Name of Theory: The Millennial Generation
Name of Theorists: William Strauss and Neil Howe
Biography:
William Strauss
William Struass was not only a noted author but he also spent his time speaking, writing
playwrights, directing theater and also performing. Struass was the co-founder and director of
The Capitol Steps, a professional satirical group, for whom he would sometimes perform. He
was the author of ten books including Millennial and the Pop Culture and Generations: the
History of America’s Future which he co-authored with Neil Howe. He wrote the playwright of
three musicals MaKiddo, Free-the-Music.com, and Anasazi and two other plays, The Big Bump,
and Gray Champions, all which dealt with generations and history and ranged from topics of
music to dealing with the stress of high school to the reversal of time. He was also the cofounder of The Cappies, a high school program in which students would read and critique each
other’s writings and publish their review of those critiques in newspapers.
Strauss was also a
lecturer and consultant for many big time organizations such as MTV, Time, Disney, the U.S.
Armed Forces and many others. He received his degree from Harvard College in 1969 and The
Harvard Law School and the Kennedy School of Government in 1973. He was the father of four
children and married to Janie Strauss where they resided in Virginia. Unfortunately, he died on
December 18, 2009 at the age of 60 of pancreatic cancer (Strauss, 2005).
Neil Howe
Neil Howe was born in 1951 and grew up in California. He received his BA from U.C. Berkley
and studied in countries such as Germany and France. He received is M.A. in 1978 in economics
and one year later received his M. Phil in History from Yale University. Howe is an author,
historian, demographer, and speaker who give insights into today’s generation and what inspires
them as workers and consumers. He is a founding partner of LifeCourse Associates where he
consults and speaks about the traits of today’s generation and how they will impact the future of
our country (Howe and Strauss, 1997).
Description of Theory: -The Millennial/Generational Theory
The long and twisted human drama that we call life, offers each generation a special role.
In looking at this ongoing story, one can see that each generation is a part of the life puzzle and
influences the lifecycles of all people and ultimately the ongoing story of American civilization
(Howe and Strauss, 1991).
It has been noted that American society goes through a cycle that is approximately the
length of one long human life. In this cycle, a society experiences periods of organizational
growth and organizational deterioration and societal conformity and divergence. The cycle is
motivated by the change in values and attitudes of each new generation which are built upon
surroundings and environments inherited from, but separate from, those which their parent’s
generation was raised (Howe and Strauss, 1999). See Figure 1.
Strauss and Howe contend that a new generation is born at each turn and that each new
generation has a distinct personality that is shaped by the mood of the turning in which it was
raised. They feel that society’s temperament changes between generations because the
generation’s age, from one era to the next, brings its own unique viewpoints, personalities and
trends into society. They believe that since every generation has its own personality, all
members of society should be mindful of these traits and how they define the world in which
members of that generation live (Howe and Strauss, 2006).
They came up with a very specific theory to help understand these traits and to help
define the sequences and personalities that generations move in and out of. They divide the
cycle into four phases called “turnings.” The first turning point (high) children are given
freedom, hope and security, and as they age, they develop into a “prophet” generation
preoccupied with meaning and distrustful of authority. The second turning (awakening) point
sees children raised to fend for themselves and without focus. Society is shaken by challenges to
basic values. Adults become preoccupied with themselves. This generation creates the third
turning (unraveling) point where parents are lacking of social responsibilities leading children to
be raised in homes with strict rules and regulations. The “heroes” are being born during this
point. Zero tolerance and laws named after victimized children all came out of the third turning
point rearing mode. This point is giving way to the fourth turning point (crisis), where we see
the emergence of the “millennials” or “heroes” who are entering young adulthood and a new
generation of child Artists begin to be born. As it now stands, many believe that our current U.S.
status may now be leaving the third point and moving into the fourth point. (Howe and Strauss,
1997). See Figure 2 and 3.
According to Struass and Howe, the millennial generation was born into the 3rd turning
point because they exhibit traits of the last four generations that fit this category.
The traits
include becoming of age when society is in an upheaval and in a period of decaying civic habits.
