Cliques and Crowds in the 80’s

1 04 2009

-By Casey Shaw, undergrad psyc tutor

 

After the discussion on cliques and crowds today in Psyc 241, I decided to see what was out there on the internet about these. I came across a website showing the different groups that were present in high schools during the 80’s. Read below or go directly to the website - It’s just something fun to look at in comparison to how your high schools were!  Feel free to comment too!

Cliques of Eighties Teens

This page is an attempt to summarize the different cliques that could be found in an eighties high school environment. The Breakfast Club and Heathers are both great reference material for this type of page and were my inspiration. I had started this as a complement to the glossary of eighties terms page that I started, and realized that not all groups had their own lingo, so I broke it apart.


These are the Cliques Currently Defined


Stereotypical Eighties Cliques

  • Hacker (a subset of the nerds group)
    The geeks had their own language, and it was rarely verbalized. Around the time that Wargames reached mall movie theatres around the world, the BBS scene had given rise to a whole new class of speech. Mostly this subset relies on misspellings of common words, some extremists would actually substitute every o in their words for zeros. The required equipment for this type of person seemed to be a Commodore 64 which was the machine of choice for teenagers who didn’t know better.
  • The Jocks
    This crowd consisted of the athletic geared people in any school. Most of them prayed for scholarships if they wanted to go onto college, most that didn’t get them, ended up working in less than glamourous jobs. Jocks generally had their own events (athletic in nature of course) and could be seen at most popular group functions as well
  • The Losers
    These were generally the type of people who were rebelling against any authority figure they could. They generally spent their time cutting classes, and had awful academic performance. They rarely were invited to parties, but were known to show up anyways. They sometimes threw their own, but mostly they would just find a good hiding place for small drinking parties for the members of their group.
  • The Nerds
    Also known as “the geeks”. Mostly filled with students of higher academic pursuits, they were generally lumped into one catch all category. Some in this group could actually move into other groups, such as the popular group or the jocks, but would still be labeled as that particular groups nerd. Hackers, when actually at school, would fall into this group as well, since most tended to be the academic sort (at least in computers and math). Generally their outward appearance set them off from the rest of any group since they were never dressed quite like the rest of the groups.
  • The Outcasts
    Generally someone who didn’t dress like everyone else was dressing, and had a little fashion sense would easily fit into this group. This was the group with the most artistic inclinations, and tended to be the type of people who weren’t real interested in going to a kegger. This group usually remained low key and could almost go unnoticed. Unlike the the nerds, this group didn’t require academic performance to be of high standards. Usually though, members fell into the middle of the road academically though.
  • The Popular Group
    This was generally the crowd that came from middle and upper class families and consisted of people who generally were well liked by most groups except those that they came in direct contact with. Generally they gravitated towards the jocks when it came to invites for parties, and some people were generally considered to be members of both groups. In California valley girls were also included in this subset, in the “Valley” of course. Outside of it, they were tolerated, though not always considered to be acceptable. Since nationally, the Valley Girl phenomenon lasted a short period, most imitators generally fell in line with the rest of the popular group.
  • Rapper
    As rap music gained popularity, so did the parlance surrounding them. Mostly fans of rap music could be found talking like this. This is real unfortunate when it’s a skinny white loser in a mall who thinks he’s cool. Anybody who doesn’t grow up in the ‘hood shouldn’t talk like this without risking looking like a poser.
  • Skater
    Typically this is someone who actually skates. Emphasis is on the word “dude” which is used a lot like the word “like” is by valley girls. Slang is mostly skating related. Depending on the region of the country and their attention to clothing, they could be considered a subset of other groups as well.
  • Surfer
    Typically this is someone who actually surfs. I’ve rarely seen imitators of this type. Mostly limited to California, received wide recognition when Sean Penn’s character in Fast Times at Ridgemont High was introduced. Slang is mostly surfing related, which dates to the sixties for the most part. Generally considered to be a subset of the loser group since their academic standing was sub-par due to excessive hanging time on the beach.
  • Valley Girl (a subset of the popular group)
    Popularized by the Frank Zappa song of the same name with his daughter Moon Unit. Before this song, it was a regional dialect limited to the “Valley” in California. Afterwards however, teenagers across the country were unfortunately imitating (or at least attempting to). Watch the movie of the same title to get a good solid look at a “Val” in action. The pre-requisite to being fluent in Valley-speak, would be a lobotomy and Daddy’s credit card. The word “like” is often repeated and has several different meanings depending on the context in which it is used.




