The result of this neglect to promote social development has created a restricted social atmosphere. Freshman in particular, beyond orientation, have little help from the school to meet new people and learn how to interact with the Archmere community, which includes teachers, older students, but most importantly their new classmates. Many struggle to open up to their peers at first or end up confined to their classes or fall sport when making friends. This limit of interaction between a diversity of students begins to separate groups of students that stay together resulting in “cliques.” As students, we can witness this phenomena on a daily in the SLC, where students seem to have assigned tables, never straying from their regular group of friends. …show more content…
While most freshmen do participate in sports, there are many that do not and they walk in with that sinking feeling in their stomach from not knowing a single person. We believe with the addition of advisory groups into the Archmere community we can alleviate some of the inevitable anxiety of going to a new school by giving new students an environment to talk to new people. The advisory program will work with the admissions department so that we group the incoming Freshman in a way that promotes meeting new people (not having 4 soccer players…) These groups we think should consist of 8-10 students with a faculty and senior leader to create socially enriching program. With senior leaders, the program becomes more authentic because it comes from people who have endured the same struggles as the advisees. ‘As far as qualifications go, these seniors, much like the teachers, will undergo preliminary training prior to their first meeting with their Freshman group.’ Mrs. Lightcap, Director of Enrollment, believes the admissions department would be able to create these groups based on middle schools and participation in fall sport to create a diverse groups of auks. Towards the end of August, with the majority of freshman already on campus for preseason and Freshman Orientation right around the corner, Mrs. Lightcap suggested the advisory groups meet one afternoon in August to become acquainted with their classmates in a relaxed manner before the stress of school and work sets in. Orientation would also be a pivotal event to solidify the groups. This advisory meeting would take away some of the worry from the sinking stomach moment of the first day of school lunch and give each freshman some familiar faces in classes and the
When I was accepted into the University of Oklahoma, I was not aware of the tradition or prestige that the football team carried. Moreover, I had no idea about the honor it was to don the crimson and cream in the arena of athletics. And, I never envisioned rooming with them. I enjoyed sports, but I loved reading and writing more. Initially, I was focused on building a collegiate career that one day would propel me to my goal of studying law. Yet, the more time I spent interacting with the athletes, the more parallels I noticed between their personalities and mine. Their diligence, perseverance and compassion were all traits that I could identify with since they were reflective of me. For the most part, the majority of the athletes were hungry to achieve and they desired knowledge at all costs; a combination that still resonates with me today.
Colleges try their best to form a sense of community, but the reality is that everyone has their individual path and schedules, and one must really put in effort to have similar paths and schedules as their peers. For example, Nathan writes that everyone has different classes, meal plans, as well as extracurricular activities, which makes it hard to form a sense of community. In addition to a lack of community, Nathan also notices the lack of diversity. Again, colleges try their best to have very diverse communities, but the reality is that the majority of students are Caucasian. The lack of community and diversity shocked Nathan, because colleges make it seem like the
Sander, Libby. "The Chronicle of Higher Education: Students Try to Break Taboo Around Social Class on Campus." BATTEN CONNECTION. ( ): n. page. Web. 12 Dec. 2013. .
As an individual stuck amidst a foundation known for its propensity to breed social congruity, college has opened my eyes to numerous distinctive reasons why individuals decide to act in ways they wouldn't regularly act. Since they ordinarily aren't certain of their character, adolescents are more inclined to similarity than others. In the most essential structure, college is tormented with congruity through the generalizations that learners seek after and explore different avenues regarding trying to uncover their personality. There are two sorts of Conformity: the kind that makes you do your errands when your father authorizes you to, and the less than great kind in which you aimlessly take after the thoughts and tenets of an inner circle or gathering, without addressing the negative impacts it has upon yourself and the improvement of whatever remains of public opinion. Conformity is basic in that people strive for a feeling of strength and acknowledgement in their lives. As a result of this need, “we therefore figure out how to fit in with principles of other individuals. What's more the more we see others carrying on in a certain manner or settling on specific choices, the more we feel obliged to stick to this same pattern.” Despite the freedoms we are supposed to have in American society most adolescents find it difficult to have their own identity.
High school athletics leave a major impact on everybody that is involved with them. It also can even leave a mark on people who aren’t associated with them. There are many conflicting opinions on whether high school sports are a positive or negative influence on a student’s life. Athletics in high school can have an effect on the community as a whole. In H.G. Bisssinger’s highly regarded Friday Night Lights, high school football is accurately portrayed as the most important thing in Texas; it receives much more attention than academics. Football players are often treated like celebrities; yielding confidence, and at the same time creating pressure.