Thus, adults begin to put their focus on protection and promotion of children. It is believed that
the millennials will rise and emerge as they enter the fourth turning point (Howe and Strauss,
2009).
So, just what is a “millennial?” Icons such as Bicycle Safety Helmets, Baby M, Jessica
McClure, Zero Tolerance policies, Amber Alerts, and Child Restraint Seats may help one relate
to this era for these are all symbols of this generation. The Hero – or Millennial Generation was
born in 1982 and followed the Gen-X or Nomads.
Millennials are giving way to the Gen-X
slackers. The millennials can be described as up-beat, optimistic, civically engaged organizers,
left-brained tilt, somewhat economically liberal but socially and culturally conservative, a bit like
the aging G.I.’s (Howe, 2009).
A description as stated by Struass and Howe describes millennial as the following:
“Wanted. Protected. Worthy. Thus did the heralded Class of 2000 arrive in America’s nurseries
and cribs. Soon a much longer glossary of positive adjectives would describe them. From
conception to graduation, this 1982 cohort has marked a watershed in adult attitudes toward,
treatment of, and expectations for children. Over that eighteen-year span, whatever age bracket
those 1982 born children have inhabited has been the target of intense hope, worry and wonder
from parents, pollsters, pundits, and politicians” (Howe and Strauss, 2000, p. 32).
Strauss and Howe found that this millennial generation exhibits seven unique
characteristics: Sheltered: Adults become “helicopter parents” and hover over their children to
protect them from harm’s way.
Confident: A sense of optimism and confidence is exhibited by
this generation as they work to meet the expectations placed on them. Conventional: They take
pride in their good behavior and acceptance of social structures put upon them. Team-oriented:
Millennials prefer group learning and form bonds with their peers and enjoy team projects.
Achieving: Millennials expect to be held accountable for their actions and believe that they can
achieve through good behavior and good education. Pressured: This generation is pushed hard
to win, to be the best and take advantage of opportunities given to them (DeBard, 2005).
The term Millennial or “net” generation was invented in 1988, when the class of 2000
entered kindergarten. With this new generation educational restructuring, marketing, and
political reform began to take on the identity of this particular age group (Howe and Strauss,
2006). Before this era not many looked at structuring learning or consumerism by way of the
generational lens. Pioneers is this field who took initiative and geared their products, and
marketing were generation entertainment icons such as MTV, John Hughes and Bet. It seems
that following the tendencies of this generation and noting their impact on history is significant,
not only for pop entertainment such as MTV, but for researchers and educators as well (Howe
and Strauss, 2006).
Significance and Application:
The millennial generation is one of the most diverse, educated and numerous groups than
ever seen before. There are almost 90 million millennials in the U.S which is almost 30 percent
of the U.S. population (Howe and Strauss, 2003). The millennial generation has lots of
experience with different types of technology, a huge knowledge of using the Internet and high
expectations of achievement. These types of experiences seem to have created a preference for
all-inclusive, whole processing and different methods of instruction and will provide new
challenges for educators and researchers as they design curriculum to meet these types of
learning styles (Pressley, 2006).
Struass and Howe contend in their generational and millennial theory that seeking
perspectives on the young people we educate, sell to, and employ will not only give us insights
into what the future will hold, but will help us develop teaching methods and research strategies
that relate to the “peer personalities” that come from and within this historical era. Research
must take into account the perspectives from which the Millennials come. Much of our research
being done will include millennial subjects or will be interpreted by millennial subjects. It is
imperative that we take into account the perspectives of this generation. Knowing the attitudes
and perceptions of this generation may give us insights into how they act and why they may
think or feel the way they do, what type of leadership roles they assume and what type of
learners they may be. An understanding of this theory helps to provide rationale of the values
and attitudes within this generation, and it can help to make sense of the relationship that its
members play in research and education.
Measurement:
In looking at ways to measure and validate generational and millennial theory one might look at
pattern matching. The pattern matching correlation tells us, for a particular study, whether there
is a revealing relationship between how we assume our measures will connect and how they do
in practice. It attempts to link patterns (Trochim, 2006). Generational differences and
similarities could be looked at for patterns and specific traits. Characteristics may be noted and
measured as a way to help researcher’s link ideas, values and personalities between generations
as they develop their research frameworks.
