Both younger and older participants reflected on performing gender. Participants reported that they were expected to look and act in a certain way depending on their gendered belonging. One girl in the 7th grade described socially desirable appearances and the higher demands that came from being a girl.
In high school, evolution is among the least of our concerns; why trouble ourselves with the past when we are overwhelmed by the present? But understanding the parallels between evolutionary tactics and how they apply to our daily lives can help us rationalize our motivation, regardless of how arbitrary it seems.
the social hierarchy of high school
Simultaneously, I was cautious to avoid students I deemed lower on the social hierarchy as I thought interacting with them would lower my status as well. Reflecting back, my behaviour was a result of insecurity inflicted by my obsession with climbing the social hierarchy. Status maintenance and assertion of power sometimes manifest in rapacious behaviour detrimental to both the inflictor and the affected. A social hierarchy seems disadvantageous, but it is an inborn instinct, nevertheless. As almost everything characteristic of humans seems to play a role, the need for a social hierarchy does as well. Prevalent in animal species, a hierarchy determines food and mate allocation among other uses. In human social groups, those at the top are rewarded with power, resources, and other benefits, thus being a significant motivator. A social hierarchy can also increase the efficiency of a group, reduce conflict, and maintain order. The natural need for this formation contrasts the consequences of obsessive indulgence in climbing it, suggesting moderation is ideal. It is vital to recognize when behaviour is driven by societal pressure or when it stems from authentic self-expression.
When I was preparing to go to college people told me that it was not a popularity contest like it was in high school. College is supposed to be free from the popularity rulebook. I have been here for four years and the more I am here, the more I see cliques forming in college. College is slowly becoming infested with cliques, and slowly resembling a high school. The question is: Is this college or high school?
A friend of mine told me that in her class there are two girls who have known each other since high school who sit together and separate themselves from the rest of the class each day. My friend has the same view I do about meeting new people, so she sits by a different group every class period just so she can get to know everybody in the class. She once told me that her professor approached her and thanked her for choosing not to shut everybody out, but instead welcoming them.
If that is the case, the answer is not being in a clique, but seeking some sort of psychiatric help because that is the first stage in an identity crisis, and it is all downhill from there. Those issues probably stem from being ignored and turned away from cliques in middle and high school, which can eventually result in an unhealthy need to join a clique.
It is sad that the social politics are becoming more and more visible each day. Students can change the social hierarchy but since we are not doing so, it is not going anywhere unless you decide to do something about it.
Among high school students, there seems to be an unwritten rule of superiority: there will always be students on top and students on bottom, and no person shall step out of their social class. They subconsciously create this social status to claim who is popular and who is not, but why? Why does it happen? Do people even notice that it is occurring, and if so, why do people simply let it happen?
In the world of high school, a boy or girl can feel as if they are a peasant or a royal, but they will never say how they feel. The kid who feels like a peasant could be afraid to stand up and demand to be treated equally, and the kid who feels like a royal could be afraid to be dethroned. With the fear to speak up, students become intimidated to mention that this occurs in school.
It seems like when kids enter high school, everyone finds their place in the social ladder within a couple weeks, but how does something like that get determined with no one even discussing a word about their place in the hierarchy?
Now, knowing the hierarchy exists and how it is formed, will it ever be diminished from high school? The sad but true answer is no. There are ways to decrease the appearance of the hierarchy, but it will never truly vanish. One way to combat this is to just be aware of who is around us and focus on the connections we make with people instead of focusing on the materialistic side of a person. This may to be hard to do, but time and maturity will make it easier.
Immigrants\u2019 integration has increasingly become a salient issue and challenge in Chile, especially for immigrant students, who must navigate a rigid and highly segregated educational system. In this process, school peers play a crucial role in the social integration of immigrant students by building social capital, developing connections, and forming networks among students. However, little is known about immigrants\u2019 peer integration at schools, and no research has linked the national-, school-, and classroom-level structural conditions that affect the experiences of immigrant peer integration at school in Chile. Using a multilevel analytical framework, this dissertation investigates to what extent high school immigrant students experience integration or exclusion by their Chilean peers, to what extent immigrant youth integrate with their school peers at the school and classroom level, and to what extent national-, school-, and classroom-level educational policies and practices foster, promote, or support their integration with peers. To this end, a mixed-method design was conducted. I relied on large national databases at the school and students\u2019 levels and on in-depth analysis of seven high schools in the Metropolitan Region of Chile, obtaining data from policy documents, 75 in-depth interviews with students and school staff, and 46 classroom observations.Overall, results show that immigrant students experience high levels of peer segregation and exclusion at Chilean schools. National-, school-level and classroom-level policies and practices create structural barriers to the integration of immigrant students. At the national level, I found an increasing trend of school segregation among immigrant students in high school between 2015 and 2020 in all school types. The current national school enrollment policy for immigrant students appears as one important factor that reduces their social inclusion with their Chilean peers. At the school level, educators consistently construct national origin-based stereotypes of immigrant students that reinforce Chilean students\u2019 prejudices toward their immigrant peers and affect immigrants\u2019 self-identity, confidence, and well-being. In addition, classroom-level structures ensure the physical separation of immigrant students from Chilean students, which affects their peer social relationships. Consequently, immigrant students experience high levels of peer exclusion at school, encapsulation of friendships, and discrimination and racism. The social hierarchy of immigrant students at school is a reflection of societal divisions in Chile. \nThis study contributes to the literature by investigating peer integration of immigrant students at multiple levels, linking national-, school- and classroom-level policies and structures to conditions that affect immigrant social relationships with their Chilean peers. Using a multilevel framework is valuable as it: (a) offers a more nuanced and in-depth conceptualization of immigrant students\u2019 peer integration, (b) highlights how the educational system shapes peer interactions, and (c) expands the debate on immigrant students\u2019 peer integration beyond students\u2019 academic outcomes.
This differs from some common theories and definitions of bullying, in which the behavior stems from an imbalance of power and is mainly directed at youths in the lower social strata in school or community environments who possibly have physical, social or psychological vulnerabilities.
Using a large, longitudinal social network study of more than 3,000 eighth, ninth and 10th graders in North Carolina over the course of a single school year, the authors found that teens who were friends in the fall were more than three times as likely to bully or victimize each other in the spring of that same school year. This is not merely animosity between former friends who drifted apart: Schoolmates whose friendships ended during the year were three times as likely to bully or victimize each other in the spring, while those whose friendships continued over the school year were over four times as likely to bully those friends, researchers said.
When you put a bunch of people together in one place, great things are not always bound to happen. In this particular place, people are socialized together as they continue to develop into becoming adults. When bound together, a natural socialization process occurs. This process is known as the social hierarchy and it is especially prominent in high schools and sometimes small colleges across the nation.
I can honestly say I hated high school. Not because of the school part or because of the vast array of experiences I was able to indulge in through my four years of high school. Rather, the social aspect is what really ruined it.
This is because of the unhealthy social hierarchy that is so prominent at these schools across the nation. You spend four years thinking you are either on top or at the bottom just because of your place on this hierarchy. But this was only to find out that this hierarchy didn't matter beyond high school and all those friends you made really don't matter as much as you thought--unless you went to a small college. Then, this hierarchy continued. 2ff7e9595c
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