Adolescent Sexuality

9 03 2009

-by Casey Shaw, Psych tutor

To wrap up the discussion on Adolescent Sexuality, I found this article  about teenagers’ “virginity pledges.” Similar to what was discussed in class, this article mentions how those who pledge abstinence are at higher risk of pregnancy and STD’s. Research is also showing that these pledges are short lived – what does that say about adolescence and commitment? If they cannot commit to their own sexuality, how committed can they be to others? …to their own identity? Post any thoughts!

 

Virginity Pledges Don’t Change Sexual Behavior

By Psych Central News Editor
        Reviewed by John M. Grohol, Psy.D. on December 30, 2008

Tuesday, Dec 30 (Psych Central) —

While teenagers’ pledges to remain a virgin until marriage may make them feel good about their sexuality choices, it apparently does little in actually changing their sexual behavior. A new study just published suggests that such premarital abstinence pledges are simply ineffective. The analysis from researchers at the Johns Hopkins Bloomberg School of Public Health looked at data gathered from a nationwide survey of 11,000 teens, the National Longitudinal Study of Adolescent Health.

The study found more than half of youths surveyed engaged in sexual activity, regardless of whether they had made a pledge to remain sexually abstinent.

Researchers also discovered something not entirely unexpected — virginity pledgers were 10 percent less likely to use a form of birth control. Virginity pledges are often tied to a person’s religious beliefs, which may also teach against using birth control.

The researchers focused on 934 high school students from about 3,400 students who had never had sex or had taken a virginity pledge in 1995. Investigators compared students who had taken a virginity pledge with those who hadn’t.

After five years, those who had taken a pledge did not differ from teens who hadn’t taken a pledge in rates of premarital sex, oral or anal sex, or sexually transmitted diseases.

The study also found that, after 5 years, more than 80 percent of virginity pledgers had retracted their promises.

The findings suggest that “virginity pledges” do little to deter teenage sexuality. It also suggests that people who take such pledges are at a slightly increased risk for pregnancy or sexually transmitted diseases when they do have sex, due to their decreased use of condoms or other birth control.

The findings were published in the January issue of the journal Pediatrics.

Source: Johns Hopkins Bloomberg School of Public Health

 

http://psychcentral.com/news/2008/12/30/virginity-pledges-dont-change-sexual-behavior/3568.html





Gender and identity among adolescent females–PSYC 241

20 02 2009

For all of you in Adolescent Development, I found a set of articles off of the APA website (link: http://www.apa.org/pi/cyf/adolesgirls.html) that will give you more to think about as you finish up Identity and move on to Gender.

These articles address some of the issues that adolescent girls face. In particular, there are two; one of gender, titled, “Why Do Parents Treat Girls Differently Than Boys?” and then one of gender and self esteem, titled, “What Can I Do to Make Myself More Confident in Sports?” Both articles cover many of the topics Dr. Vozzola discussed in class, followed by some questions to think about. Even think back to your own adolescence…

If you have any thoughts regarding the articles, please post them! :)

 

GENDER
“Why Do Parents Treat Girls Differently Than Boys?” Age 14

          Gender is a psychological and cultural term that refers to the meanings attached to being female or male in a particular culture. It is distinct from sex, which refers to the biological aspects of being female or male. Across the United States, expectations for gender roles vary according to culture, socioeconomic class, and sexual orientation. These expectations present a variety of pressures for adolescent girls as they develop into womanhood.

          Between the ages of 8 and 11 years, girls tend to be androgynous. They view themselves as strong and confident and are not afraid to say what they think. However, as they cross over into adolescence, girls begin to experience pressure toward more rigid conceptions of gender roles; they become more concerned with how women are ‘’supposed to behave” and with their physical and sexual attractiveness. Although research shows that self-esteem decreases for both sexes after elementary school, the drop is more dramatic for girls. Compared with boys of the same age, adolescent girls are more anxious and stressed, experience diminished academic achievement, suffer from increased depression and lower self-esteem, experience more body dissatisfaction and distress over their looks, suffer from greater numbers of eating disorders, and attempt suicide more frequently.

          And yet, across cultural groups, adolescent girls hold more flexible and liberal attitudes than boys about the rights and roles of women. White adolescent girls who hold traditional attitudes toward women’s roles tend to have lower self-esteem than do girls who hold more liberal views.

          Important sources of resistance to and liberation from negative cultural messages for adolescent girls include the following: a strong ethnic identity, close connections to family, learning positive messages about oneself, trusting oneself as a source of knowledge, speaking one’s mind, participation in athletics, non-traditional sex typing, feminist ideas, and assertive female role models.