After years of research, Dr. Ryan Padgett and Megan Johnson (2012) found that first generation students lack interpersonal skills when entering college because they are unfamiliar on how to interact with individuals who have a postsecondary education. By demonstrating a certain lack of skills before entering college, Jennifer Guerra of the National Public Radio extends the findings of Padgett et al. by stating first-generation students feel out of place when assimilating to their college campus. When I began college I had a small group of friends, but when I was trying to introduce myself to new people it came as a surprise for them that my parents did not attend college. After the conversations ended, I felt uncomfortable on how to act or think because I had a feeling of misplacement when talking with my fellow peers. I began to lose the confidence that I belonged in school and how I could not be the “savior” for my family without
Describe gender differences in adolescent friendships. Describe the functions that cliques and crowds serve, and explain the factors that cause the importance of crowds to decline over time. Summarize research on peer conformity, noting factors related to peer pressure.
...hat the athletic groups tended to say together. What my eyes had missed so far is that this is a community that is very closely connected within the larger campus. These are people who share a bond that is clear and so very obvious, part of it, is that they play a sport but they all seem to share the same interest. When watching them it is too see people who are clearly involved in each other's lives, more like siblings that are very connected and concerned with each other. The eye contact I noticed was very intense and deep, to each other they wanted to see and make sure that the person being listened too knew that they were important and cared for. I only saw such looks when looking at other couples, or when I realized that Jim and I had caged ourselves in the corner to be alone at snack time.
Participation in sports has proven to increase self-discipline and self-esteem, and can teach athletes to learn from their mistakes and move on (Issitt). Athletes playing team sports also develop the ability to work well with others and use teamwork in their everyday lives. Teammates form relationships that are strengthened over a common passion and goal. These relationships can last long after high school is over (Chen). These social skills translate into better communication used with an athlete’s family, peers, and in the community. Likewise, “A 2006 study in Maryland found that student athletes are 15 percent more likely than non athletes to be involved in their communities and to take the time for civic engagements, including participating in voting and volunteer activities” (Issitt). The same study also concluded that athletes are far more likely to be comfortable with public speaking than non-athletes. This study provides concrete evidence that high school sports can help to gain mental and social skills that will be used later in life
Going into the first semester of college, it was difficult to know what to expect. I have no older sibling, and only one older cousin who had told me the biggest change was the social aspect. When he told me this earlier in the summer of this year, I didn’t really know exactly what he meant by that, because I always felt that the social aspect of school was something that came naturally, as a result of being in the same room with people for almost 180 days.
In high school, it seems super fun having the same friends for four years long, in most of the cases they are friends since middle school and that’s when they start calling each other best friends; However, having too many friends in the same class not always is a great idea. Some could be not a problem but sometimes it is a disaster when two or more students know well each other. They can distract the entire class and become a nightmare to the teacher and to the rest of the class. But, what happen when they transcend to a new lifestyle all that friendship that was built in high school comes to an end. After graduation, all students take their own path and that friendship built for years suddenly banished. On the other hand, when young students get to college they have to adapt to a new world. They might not have the same friends but they surely will have better ones with the same goals and levels as theirs own.
If ‘floaters’ could be added to the school the clique system could eventually lessen until there were no cliques but only groups. Groups tend to be more developing with “relationship and communication skills” (“Friends, Cliques and Peer Pressure | Barnardos Ireland.”).
Some college students regret not socializing more and meeting new friends. Some tends to stick on their own cliques and are afraid or uncomfortable to meet new people.
During freshman year in the high school cafeteria I began to realize that my once extremely close class was starting to break apart and divide into new groups or cliques. I watched as friends broke apart and ventured out to new people, new things, and new situations--not bad ones, just different. These cliques began to form by the activities that are taking place outside of school, for example: the athletes, the honorary students, and the careless ones. Typically, the athletes are in the gym, the honorary students are studying anywhere and everywhere, and the careless ones are usually socializing at the local “it” place in town.
...f student bodies that will likely generate more clubs compared to high school; where there are a fewer amount of students which mean that the variety of clubs is limited. The facilities, social groups, and clubs that the university has to offer shows how social the university environment is compared to the high school one.