Essay On Social Pressure

Going to college is the first step to jump into the society, learning how to communicate with others, get more advanced information, acknowledge and share ideas with friends. However, many students are getting into trouble, which not related with education. In the essay, "College Pressure," William Zinsser focuses on four main types of pressure that college student experiences, which are economic pressure, parental pressure, peer pressure, and self-induced pressure. Zinsser writes about the pressures and gives examples on each one by writing scenarios or giving a personal experience when he witnessed college students struggling with anxiety. The essay gives a good amount of information and details to back up the

Seniors have a tendency of taking their last year of high school for granted. They do not realize that the relaxed classes and fun filled weekends with their best friends will all soon come to a devastating end. They have applied for college, bought miniature refrigerators, and sent in their housing applications, but none of them have really thought about college in the way that they should. When asked about college most high school seniors image the huge parties, attractive people, and freedom; however, college is much more than that and, in a way, much less. College and high school are completely different when it comes to a student’s actual lifestyle, but they have many of the same traits that most high school seniors do not see coming.

The essay College Pressures was written by William Zinsser. College Pressures was published in April of 1979 in Blair and Ketchum’s Country Journal. The main focus in this essay is about the pressure that is put on college students. Zinsser breaks down the college pressure into four different kinds of pressure that is put onto the students. The four pressures that Zinsser describes are economic pressure, parental pressure, peer pressure, and self-induced pressure.

According to Lundberg (2003), “adult students are one of the most rapidly growing segments of today’s college student population, making up approximately 40% of all college students” (665).

In “ College Pressures,” William Zinsser discusses four types of pressures college students go through. Even though he wrote this in 1978, college students today still experience all four of the pressures. The four pressures Zinsser discusses are economic, parental, peer, and self-induced. Today’s college students are becoming more and more disconnected with their passions and are being thrown into the world of practicality. College should be a place of experimentation and discovery, but instead it’s turned into feelings of stress and fear. students are becoming overwhelmed and stressed with the same “economic pressure, parental pressure, peer pressure and self-induced pressure” Zinsser speaks of in his essay. College students today undergo even more then the college students from Zinssers ' time.

Being admitted into college is a difficult process, one that requires students to be diligent in their studies, engage in a number of extracurricular activities, and overcome the everyday pressures and challenges that high-schoolers face across the country. Admittedly, not everyone in the United States is born with the same opportunities as socioeconomic factors as well as historic injustices have contributed to a society in which some people are far more likely to achieve upward mobility – of which, obtaining a college degree is a necessary part – than others. While there is need to rectify this reality,

The article, “College Pressures”, written by William Zinsser, explores the pressures associated with college and its reflection on student work and attitude. In 1979, the time this work was published, Zinsser was the head of a residential college at Yale University (Zinsser, 437). Emerged in campus life, Zinsser examines the student behavior affiliated with the four sources of pressure he identifies as the symptoms of attending college. After reviewing Zinsser’s article, I can relate certain aspects of economic and parental pressures, as well as peer and self-induced pressures, in my lifestyle as a student attending Columbus State Community College.

“In fall 2016, some 20.5 million students are expected to attend American colleges and universities, constituting an increase of about 5.2 million since fall 2000” (National Center for Education Statistics). That number seems to be rising each and ever year, and it almost seems as students feel like they have to go to college directly after high school. Maybe it is because they feel that they have to fit in, even if college is not for them. Although some students attend college for academics, sports, and other reasons, some students attend college for no apparent reason; with that in mind, students should take into consideration the time and money that is put into going to college.

Many people think college is a carefree place, full of fun and games for students. In reality ,the majority of students are bogged down in school work rushing to meet their deadlines for homework assignments projects,and even cramming study time for exams and quizzes. On top of that , college can be pretty costly. Therefore, this is normally a highly stressful period for most people in their lives. In the essay “College Pressures”, the author William Zinsser mentions how students go through so much stress and pressure from different aspects of college. He discusses the pressures that college students faced in the late 1970’s that are still happening now in today's society . Zinsser focuses on four main pressures that students face as they enter the college realm, which includes economic, parental, peer, and self-induced pressures. It's not only the pressure but In the essay “College Is a Waste of Time and Money” by Caroline Bird , the author attempts to persuade her readers that colleges are overflowing with students who don't belong there and that college education is a useless endeavor that is often forced on students. Between the money it costs, the time it takes,and all the pressures from the different aspects of college it can be pretty overwhelming to think about. The question is how could we reduces the struggle and tension that college brings upon students.

First generation college students remains to be a challenge for the community college system as well as the university system (Ward, Seigel, & Davenport, 2012). The challenges extend from their lack of academic study skill practices to their lack of socialization skills (Ward, Seigel & Davenport, 2012).

As a result, students and parents are starting to prepare for college much later than researchers recommend (Bell et al., 2009; Gibbons et al., 2006). According to research from Bell et al. (2009), students who attend schools with personnel dedicated to college guidance are more likely to feel confident about and familiar with the college application process. This finding is particularly significant, as first-generation college students report lower positive outcome expectations related to attending college, which can in turn impact their intentions, interests, and goals. Furthermore, with prospective first-generation college students reporting greater barriers related to college going, it is essential that counselors dedicated to college access are available to help raise positive expectations, as well as challenge negative expectations for this population (Gibbons & Borders, 2010). Although 65 percent of first-generation college students expressed interest in attending a four-year university in Gibbons et al.’s (2006) research, just 53 percent of all prospective first-generation college students were enrolled in college-preparatory courses. As a result, some counselors have started to realize how the rigor of classes is a systemic barrier

The term “non-traditional” has been coined to describe and categorize students from non-traditional backgrounds. Non-traditional student diversity may include “age, color, ethnicity, gender, national origin, physical, mental and emotional ability, race, religion, language, sexual orientation and socio-economic status” (Taylor and House 46). From the age perspective, non-traditional students exceed the normal age range of college students. The normal age range for students attending higher education institutions is 18-24 years of age. “The rise of non-traditional-age students – that is, students who are either coming to college or retuning to it” has been increasing for the past several decades (Lang 188).

In recent years, United States universities have experienced a large influx of enrollees over the age of 25, a group referred to as non-traditional students. After America’s relatively recent economic troubles, nearly all citizens feel as though higher learning is an important tool for financial success. Many non-traditional students include first-time students, and more than half of the student body over the age of 25 consists of stay at home mom attending online classes.

Social control theory has become one of the more widely accepted explanations in the field of criminology in its attempt to account for rates in crime and deviant behavior. Unlike theories that seek to explain why people engage in deviant behavior, social control theories approach deviancy from a different direction, questioning why people refrain from violating established norms, rules, and moralities. The theory seeks to explain how the normative systems of rules and obligations in a given society serve to maintain a strong sense of social cohesion, order and conformity to widely accepted and established norms. Central to this theory is a perspective which predicts that deviant behavior is much more likely to emerge when

Peer pressure in society today has a negative effect on teens and schools should implement programs to help teens battle with peer pressure. Nowadays Peer pressure is a major problem in the lives of teens. These problems not only occur in school, but also outside of schools. If schools decide to implement programs teaching teenagers how to successfully battle peer pressure, a lot of decision-making for teens would be different. Not only in educational programs but in their everyday lives as well.