The Cafeteria as Youth Space

2017 ◽  
Author(s):  
Amy L. Best
Keyword(s):  
High School ◽  
Public Institution ◽  
Social Categories ◽  
Cultural Space ◽  
Group Boundaries ◽  
The Social ◽  
Social Uses

This chapter returns to the lunchroom at Thurgood High School to explore food as an object through which youth forge relationships to the institution of school and each other. It examines the social uses of the cafeteria, the geography of groups, and the symbolic role of food for the cafeteria as a youth cultural space where group boundaries relevant to youth materialize. Attention is paid to the means by which social categories that are central to understanding what anthropologist Jennifer Tilton has called “the divided landscape of childhood” are formed in the interactions that unfold around lunch. The students' engagement with the space of the cafeteria at Thurgood was visibly structured by a set of relations and ties forged to the school, as a public institution that sorts by race, gender, and class, while at the same time leveraging its resources to intervene in and reshape the reproduction of inequalities arising from them.

scholarly journals Non-discursive Knowledge and the Construction of Identity Potters, Potting and Performance at the Bronze Age Tell of Százhalombatta, Hungary

2009 ◽  
Vol 19 (2) ◽  
pp. 203-220 ◽  
Author(s):  
Sandy Budden ◽  
Joanna Sofaer
Keyword(s):  
Material Culture ◽  
Bronze Age ◽  
Social Categories ◽  
Social Sphere ◽  
Construction Of Identity ◽  
Differential Acquisition ◽  
The Social ◽  
And Performance ◽  
The Bronze Age

This article explores the relationship between the making of things and the making of people at the Bronze Age tell at Százhalombatta, Hungary. Focusing on potters and potting, we explore how the performance of non-discursive knowledge was critical to the construction of social categories. Potters literally came into being as potters through repeated bodily enactment of potting skills. Potters also gained their identity in the social sphere through the connection between their potting performance and their audience. We trace degrees of skill in the ceramic record to reveal the material articulation of non-discursive knowledge and consider the ramifications of the differential acquisition of non-discursive knowledge for the expression of different kinds of potter's identities. The creation of potters as a social category was essential to the ongoing creation of specific forms of material culture. We examine the implications of altered potters' performances and the role of non-discursive knowledge in the construction of social models of the Bronze Age.

scholarly journals The Role of High School in Managing Conflicts that Generate Violence between Albanian Teenagers in Rural Areas

2017 ◽  
Vol 6 (2) ◽  
pp. 86
Author(s):  
Eljana Brahja
Keyword(s):  
High School ◽  
High Schools ◽  
Conflict Management ◽  
Social Services ◽  
Rural Areas ◽  
Violent Behavior ◽  
The Social ◽  
Victims Of Violence ◽  
Shed Light

The purpose of this study is to determine the role of high school in managing conflicts between teenagers in the rural areas between Tirana and Elbasan. Conflicts among teenagers are always present. They can happen in families, at school, and in the community, but our focus will be the conflicts generated in school premises. It is concerning that teenagers are seeing school as a battlefield where they can fight away from their parents' eyes. The research will shed light on how the aid offered by the high school social services, impact teenagers’ conflict management. This study uses Psychoanalytic, Humanist and Behavioral Directions to explain the source of violent behavior among students in schools located in rural areas. The study is based on the Positive Paradigm. The research method used for collecting data is the quantitative one. The population of this study is the teenagers of high schools located in rural areas between Tirana and Elbasan. The sample of the study is the students of "Krrabë" and "Ibrahim Hasmema" high schools and the instrument used is the sociological questionnaire. Data analysis will show whether teenage conflicts exist and how schools located in rural area manage these conflict cases. The document argues that conflicts between teenagers are present at school premises and the latest rarely use the social services provided at their school. The teachers' staff should be trained on identifying young people who tend to conflict and to have violent behavior. Teachers should be also trained on the ways to treat those teenagers who are victims of violence.

scholarly journals O PROJETO CURRICULAR DE UMA INSTITUIÇÃO DE EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO NA PERSPECTIVA DO ALUNO (THE CURRICULUM OF A HIGH-SCHOOL LEVEL INSTITUTION OF TECHNICAL EDUCATION IN THE STUDENTS' PERSPECTIVE) - Doi: 10.5212/OlharProfr.v.11i2.339354

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Jussara Biagini ◽  
Fabiana Sabará Dias ◽  
Kamilla Veronezi Martins
Keyword(s):  
High School ◽  
Technical Education ◽  
Public Institution ◽  
School Level ◽  
Technical Level ◽  
High School Level ◽  
School Based ◽  
The Social ◽  
Level Institution ◽  
The Individual

