Adolescent Society Revisited: Cultures, Crowds, Climates, and Status Structures in Seven Secondary Schools

• NCJ Number: 216658
• Journal: Journal of Youth and Adolescence Volume: 35 Issue: 6 Dated: December 2006 Pages: 1023-1035
• Author(s): Roberta Garner; Judith Bootcheck; Michael Lorr; Kathryn Rauch
• Date Published: December 2006
• Length: 13 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study used data from seven schools in a metropolitan region to explore continuity and change in adolescent cultures and status structures.

Abstract

The study found that since adolescent culture emerged in the United States in the years after World War II, three major changes have occurred in schools. First, growing racial/ethnic diversity has fragmented status structure; under some conditions this has contributed to greater pluralism in adolescent crowds and cultures. Second, there is a greater range of "oppositional" cultures and crowds. These include stoner/druggie, gangs, freak, Goth, druggie/hippie, wigger, and hip hop. These cultures reflect dominant adolescent values, i.e., coolness, distance from academics, and the importance of physical attributes. Oppositional cultures also challenge prep/jock conformity, conventionality, and orientation toward pleasing adults. Oppositional cultures, however, have a variety of features, some of which reflect prep culture and mainstream American culture, such as material status, physical attributes, and attention to the latest standards of "coolness." Oppositional cultures also incorporate some of the cultural elements of historically marginalized communities, such as the White working class and people of color. A third major change in adolescent culture is increased tension within schools due to pluralism and the establishment of distinct identities based on class characteristics. Data collection included a survey in five schools in a metropolitan region. The schools were selected to represent a broad spectrum of socioeconomic factors. Just over 1,000 students completed the questionnaire, which consisted of over 70 items that included open-ended questions about cliques, problems, positive features of the school, advice the respondent would give a freshman, and consumer choices in music and other products. Questions also focused on criteria of popularity, educational and occupational aspirations and expectations, study habits, and school rating. 52 references