High School Relationship Stereotype BETTER
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Relationships in high school are notorious for being unstable and at times, detrimental to mental stability. Every so often however, two people can step out of those common stereotypes and even progress in that relationship outside of high school.
Oftentimes, a relationship revolves around common interest, and trust and care for another person. The question that most often arises is when is too much, too much? Or for that matter, is it possible for things too become too much too fast? When asked about it, school psychologist John Markovich had some useful insight.
When students first enter high school, many have a stereotypical idea of what high school is all about: drama, disloyal friends and cramming for tests. However, the crowning jewel of this stereotypical high school experience is the classic high school relationship. The story of two people meeting in a hallway and exchanging superficial conversations has been such commonplace in popular culture that many students feel a need to be with someone. Despite this, very few people have actually paused to think about the implications and responsibility that comes with a relationship, many of which lead to broken hearts and midnight crying sessions.
While high school relationships can be fun and a stable form of companionship, the vast majority end up failing due to the immaturity that comes with being a teenager. The stress and anxiety that comes with a relationship can cripple any on edge student, making them a risky investment.
Ethnic stereotyping can profoundly influence youth adjustment; however, little work has addressed how the model minority stereotype may affect adolescent social adjustment. This study examined Asian American adolescents' peer relationships over time and how perceived discrimination and model minority stereotyping are associated with positive (support) and negative (criticism) qualities in these relationships. Multi-wave survey data were collected from 175 Asian adolescents in the Southeast over three time points. Participants were 60% female (freshmen Mage = 14.42 years, SD = 0.64 and sophomores Mage = 15.56 years, SD = 0.74). They were 75% US-born and represented various heritage groups (e.g., Hmong, East/Southeast Asian, South Asian). Within-person, year-to-year associations between variables were explored. Criticism from White and other-ethnic peers decreased over time. Discrimination was associated with higher criticism over time, and links between model minority stereotyping and support were found. With White peers, when stereotyping experiences increased, both positive and negative relationship qualities increased. Experiences of stereotyping and discrimination interacted, exacerbating each other with regard to criticism. The discussion compares model minority stereotyping and discrimination, both likely to create strained relationships.
High school stereotypes are often based on generalizations and assumptions that people make about a certain group of students. While there may be some truth to these stereotypes, they often overlook the individuality of each student.
This is the stereotypical high school student who is always into sports and hangs out with other athletes. They usually have a macho attitude and can be bullies. An example of a jock in popular culture is the character Andrew Clark from the movie The Breakfast Club.
This student is typically very intelligent and spends most of their time studying or doing homework. They often have minimal social life and can be bullied by the jocks. Nerds are often the subjects of jokes, but they usually have the last laugh because they end up being wealthy after school and peak later in life, and some nerds embrace the term as a positive stereotype. An example of a nerd in popular culture is the character Sheldon Cooper from The Big Bang Theory.
To answer this question, we must first determine what the stereotypes this movie is presenting actually are. It helps to start broadly here, and realize that the surface level stereotyping that the movie does is most clear in the examples it presents of the classic high school students. For a basis, these are the types of stereotypes that people dress up as for Halloween because they are so widely recognized and accepted. The Breakfast Club states that these stereotypes do not only exist in the sense that people dress up as them for Halloween, but in the way that society works to mold people, especially teenagers, to fit into certain stereotypes.
Tell students that the assumptions we make about each other are sometimes based on stereotypes. Most middle- and high-school students have heard the word stereotype, but they might struggle to articulate a definition. Tell students that to help them reflect on their understanding of stereotype, they will create a concept map, a visual representation of the word, using words, phrases, questions, the space on the page, lines, and arrows. Later in the lesson, they will use their concept maps as a launching point to help them explore the relationship between stereotypes, prejudice, and discrimination. Lead students through the steps of the Concept Map teaching strategy, first brainstorming words, phrases, and ideas that they associate with stereotypes and then organizing these around the word stereotype on a page of their journals. Have students share their concept maps using the Think, Pair, Share strategy. Invite them to revise their maps by adding new information they learned from their conversations that extends or challenges their thinking. You might then facilitate a discussion in which students share ideas from their maps for you to add to a class concept map that you hang in the room, refer back to, and modify over the course of the unit as their thinking about stereotyping develops.
Educators and researchers have noticed that the STEM career trajectory is similar to an ever-narrowing pipeline, with increasingly fewer students interested in STEM from lower to higher grades (Metcalf, 2010). At the individual level, it could be beneficial to analyse this issue through the lens of career development, which is an important life-long process for all individuals. From the career development perspective, STEM education has the potential to provide experiences and career-related information for individuals to consider when they need to make career decisions. Thus, it is necessary to understand how students develop an interest in or reject STEM careers. Stereotypes regarding STEM careers represent an important influential factor in STEM career interest (Archer et al., 2013; DeWitt et al., 2013; van Tuijl & van der Molen, 2016). However, the mechanism and extent of the influence of stereotypes on STEM career interest have not been well explored.
But there are some high school stereotypes that we experience, which means that, when we see a total stranger acting a certain way, dressed a certain way, doing a certain thing, an image comes to our minds, due to the high school stereotypes that have been embedded in our brains by pop culture and the film industries.
Though it may not be morally right to fit someone into a box and think you know everything about them just on the basis of how their category is supposed to act, we do form an image in our minds each time, and the top 10 most common high school stereotypes in a nutshell are:
The only thing that they want from high school is a high social status, the position of the lead cheerleader, and to win prom/homecoming queen. The name itself explains how much they love to be treated like queens and like they own the world through popularity and fan following.
These are your typical high school students. They dress decently, stay out of trouble, but may mess that up a few times, have 3-4 close friends, participate in extracurricular activities about a fair amount, and get average grades.
Now, these high school students called the class clowns, who like to disrupt class with their little jokes and titbits, are very high up on the scale when it comes to qualities like humor and leadership.
The oppressive school contexts elicited a number of paradoxical responses from students who, while to an extent conforming, simultaneously resisted the hegemonic discourses which academically, socially and culturally constructed them as, among other things, low achievers and trouble-makers. In conforming, they continued to be registered as students but would attend school and classes as they wished, and if interested in the course material, would participate in classes and complete assignments. At the same time, they demonstrated their resistance by their high rate of absenteeism, lateness, talking (including gestures), walking out of classes whenever they chose, and congregating in particular areas of the school. Many students also conformed by wearing their uniforms (if uniforms were involved), but in communicating their resistance to the oppressive school space, would engage in practices such as wearing jewellery, caps and bandanas, decorate their school uniforms with accessories, and congregate in defiance of the rules.
The experiences of athletically stereotyped Black students indicate that while there is little evidence to support the claims of their innate superior athletic abilities and skills, the stereotypes persist. Educators continue to encourage them toward sports, thinking that in doing so they are supporting them in their schooling; but in fact, they are failing to equally support them in their academic interests and aspirations. In some cases, not only do Black students come to believe or internalize the stereotypes, they give priorities to their athletic roles at the expense of their academic performance and educational achievements.
Our social identities come from a lot of places: our race, our sex, our age, our political affiliations, our medical diagnoses, our high schools, colleges, our favorite baseball teams. And each of those identities comes along with a set of expectations or stereotypes. 1e1e36bf2d