Jump to ContentJump to Main Navigation
Balancing ActsYouth Culture in the Global City$
Users without a subscription are not able to see the full content.

Natasha Kumar Warikoo

Print publication date: 2011

Print ISBN-13: 9780520262102

Published to California Scholarship Online: May 2012

DOI: 10.1525/california/9780520262102.001.0001

Show Summary Details
Page of

PRINTED FROM CALIFORNIA SCHOLARSHIP ONLINE (www.california.universitypressscholarship.com). (c) Copyright University of California Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CALSO for personal use.date: 01 August 2021

Positive Attitudes and (Some) Negative Behaviors

Positive Attitudes and (Some) Negative Behaviors

(p.89) Chapter 5 Positive Attitudes and (Some) Negative Behaviors
Balancing Acts

Natasha K. Warikoo

University of California Press

This chapter explores aspects of peer culture that are thought to conflict with academic achievement: attitudes and beliefs (about racism and discrimination, peer culture attitudes, and perceptions of opportunities) and behavioral scripts with respect to conflict. In terms of attitudes and beliefs, there is little evidence for oppositional peer cultures and no evidence that perceptions of discrimination lead to low aspirations. The few students who express oppositional attitudes cannot account for the overall low achievement rates, where only a minority of students leave qualified to start a university education. In terms of behavior, teens place much importance on defending self-pride and showing toughness when it comes to conflict with peers, which sometimes end in physical fighting. Engaging in peer conflicts serves two purposes: preventing real, physical violence, because in schools, appearing weak led to being bullied; and also, because it brought peer status by demonstrating self-pride and toughness. These conflicts do not signal defiance of school authorities or opposition to school norms, nor do they stem from a lack of interest in academic excellence. Rather, they are described by teens as inevitable and sometimes necessary responses to situations at school. As with consumption, gender is found to matter. For young men, masculinity is tied to toughness, defending self-pride, and being seen as hip. Pressures of masculinity lead boys to place more importance on maintaining self-pride among peers. This connection makes boys even more invested in peer status than their girl counterparts, for whom femininity is less likely to come into conflict with adult school culture.

Keywords:   peer culture, academic achievement, oppositional attitude, peer conflict, peer status

California Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.