Peer Culture


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Peer Culture

  1. 1. Peer Culture Sociology 164 Rafael Bobadilla Danny Hamouie Lauren Hillman Justin Joyner Carissa Owens
  2. 2. Quick Clips: Glee and Mean Girls <ul><li> (15:05-15:35) </li></ul><ul><li> (9:00-9:55) </li></ul>
  3. 3. Constructing Meaning, Constructing Selves: Snapshots of Language, Gender, and Class from Belton High By Penelope Eckert and Sally McConnell-Ginet <ul><li>Labeling </li></ul><ul><ul><ul><li>Language is a primary tool people use in constituting themselves and others as “ ki nds” of people. </li></ul></ul></ul><ul><ul><ul><li>Being in a specific category sets you up for a specific behavior. These behavioral patterns are known as “stereotypes”. </li></ul></ul></ul><ul><ul><ul><li>“ J o cks” are a common label for athletes and usually come with the stereotype of being powerful, popular, physically imposing, as well as less intelligent than the average student. </li></ul></ul></ul><ul><ul><ul><li>Burnouts are known for their rebellious nature and are often seen as bad seeds in the eyes of others. Their rebellious nature can either negatively effect their popularity or help it. People may view these students as weird because of their actions or they may be seen as fun and exciting. For example, burnout students often host parties, while other students would not. </li></ul></ul></ul>
  4. 4. Constructing Meaning, Constructing Selves: Snapshots of Language, Gender, and Class from Belton High By Penelope Eckert and Sally McConnell-Ginet <ul><ul><ul><li>Cheerleaders are given stereotypes similar to jocks. They are seen as being popular, good looking, as well promiscuous. However, this is not always the case </li></ul></ul></ul><ul><ul><ul><li>Studious students are labeled as “nerdy”, because they value their studies more than their social lives. That is not to say that these students don’t enjoy going out. However, the opportunity isn’t presented as much as it would be if they were “po pular”. </li></ul></ul></ul><ul><ul><ul><li>Girls and guys also gain status through other things such as looks, and personality. </li></ul></ul></ul>
  5. 5. From Nerds to Normals: The Recovery of Identity Among Adolescents From Middle School to High School By:David A. Kinney <ul><li>Questioned whether teenagers whose peers have labeled them unpopular “nerds” could overcome the stigma of this label. </li></ul><ul><li>81 high school students interviewed about school stratification and its impact on individuals. </li></ul><ul><li>Found that many students who were deemed “ne rds” in middle school overcame the stereotype in high school due to: </li></ul><ul><ul><ul><li>range of school activities </li></ul></ul></ul><ul><ul><ul><li>more diverse peer subculture </li></ul></ul></ul>
  6. 6. The Effect of Middle School Extra Curricular Activities on Adolescents’ Popularity and Peer Status By: Donna Eder and David A. Kinney <ul><li>This article examines the effects of extracurricular activities on students’ popularity and peer status in middle school as well as the processes by which these effects occur. </li></ul><ul><li>The findings indicate how popularity and peer status processes are differentially influenced by different activities. </li></ul><ul><li>Males: athletics </li></ul><ul><li>Females: cheerleading </li></ul><ul><li>Music and Theatre </li></ul><ul><li>Uninvolved Students </li></ul>
  7. 7. Connection To Past Readings <ul><li>Stratification-Reproduction: </li></ul><ul><ul><li>Bourdieu </li></ul></ul><ul><ul><li>“ By making social hierarchies and the reproduction of these hierarchies appear to be based upon the hierarchy of ‘gifts’, merits, or skill…the educational system fulfills a function of legitimation…of the ‘social order’” (p.60) </li></ul></ul><ul><li>Cultural/Social Capital: </li></ul><ul><ul><li>Stanton-Salazar </li></ul></ul><ul><ul><li>“ Healthy human development, general well being, school success, and economic and social integration in society depends upon regular and unobstructed opportunities for constructing instrumental relationships with institutional agents across key social spheres” (p.6) </li></ul></ul><ul><ul><li>“ Dominant-group children begin learning the rules of institutional life in the context of early socialization experiences within the home and community” (p.13) </li></ul></ul>
  8. 8. Connection to Past Readings (cont.) <ul><li>Education and Gender </li></ul><ul><ul><li>Kelly and Nihlen </li></ul></ul><ul><ul><li>“ Schools reinforce the division of labor in the society by maintaining class, race, and gender inequalities.” (p.162) </li></ul></ul><ul><ul><li>“’ Hidden’ curriculum... is the ‘noise’ of the school –the messages implicit in the authority structure of the school, it’s staffing patterns, and the ways in which the curriculum is transmitted, and the systems of rewards and ‘correct’ behavior.” (pg. 166) </li></ul></ul>
  9. 9. Making Connections <ul><li>Labeling: It is what we do to better understand ourselves. </li></ul><ul><li>Most people categorize others. </li></ul><ul><li>Jocks in the article are seen as having power and hegemonic control. This transfers over into the business and political world. </li></ul><ul><li>Extra curricular activities are now expected from our nations youth. </li></ul>
  10. 10. Personal Experiences <ul><li>Carissa Owens </li></ul><ul><li>Lauren Hillman </li></ul>
  11. 11. Discussion Questions <ul><li>What labels were commonly used in your high schools? </li></ul><ul><li>How did labeling influence your high school experience? </li></ul>