Peer Harassment: A Weapon in the Struggle for Popularity and Normative Hegemony in American Secondary Schools

This paper addresses two of secondary education’s most serious problems—peer abuse of weaker socially unskilled students and a peer culture that in most schools discourages many students from trying to be all that they can be academically. We have documented the two problems by reviewing ethnographies of secondary schools, by interviewing students in eight suburban high schools and by analyzing data from questionnaires completed by nearly 100,000 students at Educational Excellence Alliance schools. Grounded in these observations, we built a simple mathematical model of peer harassment and popularity and of the pressures for conformity that are created by the struggle for popularity and then tested it in data from the Educational Excellence Alliance. Students entering middle school learn its norms by trying to copy the traits and behaviors of students who are respected and by avoiding contact with those who are frequently harassed. Peer norms are enforced by encouraging ‘wannabes,’ aspirants for admission to popular crowds, to harass those who visibly violate them. Consequently, one can infer the norms by noting who gets harassed and who doesn’t. Traits that in EEA data led to higher risks of being bullied and harassed were: being in a special education, being in gifted programs, taking accelerated courses in middle school, tutoring other students, enjoying school assignments, taking a theatre course, not liking rap-hip hop music and liking instead musicals, heavy metal, country, or classical music. The relationship between harassment and academic effort was curvilinear; both the nerds and the slackers were harassed. To some degree these norms are, as Kenneth Arrow suggests, trying to internalize externalities. But why are music preferences such good predictors of harassment? Why are the student tutors victimized? We propose that norms also have a “We’re cool, Honor us” function of legitimating the high status that the leading crowds claim for themselves. As a result the traits and interests that members of leading crowds have in common tend to become normative for everyone. The norms that prevailed were: “Spend your time socializing, do not “study too hard.” Value classmates for their athletic prowess and their attractiveness, not their interest in history or their accomplishments in science.

An Economic Theory of Academic Engagement Norms: The Struggle for Popularity and Normative Hegemony in Secondary Schools

[Excerpt] Why and how do groups create norms? Kenneth Arrow proposed that “norms of social behavior, including ethical and moral codes, ….are reactions of society to compensate for market failure”. This internalize the real externalities explanation for norms is also standard among rational choice theorists in sociology. The situation becomes more complex when we recognize some actions create positive externalities for some individuals and negative externalities for others. Often this results in no norm being established. However, sometimes one segment of a social system has normative hegemony and enforces norms that enhance their power and prestige at the expense of other groups. Norms regarding caste in India, for example, were functional for Brahmins but humiliating for Harijans. Caste and status norms of this type will also be referred to as “Honor us; Not them” norms. Such norms arise when one group is much more powerful (has greater ability to enforce their preferred social norm) than other groups and it imposes its will on others. An additional requirement is that the people who oppose the norm established by the dominant group must be unable or unwilling to leave the social system in which the norm operates

Reshaping-induced spatiotemporal chaos in driven, damped sine-Gordon systems

Spatiotemporal chaos arising from the competition between sine-Gordon-breather and kink-antikink-pair solitons by reshaping an ac force is demonstrated. After introducing soliton collective coordinates, Melnikov's method is applied to the resulting effective equation of motion to estimate the parameter-space regions of the ac force where homoclinic bifurcations are induced. The analysis reveals that the chaos-order threshold exhibits sensitivity to small changes in the force shape. Computer simulations of the sine-Gordon system show good agreement with these theoretical predictions.Comment: 11 pages, 3 figure

Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools

Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive

Knowledge based entrepreneurship in the Czech Republic and Hungary: results from 4 case studies

This paper describes knowledge based entrepreneurship in the Czech Republic and Hungary, in particular the growth and development process of 4 firms are studied: Dekonta, an environmental services firm, Et netera, an IT services firm, both operating in Czech Republic, along with a data recovery firm, Kurt, and a biopharmaceutical firm, Solvo, both operating in Hungary. The objectives of the case studies are to illustrate experiences of knowledge based entrepreneurship within a transition environment in terms of their different growth and development paths. By carrying out in depth case studies using semi structured interviews with the founders, top management teams, core employees and key stakeholders in industrial associations I am able to explain the growth process of entrepreneurial knowledge based ventures. I assume an ecological view of the firm and examine the role of internal, strategic, network and external factors in this development process. I propose that the relative importance of these factors evolve over time from start up to maturity. Moreover, I anticipate that there will be complementarities between these factors in the spirit of Milgrom and Roberts (1995) and Von Tunzelmann (2003). This approach should help us better understand the complex nature of entrepreneurship. The key contributions of these case studies are the application of an ecological conceptual framework to the development of knowledge based firms in Central and Eastern Europe, and so the viability of this model is tested within the transition environment. I follow the recommendations by Ireland et al. (2005) and introduce a temporal element in order to analyse the shift in importance of the factors impacting on firm development and growth, thus hoping to deal with some of the criticisms on existing entrepreneurial research

The sharing of rights and information in a capability-based protection system

The question of sharing of rights and information in the Take-Grant Protection Model is examined by concentrating on the similarities between the two; in order to do this, new theorems are stated and proven for each that specifically show the similarities. The proof for one of the original theorems is also provided. These statements of necessary and sufficient conditions are contrasted to illustrate the proposition that transferring rights and transferring information are fundamentally the same, as one would expect in a capability-based system. Directions are then discussed for future research in light of these results

Geodesic growth in virtually abelian groups

We show that the geodesic growth function of any finitely generated virtually abelian group is either polynomial or exponential; and that the geodesic growth series is holonomic, and rational in the polynomial growth case. In addition, we show that the language of geodesics is blind multicounter.Comment: 23 pages, 1 figure, improved readabilit