Ueda, Reed. Avenues to adulthood : the origins of the high school and social mobility in an American suburb. Cambridge ; New York : Cambridge University Press, 1988.
- What Demographic factor set the stage for the growth of an institutionalized peer-group culture?
- What were some of the types of activities that were extracurricular?
- How did the high school institutionalize the peer society?
- How did the high school insulate the peer society?
- How did the turn of the century high school homogenize the diversified student population?
- How is the study of the student magazine the Radiator valuable in the analysis of the high school youth culture?
- Educators saw peer-group activity as an indirect means to achieve what goal?
- What was the best example of the concept?
C) Give specific examples
- What were some specific examples of gender ordering in the hierarchy of the Radiator?
10) How did youth social clubs reflect middle class adult Somerville?
- How did the high school’s official sanctioning of club and class socials establish social gender mixing as part of the institutional culture?
- How did the Radiator fabricate the image of the high school as an all-inclusive civic community?
- How did the development of the student magazine into a nationally renowned secondary – school publication illustrate how interscholastic competition could crystallize school patriotism and serve as a nationwide “exchange system”?
- What school activity was the most powerful catalyst of school spirit?
- What unique role did female attendance at baseball and football games serve?
- How did the Radiator apprise students of national and world events along with the preparation for future citizenship?
- How did students relate patriotism to the fabric of middle – class domesticity and high school culture?
- How did the high school transfer emotional ties from the family to the peer group?
- How did cartoon sin the student magazine express the subversive side of adolescent humor?
- What did students feel were the negative aspects of competitions in peer group societies and interscholastic sports?
- Under what conditions did students believe competition to be constructive?
- Why was there a notable lack of interest in the Debate Club?
- Why were the most popular sports team sports?
- How did the obligation to modulate competition with sportsmanship also extend to the fans?
- Why did scholastic achievement have to be accommodated to the code of genteel sociability?
- How were the Somerville High School students conscious of their place in historical change?
- What were some of the manifestations of the student’s sense of generational destiny?
- In which ways was the turn of the century high school a community with a high degree of social organization and differentiation?
- How was the high school a testing ground for the roles of a new generation of women?
- How did the high school’s community of youth symbolize to citizens the revitalization of community in the impersonal city?
- Why was the turn of the century high school the cradle of a new regime of transition to adulthood?
32) How did the high school serve as a “melting pot” that facilitated cultural exchange and social bending between students of different ethnic and class backgrounds?