Research Agenda: Gender

  • What factors contribute to resilience in adolescent girls who resist stereotyped and negative cultural messages about women?
  • What factors support adolescent girls’ formation of positive and optimistic perspectives on their developing womanhood and future roles?
  • In what ways are adolescent expectations about gender roles influenced by racial and ethnic identities, socioeconomic status, religious values, health, and sexual orientation?

          Across adolescent girls’ group status (ethnic and racial, sexual orientation, socioeconomic, and religious), how do gender-related biological, psychological, and cultural factors interact during adolescence?


 

GENDER AND SELF-ESTEEM

“What Can I Do to Make Myself More Confident in Sports?” Age 17

          Many aspects of girls’ self-perceptions and mental health do not decline during adolescence; on most measures, the variations among girls are much larger than the differences between girls and boys. Girls’ self-concepts of ability and self-esteem vary significantly across domains and ethnic groups. Competence beliefs for both girls and boys are related to the gender stereotyping of the activity. Girls have higher expectations of success than boys in their general academic abilities across domains and in their social skills, whereas boys are more confident about their math and sports abilities.

          High school senior girls and boys are equally confident of their success in business and law and in their leadership, independence, intellectual, and computer skills. Girls and boys are equally invested in future careers, but girls place less emphasis on money and job status. Their career preferences show differences related to traditional gender expectations. Many adolescent girls still believe there is an inherent conflict between feminine goals and values and competitive achievement activities. This belief does limit their future opportunities. For many adolescent girls, sensitivity to failure limits their willingness to take risks for higher rewards or more demanding opportunities.

          Declines in self-esteem during adolescence are not inevitable consequences of either pubertal or school changes. Both girls’ and boys’ self-esteem decreases during the high school years; but girls’ self-esteem tends to drop more over time. African American girls’ self-esteem does not decrease over the high school years and tends to be higher than both White and African American boys.

          It is important to note that these gendered patterns have been observed to decrease over time. Young women today are more likely to aspire to traditional male-stereotyped fields. In addition, young women today are much more involved in athletic activities than both their mothers and grandmothers.

Research Agenda: Gender and Self-Esteem

  • What factors account for the cultural and ethnic differences in patterns of adolescent girls’ self-esteem?
  • How can adolescent girls be encouraged to resist traditional gender role expectations in considering academic pursuits and future careers?
  • How can adolescent girls be encouraged to attribute their academic success to their ability as well as to their effort and hard work?




Birth Order and Personality!

6 02 2009

Personality is something very personal to each individual, right? Well if that is so, then how come psychologists are finding correlation between birth order and personality? Is personality predetermined or is it just chance that these correlations are made? Read this article below (http://edition.cnn.com/2008/LIVING/worklife/10/22/cb.birth.order.career/) and see if what psychologists say about birth order and personality fits YOU! Comment below with your findings :)

 

Can birth order determine your career?

*       Story Highlights

*       Each birth position has a special role within families, expert says

*       Position leads to different adaptation patterns, personalities and possibly jobs

*       Firstborns are ambitious, assertive, dominant and disciplined

*       Last borns were the least likely to report earning six figures, survey says

By Rachel Zupek
CareerBuilder.com writer

Editor’s note: CNN.com has a business partnership with CareerBuilder.com, which serves as the exclusive provider of job listings and services to CNN.com.


“A child’s position in the family impacts his personality, his behavior, his learning,” expert says.

 

Ah, sibling rivalry. Relentless competitions, name-calling, hair pulling and blame shifting plague households with two or more children everywhere. Can’t we all just get along?

Well, sure, sometimes. But the reality is that all siblings aren’t created equal and they don’t get treated as such.

Firstborns, for example, often get shafted because parents are stricter with them, while later-born kids might have fewer rules. Everyone knows that the youngest seems to get away with murder because parents have seen it all before. And where’s the middle child in all of this? Forgotten or overlooked.

Depending on birth position, there are special roles within families, leading to different adaptation patterns and different personalities, says Ben Dattner, a New York City-based organizational psychologist.

As a result of a stricter upbringing, for example, firstborn children tend to be more extroverted and confident, while second-born kids are more rebellious and open to new experiences, he says. The youngest child is usually the most creative and can be manipulative to get his or her way.

Clearly, birth order affects personality, but what about career advancement and success? Several studies show that firstborns and only children usually reach higher educational goals, obtain greater prestige and acquire more net worth, while the middle child is likely to struggle a bit more.

“A child’s position in the family impacts his personality, his behavior, his learning and ultimately, his earning power,” says Michael Grose, author of “Why Firstborns Rule the World and Last Borns Want to Change It.”

“Most people have an intuitive knowledge that birth order somehow has an impact on development, but they underestimate how far-reaching and just how significant that impact is. “

Here’s a look at the effect birth order may have on you:

Firstborn

Personality: Firstborns are ambitious, assertive, dominant and disciplined compared to their younger siblings. They’re determined to succeed yet fearful of losing position and rank, and are defensive about errors and mistakes, Dattner says.