Report Prepared by: Vallery Feltman
References
DeBard, R. (2004). Millennials coming to college. New Direction for Student Services, 106, 3345. doi: 10.1002/ss.123
Fournier, K. (2009). Who are the millennials? Teaching the net generation. Seminar presented
at Harper College , Palatine, Il.
Howe, N. (2009). Yes we can. The emergence of millennials as a political generation.
Retrieved from http://www.newamerica.net/publications/policy/yes_we_can
Howe, N. & Strauss W, (1990). Generations. New York: William Morrow Company
Howe, N. & Strauss, W. (1997). The fourth turning. Retrieved from
http://www.fourthturning.com/html/fourth_turning.html.
Howe, N. & Strauss. W. (1999). The Fourth Turning. New York: Broadway Books.
Howe, N., & Strauss, W. (2000). Millennials rising. The next great generation. New York:
Vintage Books.
Howe, N. & Strauss. W. (2003). Millennials go to college. New York: LifeCourse.
Howe, N. & Strauss, W. (2006). Millennials and the pop culture. New York: LifeCourse.
Knowledgerush. (2009). Srauss and Howe. Retrieved from
http://www.knowledgerush.com/kr/encyclopedia/Strauss_and_Howe/
Pressley, L. (2006). Millennials in education. Retrieved from
http://laurenpressley.com/projects/millennials/.
Strauss, W. (2005). William Strauss. Retrieved from http://www.williamstrauss.com/.
Trochim, W. (2006). Research Methods Knowledge Base. Retrieved from
http://www.socialresearchmethods.net/kb/pmconval.php.
Figures
Phase of Life
Ages Social Role
Childhood
0-20
Growth: receiving nurture, acquiring values
Young Adulthood 21-41 Vitality: serving institutions, testing values
Midlife
42-62 Power: managing institutions, applying values
Elderhood
63-83 Leadership: leading institutions, transfering values
Figure 1
Turning Name
Description
Related Season
First
Era of prosperity and civic growth.
Spring
High
Second Awakening Political regime faces spiritual challenge from rising generation. Summer
Third
Unraveling Era of self-absorption and civic decay.
Fourth Crisis
Political regime is transformed in a trial by fire.
The four turnings, adapted from The Fourth Turning, 1997, Broadway Books
Figure 2
Autumn
Winter







Figure 3
Lost (Nomad, born 1883-1900) (110 +)The generation that gave the 1920s its roar. Examples:
Dwight Eisenhower, F. Scott Fitzgerald, George Patton, Harry Truman, Mae West
G.I. (Hero, born 1901-1924) (86-109)The "greatest generation," which fought WWII and built up
the nation during its post-War boom. Examples: Lucille Ball, Walt Disney, Judy Garland, Bob
Hope, Ronald Reagan
Silent (Artist, born 1925-1942) (69-85)They grew up as quiet, sensitive types and then had midlife crises in the 1970s. Examples: Woody Allen, Judy Blume, Phil Donahue, Jane Fonda, Colin
Powell
Boomer (Prophet, born 1943-1960) (50-67)The rebellious generation which gave America its
famous 1960s generation gap. Examples: George W. Bush, Hillary Clinton, Bill Gates, Michael
Jackson, Madonna
Gen-X (Nomad, born 1961-1981) (29-49).The latchkey kids of the 1970s; they have fared the
least well in post-revolutionary America. Examples: Matt Drudge, Jodie Foster, Michael Jordan,
Courtney Love, Barack Obama
Millennial (Hero, born 1982-?)(6-28) The "babies on board" of the 1980s who have been the
focus of adult attention ever since. Examples: Reggie Bush, Sarah Hughes, Scarlett Johanson,
Haley Joel Osment
Homeland (Artist, born ?-) (-5)The Homeland Generation is probably being born now, or at least
will be soon.