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CHAPTER 5 PEER GROUPS
What is fun (well, sort of) about this chapter is that it moves us to reflect and reminisce about our own high school friendships and peer experiences. How would you describe your CLIQUE? Were you a JOCK? Or were you a DWEEB? While thinking about your own personal experiences, reflect on how these are consistent with and are clarified by the concepts and research that Steinberg discusses in this chapter. CAUTION: If your experiences do NOT match, do NOT automatically discount what the text says! Rather, think about the factors that may account for adolescents' varying experiences.
1. What are the changes in SCHOOL systems, WORK patterns, and the POPULATION composition that led to AGE-SEGREGATION and the increase in PEER GROUPS?
2. Some theorists argue that the increase in peer groups has led to the development of a separate YOUTH CULTURE, which has negative consequences for youth and society. Do you agree with this view? Why or why not? What are the arguments that challenge this view?
3. On the other hand, other theorists argue that peer groups are important and necessary outgrowths of modern societies. What is it about modern societies that makes the role of peers so important? Refer to the concepts of UNIVERSALISTIC norms, and COFIGURATIVE cultures.
4. Based on research, are there potential benefits to being a LATCH-KEY adolescent? What are the potential costs or negative effects? How can these potential costs be minimized?
5. What are the four major changes in the significance and structure of peer groups in adolescence?
6. What is a peer CLIQUE? What are peer CROWDS? In what ways are these peer groups important? How are the two DIFFERENT, in terms of structure and purpose?
7. Describe the changes in the structure and composition of cliques across adolescence (i.e., from early to late). How do these changes parallel the developing social needs of adolescents?
8. Describe the changes in crowds across adolescence in terms of structure, permeability, hierarchy, and importance. How do these changes parallel adolescents' cognitive development?
9. What is ETHNOGRAPHIC research? Why may this be a better way to study adolescent peer groups (versus, for example, questionnaires)?
10. What are the two dimensions by which researchers categorize peer crowds? In what ways do crowds influence adolescent identity development and well-being/self-esteem? (Hint: note the concept of REFERENCE GROUPS)
11. Adolescents who are part of the same peer clique are most likely SIMILAR on what DEMOGRAPHIC characteristics (one ex age)? What specific common interests or values also influence whether or not adolescents will be part of the same clique? (Note: there are three)
12. What does research say about which comes first joining a clique (SELECTION) or becoming interested in clique activities once one is part of it (SOCIALIZATION)? How do these processes play out, for instance, in GANG formation and antisocial behaviors?
13. What are the chief determinants of POPULARITY?
14. What are the different types of UNPOPULAR adolescents? What are the psychosocial and behavioral consequences for these different types of unpopular kids?
15. The HOSTILE-ATTRIBUTIONAL BIAS has been found to be one mechanism that accounts for aggressive behaviors among rejected or unpopular teens. What is this bias? What are other social skill deficiencies of unpopular adolescents?
16. What are the different INTERVENTION approaches for unpopular adolescents? Why is there even a need to intervene?