Margaret Mead (b. 1901–d. 1978), one of the 20th century’s most accomplished and controversial anthropologists, pioneered modern childhood studies. Her ethnographies and popular writings established child socialization as a centerpiece for the transmission of human culture. Mead understood human behavior as a product of complex interactions between biology and the ways in which various human cultures shaped and embellished biological inheritance beginning at birth. When Mead began her career in the 1920s, anthropology’s unique fieldwork methodology and the impending disappearance of “whole cultures” required female scientists: most small pre-literate societies in remote areas of the world would not accept male “participant observers” of women’s daily activities which, of course, included child rearing. Mead’s early 1920s and 1930s fieldwork in Samoa, New Guinea, and Bali emphasized different cultural patterns of child rearing practices and child behavior. Her controversial finding that Samoan adolescent girls moved through adolescence without turmoil initiated her fame. As a young woman cultural anthropologist specializing in child behavior, Mead both engaged and disputed established Western scientific notions of universal, “normal” developmental stages including Freud’s psychosexual stages and Piaget’s innate cognitive development models. The early Samoa and New Guinea fieldwork initiated Mead’s trademark practice of using anthropological knowledge as a social reform tool. Returning to the developed Western world with her field research, for example, she encouraged lay audiences to examine their own child rearing practices. During the 1930s and 1940s, Mead joined the “culture and personality” and “national character” schools of anthropology, two early iterations of today’s psychological anthropology. As an example, her Balinese field studies conducted with her third husband Gregory Bateson (a trained biologist and ethnographer) worked within a neo-Freudian framework emphasizing parent-child interaction and cultural influences. The Balinese field work method involving both hundreds of unstaged, but carefully photographed and filmed, parent-child interactions and accompanying detailed field notes followed her earlier use of projective testing of New Guinea children, all now recognized as innovations. In the post–World War II era Mead’s interests turned to evolutionary change but she retained her interest in youth recognizing that the children of the 1960s faced an unprecedented historical change colloquially known as the “generation gap.” Mead presciently predicted a reversal of thousands of years of generational roles: 20th-century children, she correctly foresaw, would be teaching their less experienced elders how to navigate and survive in a world of rapid social and technological change into which the young were born.
