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Conformity as a type of social influence
Conformity as a type of social influence
Conformity as a type of social influence
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There are pressures faced to give into the conformity of others. Some give in, some do not. The novels "Brother Dear" by Bernice Friesen and "Initiation" by Sylvia Plath similarly relate the characters Millicent and Greg through their pressures faced by others. Both of these characters develop from conformity to individuality and face pressures to conform to other people's ideas. The novels "Brother Dear" by Bernice Friesen and "Initiation" by Sylvia Plath differ with respects to the characters pressuring Greg and Millicent to conform.
Greg and Millicent conform to the ideas of others at the beginning of the novels "Brother Dear" by Bernice Friesen and "Imitation" by Sylvia Plath. Millecent conforms to the idea of being part of the elect. A select group of girls at her school.
"What girl at Lansing High would not want to be in her place right now? Millicent thought, amused. What girl would not want to be one of the elect, no matter if it did mean five days of initiation before and after school, ending in the climax of Rat Court on Friday night when they made the new girls members." (Plath 199)
Millicent conforms to the ideas of the other girls at school. She believes that by becoming part of the elect is the goal of every girl at her school and that is what she should aspire to do. To be part of the elect, Millicent has to single herself out and perform acts she would not usually do. "Tomorrow she would come to school, proudly, laughingly without any lipstick, with her brown hair straight and shoulder length, and then everybody would know, that she was part of the elect." (Plath 200) To be part of the elect Millicent has to divide herself to show that she is following the directions of someone else. Through this simple action Millicent is showing that she is not her own person and follows the lead of
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others to be accepted. Greg is pressured by his father to go to school and get a good education so he can get a career. "That's what you get when you're the daughter of a guy who inherited a John Deere dealership form his father and was always sorry he hadn't tried to be a doctor." (Friesen 27) Greg is sympathetic to his father and goes to university. His father regrets not going to university and pressures his children to do what he did not get the chance to do.
This chapter gives us perspective into the girl’s side of campus and also gives us deeper access into the Special Services Committee. Hubner presents this information while adding his own writing style. One of the techniques the author utilizes is that he paraphrases the events in her life but uses direct quotations when he is trying to emphasize a point or catch the reader’s attention. He also does not censor her life which gives the chapter a realistic appeal. His word choice sways the reader into feeling compassion and sympathy for Candace. Throughout the chapter he refers to Candace as a marvelous actress. In doing so he presents her as a subject who is adored by the public, but also as someone who is capable of portraying herself in multiple character roles opposite of who she really
The football players in Odessa were generally a wild party crowd. It was typical that late in the fourth quarter, when the game was in the bag, the players would begin talking on the sidelines about what parties they were going to after the game, what girls they were going to try to pick up, and laughing about how drunk they were going to get. They cared nothing for academics. The senior star running back, Boobie Miles, was taking a math course that most students took as freshmen. Many of the senior players' schedules consisted of nothing but electives. For the Oddesa footbal players, school was nothing more than a social get-to-gether, served up to them as a chance to flirt with girls and hand out with their friends. They knew that their performance in class didn't matter; the teacher would provide the needed grade to stay on the team. It wasn't uncommon for players to receive answer keys for a test or simply to be exempt from taking the test at all. Some didn't know how they would cope without football after the season was over. They ate, drank, and slept it. On the whole, these 16 and 17-year-old boys' identity was wrapped up in a pigskin.
The student may find it useful to begin the paper with the following quote from the novel:
This story is a classic example of the social sensibilities and personal affections of the late-Victorian era. The member of the Class of 1894 formed a unique community—a commonwealth of learners—that remained intact throughout their individual lives beyond Eureka College. Besides the group effort that was taken to name the "class child" in 1894, these students also made a pledge ...
Haverford College did not begin as the institution that it is today. A group of concerned Quakers constructed the secondary school on the premise that it would provide a fine education for Quaker young men. On its founding day in 1833, the Haverford School's notion of a "liberal and guarded education for Quaker boys" became a reality. Jumping forward in time to 1870, a decisive change was on the horizon: the faculty and students had voted to go coed. However, the Board of Managers did not concede and Haverford remained single sex for over a century after the students and faculty had spoken. It wasn't until 1980 that a freshmen class comprised of both men and women entered Haverford. Yet it is the decade prior to 1980 that is the topic of this paper. The series of about 10 years before a Haverford female student would unpack her belongings in her room to settle down for four years of an intense and demanding education, both in and out of the classroom, was a time of much reevaluation and consideration on the part of the students, administration, and faculty.
