Avenues to Adulthood : the Origins of the High School and Social Mobility in an American Suburb  by Reed Ueda.

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.

1. What Demographic factor set the stage for the growth of an institutionalized peer-group culture?
    

    
    
    
    

2. What were some of the types of activities that were extracurricular?
    

    
    
    
    

3. How did the high school institutionalize the peer society?
    

    
    
    
    
    
    
    
    

4. How did the high school insulate the peer society?
    

    
    
    
    
    
    

5. How did the turn of the century high school homogenize the diversified student population?
    

    
    
    
    

6. How is the study of the student magazine the Radiator valuable in the analysis of the high school youth culture?
    

    
    
    
    
    
    

7. Educators saw peer-group activity as an indirect means to achieve what goal?
    

    
    
    
    

8. What was the best example of the concept?
    

    
    

   B) Why?
    
    
    
    

   C) Give specific examples

9. 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?
 
 
 
 
 
 

11. How did the high school’s official sanctioning of club and class socials establish social gender mixing as part of the institutional culture?
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     

12. How did the Radiator fabricate the image of the high school as an all-inclusive civic community?
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

13. 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"?
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

14. What school activity was the most powerful catalyst of school spirit?
     

     
     
     
     
     
     

15. What unique role did female attendance at baseball and football games serve?
     

     
     
     
     

16. How did the Radiator apprise students of national and world events along with the preparation for future citizenship?
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

17. How did students relate patriotism to the fabric of middle – class domesticity and high school culture?
     

     
     
     
     
     
     
     
     
     
     
     
     

18. How did the high school transfer emotional ties from the family to the peer group?
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

19. How did cartoon sin the student magazine express the subversive side of adolescent humor?
     

     
     
     
     
     
     

20. What did students feel were the negative aspects of competitions in peer group societies and interscholastic sports?
     

     
     
     
     
     
     

21. Under what conditions did students believe competition to be constructive?
     

     
     
     
     
     
     

22. Why was there a notable lack of interest in the Debate Club?
     

     
     
     
     
     
     
     
     

23. Why were the most popular sports team sports?
     

     
     
     
     

24. How did the obligation to modulate competition with sportsmanship also extend to the fans?
     

     
     
     
     
     
     

25. Why did scholastic achievement have to be accommodated to the code of genteel sociability?
     

     
     
     
     
     
     

26. How were the Somerville High School students conscious of their place in historical change?
     

     
     
     
     
     
     
     
     
     
     

27. What were some of the manifestations of the student’s sense of generational destiny?
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

28. In which ways was the turn of the century high school a community with a high degree of social organization and differentiation?
     

     
     
     
     
     
     
     
     

29. How was the high school a testing ground for the roles of a new generation of women?
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

30. How did the high school’s community of youth symbolize to citizens the revitalization of community in the impersonal city?
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

31. 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?