First, what does the author mean when he compares crowds as caricatures? Give an example of the caricature of one crowd you belonged to or existed in your high school.
INSTRUCTIONS:
First, what does the author mean when he compares crowds as caricatures? Give an example of the caricature of one crowd you belonged to or existed in your high school.
Explain the concept of social distance as a proximity measure among crowds and how it relates to issues of permeability across crowds. Do you agree with the authors’ explanations? Provide support with an example from your high school experience.
What happens to the overall structure of crowds as we move from middle school, to early high school, to later high school? Draw a diagram similar to the authors (Figure 8.2.1) based on your secondary education experiences (i.e. middle school, junior high, early high school, late high school).
Based on the information reported in the study on desirability of peer crowds, did the results follow the expectations according to the standard peer status hierarchies? If not, what did they actually find? How desirable did you find your own crowd(s) in high school? Were you satisfied with your crowd affiliation or did you wish to be part of a different crowd? If so, which one and why?
What are some of the interesting results noted from the study conducted on the romantic relationships among crowds? What are a couple conclusions we can draw about romantic relationships among crowds, based on the data in table 8.2.2?
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