After receiving a letter from the principal about Greg’s low math grade, Greg refused to heed his father’s advice and listen to his tireless lectures. “His father’s voice came to him again…lecturing endlessly about his poor efforts in math. ‘I had to leave school when I was thirteen,’ his father had said…” (-). Sharing his childhood experiences was his father’s way of encouraging him to improve his math grade. Although he was not able to complete his own schooling, he hoped Greg would value his education and not just focus on the basketball team. Greg failed to realize that his father was lecturing him in love and wanted him to appreciate the opportunities he had never received. “His father had been a postal worker for all Greg’s life, and was proud of it, often telling Greg how hard he had worked to pass the test. Greg had heard the story too many times to be interested now” (-). Greg’s father was reminding his son of his accomplishments, in hopes that he would be inspired to work hard and remain determined in all things, not only at school. As a proud father, he hoped to pass on the honor and dignity of his
Jealousy, power and ambivalent emotions can illuminate a pathway to an uneasy mind. These feelings and desires may not seem very strong at first glance, but can lead to the total destruction of oneself. All four of these pieces of literature make the reader question the society in which they live in as Brontë upholds the influence that choices have on us, Browning gives us the magnitude of decisions made in haste, Shakespeare giving us all a message to step back and take a closer look at the bigger picture and Duffy who gives us the extent of total damnation. These four characters may seem psychologically disturbed but are in fact products of their societies. All four of these great writers ultimately give a voice, to the voiceless.
The students could hardly sit still during penultimate period the day before the long Columbus Day Weekend. The school was gearing up for the annual pep rally held during the last period of the school day before the Columbus Day Weekend. Lots of Calvary Hill teachers would stick it to the students before long weekends and vacations by giving tests and quizzes, others would give up the instructional time and let the kids watch a movie. Peter didn’t test or let the kids waste time with movies, he structured the time with games of Jeopardy and other fun activities that kept the kids engaged and thinking about the content material, while still having fun. When the final bell rang, the students could hardly believe that the period had flown by. They gathered up their materials and headed for the door.
For the spring term, the faculty made changes and Philip got assigned to Miss Narwin’s homeroom class. Things got worse when Philip was assigned to her homeroom as if being in her English class wasn’t bad enough. When Philip got back to school he found out he was assigned to counseling. Philip was furious and still wanted to get out of Miss Narwin’s English class.
Analyse the methods Charlotte Brontë uses to make the reader empathise with Jane Eyre in the opening chapters. Reflect on how the novel portrays Victorian ideology and relate your analysis to the novel’s literary content.
The school board tried to tell Anne the way things should be ran in the school, even when they were desperate for her to teach their kids in the secluded town they all found themselves in. The school board needed an educati...
If your Daddy can give fifteen dollars you have no business on relief” (Gregory 638). This quote expresses the shame that Gregory feels because he is poor especially since because his teacher is embarrassing him in front of his classmates. There is no doubt that he was being singled out and that no other student had experienced similar treatment from the teacher. She yelled at him because she was impatient and angry with him. It is also suggested by this time that she had completely given up on trying to teach Gregory anything because of his behavioral problems. It is not implied that Gregory’s teacher tried to encourage or help him. Gregory never referred to his teacher as his favorite which is quite the opposite to that of Wilkins. Gregory wanted to get away from her. “I waked out that day and for a long time I didn’t go back very often” (Gregory 638). Gregory was so embarrassed by what his teacher had said to him in front of his classmates, and most importantly to Helen, as a result he did not want to go back to school because there was shame
On that faithful Friday, just after Miss Ralston had picked Ernie Chapman and Garnet Dixon to carry the water, Alma asked why girls couldn't go for the water as well. Normally, this kind of question would be laughed at, however this year, the teacher was quite unusual. That was why silence engulfed the room as the students all awaited the teacher's answer. Miss Ralston stared very hard at Alma, as if testing her, and then said, "I will think about it, and let you know next week."
You cannot judge a book by its cover and that is why perception is so huge in my relationship with my brother. Perception is huge because an impression you give some people may not be true to whom you or that relationship actually entails. A prime example of this is when I am in my brothers corner coaching him in a wrestling tournament. I might yell at him, hit him in the head, or swear at him to get him ready for his match mentally. People might think of this as mental abuse, and that I am a bad person. When in reality, it is just a method to help my brother and without knowing him personally you could not understand why I would consider doing that. That is why personalities play such a huge role in perception because my brother and I seem
Charles Dickens (the author of Great Expectations) and Charlotte Brontë (the author of Jane Eyre) both grew up during the early 1800s. Growing up during the same time period, each author incorporated elements of the Victorian Society into these novels. Both novels depict the protagonist’s search for the meaning of life and the nature of the world within the context of a defined social order. In essence, the two novels encompass the all-around self-development of the main characters, by employing similar techniques. Each spurs the protagonist on their journey by introducing some form of loss or discontent which then results in the main character departing their home or family setting. In both Great Expectations and Jane Eyre the process of maturity is long, arduous, and gradual, consisting of repeated clashes between the protagonist's needs and desires and the views and judgments enforced by an unbending social order. Eventually, towards the end of each novel, the spirit and values of the social order become manifest in both of the main characters Pip and Jane Eyre, who are then included in society. Although the novels end differently, both contain an assessment by the protagonists of their new place in that society. Great Expectations and Jane Eyre, despite exhibiting considerable differences in setting, gender roles, and education, nonetheless convey the same overall purpose – that of the portrayal of the journey from ignorance to knowledge in Victorian Society, starting from childhood to adulthood, enhanced through the use of the protagonists Pip and Jane Eyre.