Daily Interactions on a Typical University Campus Case Study by Julian

Presents three observations of student behavior on the typical university campus, with a focus on values and power dynamics as expressed through gestures and language.
# 151859 | 1,160 words | 3 sources | APA | 2012 | US
Published on Oct 18, 2012 in Education (Higher) , Psychology (Social) , Sociology (Theory)

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This paper explains that, in observing interactions on a college campus, the author focused more on the dialogues, which reasonably could be expected to be found commonly on a national level, and filtered out communication strictly specific to this campus. Next, the author reports observations in the classroom, in public eating spaces and on behavior outdoors and relates these observations to social sciences theory. The paper concludes that these observations of patterns in daily interactions among college students left the author reflecting on how difficult social sciences really are because of the need to separate meaningful events from flukes and artifacts, and how one's perspective can color these observations.

Table of Contents:
No. 1: 30-Minute Classroom Observation on Campus
No. 2: 30-Minute Public Eating Space Observation on Campus
No. 3: 30-Minute Observation on Behavior Outdoors at Campus

From the Paper:

"In the school cafeteria - where people seat themselves much as they do in class - what I found most informative were overheard bits and snippets of conversations. As schools are part of the general society, they reflect and instill much the same culture (WASP-dominant, puritanical, with a strange, dichotomous - hypocritical? - mix of both apparent tolerance and deep-rooted prejudice). Sexual preferences and the dating scene are ever-popular topics of conversation and yes, many people still talk of gays with the same sort of excited attention one usually associates with the sighting of lemurs and capybaras. Some will still make fun of skin color, although it is always people from the same racial group (happily, we seem to have overcome the days when people exchanged racial insults; they still use racial epithets, but it's now mostly directed at themselves). There are very significant differences in terms of how the two genders interact, and I found myself reflecting on how right Kindlon and Thompson (2002) were when in their discussion of boys in school they mention that males, for instance, are equally impacted by yelling, but don't show it "because being a boy requires that they not show it" (p. 159). I would also add that when boys grow up they also do not express physical affection - almost none when compared to the girls - presumably because they have no wish to be thought gay."

Sample of Sources Used:

  • Kindlon, D. J., & Thompson, M. (2002). Thorns among roses: The struggle of young boys in early education. In The Jossey-Bass reader on gender in education (pp. 153-181). New York: Jossey-Bass.
  • Schick B., Kevin Williams, and Haggai Kupermintz (2002). Characteristics of Communities Affecting Participation/Success. In The Jossey-Bass reader on gender in education (pp. 153-181). New York: Jossey-Bass.
  • Schick, B., Williams, K., & Kupermintz, H. (2006). Look Who's Being Left Behind: Educational Interpreters and Access to Education for Deaf and Hard-of-Hearing Students. Journal of Deaf Studies and Deaf Education, 11(1), 3 -20.

Cite this Case Study:

APA Format

Daily Interactions on a Typical University Campus (2012, October 18) Retrieved October 03, 2023, from https://www.academon.com/case-study/daily-interactions-on-a-typical-university-campus-151859/

MLA Format

"Daily Interactions on a Typical University Campus" 18 October 2012. Web. 03 October. 2023. <https://www.academon.com/case-study/daily-interactions-on-a-typical-university-campus-151859/>