Bowdoin College, better known as the Bowdoin bubble, has within it sociological phenomenon that helps it maintain social cohesion. One of these social phenomenon is the Bowdoin hello. The Bowdoin hello is the act of students greeting one another on campus and downtown. However, the practice of this tradition has extended itself to people in cars at crosswalks and random people on the Bowdoin campus. This phenomenon maintains social cohesion on campus because it attempts draws together a community that is constantly changing. With the incoming diversity on campus it serves to reaffirm what Bowdoin stands for, a welcoming community for everyone. The Bowdoin hello creates a norm, which in turn creates an identity of what a Bowdoin student …show more content…
I will examine the material that they distribute to the incoming class that pertains to etiquette and norms displayed on campus. Then I will engage in informal conversations ethnographically as a complete participant with students about their views and uses of the Bowdoin hello. By immersing myself as a complete participant I will be able to receive answers that have more credibility. I will also utilize my personal experiences from when I entered Bowdoin as a first-year and I will attempt to breach the phenomenon to observe the outcome. The social location, which is Bowdoin’s campus, will enable my ability to observe the phenomenon because it is exclusive to Bowdoin. However, my social location might constrain my ability in that reactions might be bias for or against the phenomenon depending on whether the person uses this custom or not. I believe this is the best method because it will enable me to see how this norm is introduced and manifested over time in the community. Before entering Bowdoin students are told on campus tours and in info sessions about customs that are particular to Bowdoin. They are told that a Bowdoin student strives for the common good and engages in the Bowdoin hello. While on the tour they see their tour guide wave hello to all the people that pass by whether they know them or not. However, this is not the case when you are actually a student on campus and there are not any
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To make sure that students get to know everyone, I will ask students at the beginning of activities to talk to at least three people that they don’t know. To also help with this I will ask students at activities to form a group
In these dorms, the initial interactions that socially code us throughout college are initiated. These social interactions create and solidify bonds between students that can continue for the rest of their lives. A change to the demographics of the freshman dorms doesn’t just create an immediate effect, but also affects every current and future resident of UC Davis. A freshmen social group that is initially less diverse will lead to a less diverse group of friends throughout the remaining years of their undergraduate studies. This reduces their social group to a less diverse group of individuals, which reduces the chance for them to interact with other cultures and overcome any form of culture shock that they are affected by, whether it be here in UC Davis or later in their careers. Freshmen dorms are the only place that nurtures cultural interaction to create a UC Davis community that is ultimately more unified, accepting, and respectful of all people and their different cultures.
As I went through the research process for this paper I conducted many interviews with former classmates who are now either attending a four-year university or a local community college. The original intent was to find out their reasons for attending the institution they chose to attend. As I accumulated information I began to see a glaring trend in the relationship between the social group the individual was a member of and the college they ended up attending. This then drove me to further examine the influencing factors in these students’ social lives, in a hope of identifying the degree to which they are influenced by each other. Thus, the first part of the paper explores
Coe College’s students each identity into their own various categories and subgroups of one another. These groups can be labeled by the individual's’ race, heritage, location, or more specific groups such as what sports the individual plays, what clubs, or what they value the most. Every person on Coe College’s campus is unique in their own way and if a narrow mind is looked upon an individual, it may seem that there is no common group between anyone. It is not until we extend past the differences to find commonalities that we can look upon to find common ground while still respecting the differences that make any person different from the other. As a member of Coe College’s most diverse class, it is essential to be more united than divided
Cliches, common at most high schools, often categorize and exclude students with unique interests and talents for being “weird”. Whereas, at St. John’s students genuinely appreciate the unique gifts present in each of their fellow classmates. Encouraged to feel compassion for fellow classmates and others, Prep student learn the benefits of considering the needs of others and helping were needed. As such, no one should feel alone at the prep with the support of their brothers ever present. Starting at a new school can be terrifying, especially when it comes to finding a group to sit with at lunch. While at lunch with his friends, one student noticed a boy sitting alone. He asked the boy to sit with them, and from that simple compassionate gesture, a close friendship developed. At the Prep students develop a network of friends within the community, a network not restrained by the boundaries of a cliche, but instead as diverse as their individual interests. Friends who celebrate each other's success and support each other’s needs, friends who will be present and who will not
On a cold sunny day in January 2016, I enrolled in Dierks High School as a seventh grader.I had many questions about meeting new teachers, classmates, and other staff. For me this was a very eventful day. The experiences of that day are memorable because they marked the beginning for me as a new student, hopeful of feeling like I belonged in a school where I didn't know many people.
The majority of belonging research at the college level has focused on the campus community and promoting belongingness among minority students (Strayhorn 2010; Strayhorn & Saddler 2009; Walton & Cohen 2011). From an academic and social view, belonging can be defined as a feeling of college belonging, college identity, connectedness, and intellectual competence. These are moments that do not always occur in the classroom. It can happen anywhere a student makes contact with other students and faculty to become involved in opportunities for engagement and learn success strategies (Hughes, Karp, & O’Gara, 2009). A sense of belonging also involves one’s personal belief that one is an accepted member of an academic community whose presence
The atmosphere was more silent than downstairs. However, unlike the upstairs, the downstairs students looked more freely talked with their friends and received help from them when they were stuck on particular problems. In the Remsen hall, I observed students in my lecture and lab class. Since the lecture is a huge class, many students tried to sit beside their friends. However, the students who sat by themselves tended to have seats in row at the back of the classroom. After the class started, a lot of students typed the important thing on the slides by their laptop. Some of them took pictures of the slides using their phone. In the lab class, students tended to have more interaction with each other even though the experiment was conducted separately since the class is much smaller than the lecture. They easily talked to other students about the experiment and moreover they tried to help each other to complete the lab procedure correctly. After the lab class, I also looked around the chemistry office. There was a person who came to declare her major and another person who submitted the late lab report.
The norm I decided to break was number two: proximity norms. I decided that school was the perfect place to test our this project. I think it's safe to say that in our culture, it's not exactly normal to stand too close to complete stranger, or even in this case, friends. If it was normal, we wouldn't have to popular term, "personal space" and/or our "personal bubbles."
As soon as I moved into UCLA, I isolated myself from the “typical college experience.” I took this project as an opportunity to go out of my comfort zone and break the social norm of common courtesy by opening up to random floor-mates in their dorm rooms at 11 p.m. If I was not in the Freshman Summer Program or a Chicano
When I walked onto the quad on the first day of freshman orientation I was still amazed that I would be the next two years at a prestigious university such as Oxford college of Emory University. The sight in itself was one like no other. Seney hall stood tall and bright as we put our cokes to the sky and made the big Emory coke toast. However, I would soon come to realize that the beauty of Oxford was not just in its spectacular campus and rigorous education. Oxford was a place where one could truly build a community and get involved if they sought out to.
Contrary, I would first off like to start by saying how truly grateful I am to be here at BYU-Idaho. Never before have I ever been in a place so concentrated with so many kind and understanding people. Where strangers open doors and casually saying “hello” is a commonly practiced social etiquette.
This gives students the chance to meet people with different perspectives and interests. This will unify the first year class as young ladies take advantage of each other’s strengths in order to improve upon their own