Peer groups in adolescence: Steinberg (2005) and Eder, et al chapter 4.

The chapter from Steinberg's textbook gives a general overview of peer groups and their role in adolescent development from a largely psychological perspective. The chapter surveys research from across several decades, and includes findings from surveys, observational or ethnographic studies, and some intervention studies. We included it in the reader to give you a general picture of how adolescent peer groups have been studied. As you read, note the role of culture in how important or unimportant peer groups are in adolescence. We often think of adolescent behavior as deeply rooted in changing biology, but in fact it has a lot to do with the particular societal structures, family and cultural belief systems. That said, there are some interesting phenomena that are characteristic of adolescent peer groups in the US and Canada, and to some extent in other industrialized countries. Two of these, "crowds" and "cliques" receive the bulk of Steinberg's attention in this chapter. As you read, compare the descriptions of research on crowds and cliques with your own experiences with peer groups in adolescence. Did you find that the structure of peer groups was different in middle school and high school? Did your position relative to important peer groups change over the course of your secondary school experience? How did the importance of belonging to particular groups change for you over these years? How does it compare to your current relationship to "peer groups?"

The chapter from Eder, et al's ethnography of middle school life (School Talk) provides a chance to think about the processes of peer relations in schools, and your role as a teacher in those relations. Although it describes a particular school at a particular moment in history, it may have more useful information for you as a teacher than the Steinberg piece. In the Eder, et al., chapter, you will learn that the particulars of a school social system can influence students' peer relations.

Peer relationships operate using many of the same processes we discussed in the week we spent on identity development. Before you read this chapter, I suggest you review the reading notes for Jan. 22 -- Identity Development I. Particularly in middle school, kids are concerned with their identity in relation to others, particular other adolescents. Many of the social moves they make (e.g., choice of dress, who to sit with at lunch, whether or not to join in teasing or bullying, etc.) can be seen as attempts at positioning, affiliation, and negotiation.

These processes play out (influencing and influenced by) the meaning systems of middle school or high school. These meaning systems are local, created by the adolescents and adults in a particular school, even though they are clearly affected by aspects of the larger society around them. In your recent field observation, you may have noticed that particular actions, ways of dressing, ways of talking or specific words and phrases seemed to have special meanings for students and/or teachers in the school. What does it mean if a student comes to class late, for example? Is she "telling you something" through her actions, positioning herselfas defiant or uncontrollable? Or did she just spend too long talking her friends? Does it depend on her group affiliation or reputation? Does it mean the same thing as when one of your TEP peers comes in late? We use our knowledge of the local social system to interpret each others' actions. You may have found yourself unsure how to interpret student behaviors because you are a newcomer to that system.

To understand the students in their study, Eder and her colleagues had to first understand the meaning system of the school, which took months of observation and conversation. As you read the chapter, consider:

• In the meaning system of this school, the researchers argue, popularity was synonymous with visibility rather than likability. How did that definition intearct with the organizational structure of the school (with what was officially valued, promoted, afforded?)
• Why was there are relationship between high status and membership in athletics (for boys) or cheerleading (for girls)?
• What role did teachers and other adults play in status hierarchies in this school?
• How was social class interpreted by the students at this school, and what was its role in the status hierarchy?
• If you had these students in your classes, how might their peer relationships affect their behavior and learning, and how might that affect your teaching? What kinds of activities might be most affected? What could you do about this?
• Did you notice peer relationships while you were teaching or observing? In what ways were they visible or invisible to you as a teacher?