Exploring the Impact of Eldest Daughter Syndrome on Generation Z's Educational Achievement
DOI:
https://doi.org/10.58445/rars.1308Keywords:
psychology, eldest daughters, mental health, academic achievementAbstract
The trending hashtag, #EldestDaughterSyndrome, made its debut on TikTok in 2023, connecting a worldwide community of eldest daughters who shared similar experiences growing up. The common hardships an oldest child bears are common to psychology but was first tested by psychoanalyst Alfred Adler in his Birth Order Theory. Later research relied on cross-sectional data across different birth orders to determine sibling differences in academic performance, familial relationships and childhood roles, but very few focused solely on eldest daughters. Here we report student responses on the relatability of a select group of #EldestDaughterSyndrome TikToks and statements from the Living Up To Parents Expectations Inventory (LPEI). Additionally, qualitative analysis on free response questions regarding academic performance, familial responsibilities, and self-esteem were evaluated, with responses heavily focused on parental expectations and pressures. We show that eldest daughters tend to feel more responsible and expected to succeed academically by striving for “higher status” careers and majors, yet also feel responsible for the success of their younger siblings as well. The unifying experiences and feelings amongst eldest daughters on the secondary level not only reflect themes presented in #EldestDaughterSyndrome TikToks, but also play a role in their identities. However, the quantitative data from the LPEI emphasized that Adlerian Birth Order may not play a factor in Eldest Daughter Syndrome as much as cultural and ethnicity does, therefore further research is required.
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