O objetivo deste estudo é analisar as percepções de um grupo de alunos a respeito do projeto curricular de uma Instituição de Educação Profissional Técnica de Nível Médio. As análises se baseiam nas informações e nos dados extraídos do “Questionário Individual de Avaliação Institucional/Concomitância Externa” respondidos pelos alunos, nos anos 2005-2006. Destaca-se que os sujeitos envolvidos no processo investigativo cursaram somente a profissionalização técnica de nível médio na Instituição. Esses sujeitos são portadores de diploma de técnico de nível médio em uma Instituição pública de qualidade. No desenvolvimento do estudo do documento em apreço, se expressa a condição fundamental dos alunos pesquisados em dispor de recursos pessoais e escolares para desenvolver dois currículos diferentes em duas escolas distintas: uma envolve o técnico e a outra se relaciona ao ensino médio. A partir dos dados levantados verifica-se que o lugar ocupado por esses alunos no processo curricular da Instituição se expressa direta ou indiretamente sob a forma do êxito escolar. Observa-se graus de identificação entre capital escolar apreendido-transmitido pelo grupo de discentes pesquisado e categoria cultural dominante da escola, na condição de assegurar certa correspondência com o modo de produção industrial-urbano. O enfrentamento da tensão entre os princípios continuidade e terminalidade da trajetória escolar traz à tona a questão do destino social do aluno portador do diploma profissional separado do diploma acadêmico. The aim of this paper is to analyze the perception and ideas of a group of students regarding to the curriculum of a “High-school Level Institution of Technical Education” (“Instituição de Educação Profissional Técnica de Nível Médio”). The analyses are based on the information and data extracted from the “Individual Questionnaire to Institutional Assessment/External Concomitance” (“Questionário Individual de avaliação Institucional/Concomitância Externa”) answered by the students in 2005-2006. We emphasize that the subjects involved in the survey followed only the high-school level technical education courses at the institution. These subjects have received the diploma of technical level in a public institution of quality. Developing the research of this document, the fundamental condition of the surveyed students is expressed in terms of personal and scholastic resources to apply two different curricula in two distinct schools - one is involved to the technical level and the other is connected to high school. Based on the data obtained, it can be verified that the place occupied by these students in the school’s curricular process is expressed directly or indirectly under the form of school success. There are noticeable degrees of identification between school knowledge received and transmitted by the group of students surveyed and the dominant cultural category of the school, to ensure a certain correspondence with the urban-industrial type of production. The attitude of facing the tension between the principles of continuity and finalization of the school path brings to surface the question of the social destination of the student who carries a professional diploma separated from the academic one.

When the music changes, you change too: Gender and language change in Cajun English

1999 ◽  
Vol 11 (3) ◽  
pp. 287-313 ◽  
Author(s):  
Sylvie Dubois ◽  
Barbara Horvath
Keyword(s):  
Social Life ◽  
Language Change ◽  
Sources Of Information ◽  
Social Categories ◽  
Three Generations ◽  
The Social ◽  
Intimate Association ◽  
Level Of Consciousness ◽  
Linguistic Behavior

The role of gender in language change, as discussed in Eckert (1989a) and Labov (1990), forms the context for an exploration of the role of gender in the development of Cajun English. Neither Principle I, Ia, or II predicts the role of gender in Cajun English, which leads us to question the generalizability of the principles to the specific sociolinguistic setting of this study—a closed cultural enclave. The study of four sociolinguistic variables and three generations of speakers reveals two patterns of language change: a curvilinear or v-shaped age pattern and a linear age pattern. These patterns relate in a complex way to changes from above and below the level of consciousness. We support Eckert's call for a finer specification of the social categories but suggest alternatives to the ethnographic method. Using a variety of sources of information on the social life and sociohistory of three generations, we find an intimate association between the sociohistory of this Cajun community and the linguistic behavior of each generation.

Social Support Desired vs Received by High School Students in or not in a Delinquency Prevention Program

1996 ◽  
Vol 78 (1) ◽  
pp. 111-114 ◽  
Author(s):  
Lisa M. Lewamdowski ◽  
Alida S. Westman
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Prevention Program ◽  
Support Needs ◽  
School Students ◽  
The Social ◽  
To Receive ◽  
Low Rate

A comparison between 34 adolescents in a court-referred program for prevention of delinquency and 89 students not in the program but from the same high school showed that the students in the program were more likely to receive the social support they desired. Given the program's low rate of recidivism, the role of social support needs to be replicated and explored further.