Compensation: A recent survey by CareerBuilder.com found that workers who were the firstborn child in their families were more likely to earn $100,000 or more annually compared to their siblings.

Professions: The oldest tend to pursue vocations that require higher education, like medicine, engineering or law. Firstborns from the CareerBuilder.com survey reported working in jobs in government, engineering, pharmacy and science. Ohio State University researchers found firstborn children were more likely to pursue “intellectual” jobs.

Job level: Workers who are firstborn are more likely to report holding a vice president or senior management position, according to the survey.

Famous firstborns: Oprah, Hillary Clinton, Winston Churchill, Sylvester Stallone and Bill Clinton.

Middle

Personality: Middle children are good at negotiation, peacemaking and compromise, Dattner says. They are easy-going, diplomatic and are usually closer to friends than family.

Compensation: More middle children identified themselves as earning $35,000 or less per year than firstborn or youngest children, according to the CareerBuilder.com survey.

Professions: Middles tend to have excellent negotiating and people skills — anything that employs these skills is a great fit. Middle children from the CareerBuilder.com survey said they work in nursing, law enforcement, firefighting and machine operation.

Job level: Middle children were more likely to identify with professional and technical staff level positions in the CareerBuilder.com survey. They also reported being the most satisfied with their current positions.

Famous middles: David Letterman, Richard Nixon, Madonna and Princess Diana.

Youngest

Personality: Youngest children love the limelight and are used to sitting in it. They are charming, creative, have a good sense of humor and manipulate others when they want to get their way.

Compensation: Last borns were the least likely to report earning six figures, according to the CareerBuilder.com survey.

Professions: Youngest children often gravitate toward artistic and outdoor jobs, according to the OSU survey. They’re also successful in journalism, advertising, sales and athletics. Those who responded to the CareerBuilder.com survey reported working in art, design, sales and information technology.

Job level: The majority of last borns in the CareerBuilder.com survey held administrative and clerical level positions. They also reported being the least satisfied in their current jobs.

Famous younglings: Jim Carrey, Billy Crystal, Steve Martin, Cameron Diaz and Rosie O’Donnell.

Only children

Personality: Only children are similar to firstborns in that they are motivated to conform to parental expectations, Dattner says. They are also achievement-oriented, successful in school and have problems delegating work. Research shows they are more confident, articulate and imaginative than other children. They also hate criticism and tend to be perfectionists.

Famous only children: Jack Welch, Tiger Woods, Alan Greenspan and Maria Sharapova.

Twins

Personality: Because of their equal status in terms of age and genes, twins are usually treated the same and turn out similarly. They tend to have different personalities and interests, but are closer to each other than other siblings and tend to have less conflict with each other than other siblings, Dattner says.

Famous twins: Abigail and Esther Friedman (“Dear Abby” and “Ann Landers”); Mary-Kate and Ashley Olsen; Joel and Benji Madden; and Jenna and Barbara Bush.

Copyright CareerBuilder.com 2008. All rights reserved. The information contained in this article may not be published, broadcast or otherwise distributed without the prior written authority

 

 





How to read for Psychology!

3 02 2009

How to read for Psychology…

 

Going through your psychology text, you see names of psychologists followed by the many theories followed by more names and more theories. You may find yourself asking, How in the world am I going to keep all of these straight??

 

Lucky for you, I have some tips!

 

1.      Make a chart (example below).

 

Name of psychologist or theorist (and year):

What the theory states or person’s beliefs/ideas:

Examples from the text:

*Your own examples:

1.

 

 

 

2.

 

 

 

x.

 

 

 

*Coming up with your own examples is VERY important! Most professors will not allow you to use examples from the text or class on assignments, AND it will help further your understanding!

 

 

2.      Make a timeline showing the trend and sequence of theories as they develop and change over time.

For developmental courses (child, adolescent, lifespan) timelines of a person’s development as they age will be helpful (example below).

 

 <—————————————————————————————->
         /                                           /                                         /                                      /

Adolescence      Emerging Adulthood          Adulthood         Later Adulthood

*include bullets below showing ages at different stages, characteristics of what typically occurs during each stage, and any other relevant information.

 

 

3.      Pay attention to bold words, section headings, names, and theories. Order of these also tend to be important, however, rarely will you be required to remember dates.

 

 

You may find other difficulties within reading psychology texts, these are just the most common roadblocks. Hopefully these tips will help you to manage your psychology textbook and if you need further help, make an appointmentà x5514!