pressure encourages young people to prioritize early entry into the job market or assume family responsibilities, sometimes limiting access to extended studies.

Cultural Norms and the Balance Between Education and Family Responsibilities

In the Middle East, where the legal age of majority is also typically 18 years old, young adults’ autonomy is significantly shaped by strong family and religious expectations. In some regions, young men are still encouraged to become financial providers for their families at an early age, while women may face societal pressures related to marriage and domestic responsibilities.

However, this traditional model is rapidly evolving, particularly in major metropolitan areas where women’s access to higher education has increased significantly. Many women, however, find themselves in a state of in-betweenness: while pursuing university studies is encouraged, it does not necessarily challenge the prevailing social expectations that prioritize their roles as wives and mothers. This social pressure can influence their academic engagement, choice of field, and ability to envision an independent professional career after graduation.

Latin America: Higher Education Between Social Mobility and Economic Constraints

Latin America presents yet another dynamic in the transition to adulthood. Although the legal age of majority is often set at 18 years old, socio-economic inequalities play a crucial role in shaping educational trajectories.

In major cities like Mexico City, Buenos Aires, or São Paulo, higher education is seen as a key driver of social mobility. Many young adults aspire to extend their studies to access better professional opportunities. However, economic realities often force students to balance work and studies, which can slow academic progress and impact university engagement.

In rural or economically disadvantaged areas, financial pressures accelerate entry into the workforce, sometimes limiting access to higher education—particularly for women, whose domestic responsibilities may still be prioritized over their academic ambitions.

Conclusion: Reflections on the Diversity of Educational Pathways

These different conceptions of adulthood and independence illustrate how the transition to university and the workforce is shaped by cultural, economic, and social factors. This diversity raises essential questions about how these realities impact educational and professional trajectories:

• How do young adults perceive their university education based on their cultural background? Is higher education a path to emancipation, an obligatory step, a tool for social mobility, or simply a transition to other responsibilities?

• The Western university system values autonomy and individual decision-making. How can students from cultures that emphasize family interdependence succeed without feeling disconnected from these academic expectations?

Addressing these challenges requires a more inclusive and culturally aware approach to higher education. Understanding the diverse pathways to adulthood not only improves student support systems but also fosters learning environments that accommodate the multiple worldviews that coexist in Canada’s increasingly globalized and multicultural society.