Cognitive Linguistics

2019 ◽  
pp. 241-270
Author(s):  
Paul Chilton
Keyword(s):  
Cognitive Linguistics ◽  
Design Feature ◽  
Cognitive Approach ◽  
Lexical Meaning ◽  
The Social ◽  
Cognitive Frame ◽  
Socially Relevant ◽  
The Many ◽  
Social Uses

This chapter aims to show the reader how social cognition also includes language. Neither cognitive sociology nor cognitive linguistics can logically ignore one another’s perspectives and empirical findings. The chapter aims to introduce cognitive sociologists to leading strands of research in cognitive linguistics that have a bearing on the structure and processes of society. In explaining the cognitive basis of language, linguists are now beginning to recognize its dialogic nature, the importance of dialogue in language acquisition, and thus the dependence of language on early socialization. This design feature enables the many social uses of the human language faculty that are termed “discourse.” There are many approaches to “discourse” but here the focus is on the recently developed cognitive approaches that are able to handle the complexities of grammatical detail as well as lexical meaning, without ignoring pragmatics. These approaches include cognitive frame theory, which describes lexical meaning and phenomena such as grammatically triggered attention shifts. A widely used approach analyzes conceptual metaphor, where “metaphor” is understood as a mental framing device that works by linking different conceptual domains, including image schemata. A third cognitive approach to socially relevant conceptualization emphasizes the role of spatial cognition, in particular containing spaces and the dimensions of direction and distance. In all cases, this overview relates the social and linguistic aspects to cognitive science and neuroscience.

scholarly journals Dynamic associations of network isolation and smoking behavior

2017 ◽  
Vol 5 (3) ◽  
pp. 257-277 ◽  
Author(s):  
MOLLY COPELAND ◽  
BRYCE BARTLETT ◽  
JACOB C. FISHER
Keyword(s):  
High School ◽  
Social Network ◽  
Cigarette Smoking ◽  
Social Control ◽  
Peer Influence ◽  
Smoking Behavior ◽  
Latent Trajectory ◽  
The Social ◽  
The Relationship

AbstractPrevailing social network frameworks examine the association between peer ties and behaviors, such as smoking, but the role of social isolates is poorly understood. Some theories predict isolated adolescents are protected from peer influence that increases smoking, while others suggest isolates are more likely to initiate smoking because they lack the social control provided by peer friendships. Building on a growing literature that seeks to explain these contradictions by moving beyond a homogeneous understanding of isolation, we identify the relationship between smoking and three distinct dimensions of isolation: avoided (adolescents who do not receive ties), withdrawn (adolescents who do not send ties), and externally oriented (adolescents who claim close out-of-grade friends). We examine the co-evolutionary effects of these dimensions and cigarette smoking using an autoregressive latent trajectory model with PROSPER Peers, a unique, longitudinal network dataset. These data include students (47% male and 86% white) from rural Iowa and Pennsylvania, ranging successively from grades 6–12 in eight waves of data. We find avoided isolation is associated with decreased subsequent smoking in high school. Smoking increases subsequent avoided and withdrawn isolation, but decreases external orientation.

scholarly journals Going to College With a Posse: How Having High School Peers on Campus Supports College Achievement

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110492
Author(s):  
Kevin R. Binning ◽  
Lorraine R. Blatt ◽  
Susie Chen ◽  
Elizabeth Votruba-Drzal
Keyword(s):  
High School ◽  
First Generation ◽  
First Generation College Students ◽  
Large Network ◽  
Science Technology ◽  
The Social ◽  
College Achievement ◽  
First Generation College ◽  
And Mathematics

The social experience of transitioning to a 4-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N = 43,240) of undergraduates spanning 7.5 years at a public university, we examine what factors predict high school peer prevalence (HSPP) on campus and whether HSPP predicts college achievement above and beyond such factors. Analyses found that HSPP was predicted by variables associated with societal privilege (e.g., being White, continuing generation). Above and beyond these variables, HSPP independently predicted higher grades in gateway STEM (science, technology, engineering, and mathematics) courses and, among first-generation college students, higher retention. The role of HSPP in fostering equity and inequity is discussed. A preprint of this article is available at https://psyarxiv.com/xhpuc/ .

scholarly journals Sociocultural Space: On the ProЬlem ofExplanation and Understanding

2021 ◽  
Vol 19 (2) ◽  
pp. 75-87
Author(s):  
V. S. Shmakov
Keyword(s):  
Social Development ◽  
Cultural Orientation ◽  
Information Feedback ◽  
Cultural Space ◽  
World Community ◽  
Cultural Integrity ◽  
The Social ◽  
The World ◽  
Structure And Functions

The socio-cultural orientation of modernization processes changes the emphasis in the social development of mankind, emphasizes the need to determine the place and role of man in the world. The transformation of the socio-cultural space under the pressure of globalization dictates the need to understand the structure and functions that determine the vectors of development of the world community, changing the accents of evolution. Structurally, the socio-cultural space integrates the social and cultural potential of activities, including !оса! communities. It functionally ensures the reproduction of culture and sociality, sets the permissiЬle limits of reform, guaranteeing the preservation of socio-cultural integrity, implementing the functions of socialization, regulation, information, feedback.

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