Social World Of Residence Case Study

Part 1: Description of the social world of residence students at Carleton University At Carleton, students, especially first years decide to live at home, off-campus housing, or in residence, the most common choice. Residence is a community that is created for most students to learn and experience in their first year of university. These students come from various parts of Canada, and even around the world to live in residence, regardless of race, ethnicity, background, in order to share a similar experience with their fellow classmates. Furthermore, when analyzing the social world of residence students, it is interesting to see that the concept of culture leads to socialization and the development of self. Residence …show more content…
Residence can be seen as a sense of community with welcoming staff members and creates a strong sense of unity. These benefits include the experiences that residence students get when they live in residence, such as being able to make best friends for life, learning to live independently, finding quick routes to get to classes, which is especially in winter using tunnels which are connected to residence buildings. Moreover, meals are prepared by the staff in the residence dining hall. Applying the concepts of socialization, culture, norms, looking glass self, solidarity, and a sense of community can help explain why students choose to live in residence in their first …show more content…
Unconsciously, we always think of what others think about us, and it becomes very effective when students become part of a new setting such as residence. Re-socialization might also be applied to residence as it is a new institution apart from home, and students are different in the way that they act or behave in residence as opposed to their home. Furthermore, the rite of passage helps residence students transition into a new community successfully. Some of the formal rites of passage would be getting dorm keys, mailbox key, and the informal rites of passage include frosh as it changes a student’s status as a new university student (Flynn, 2016, Lecture 6). George Mead’s concept of the “game” applies to residence students as they have to know the rules and regulations of living in residence and abide by those rules which includes knowing their responsibility, their roommate’s responsibilities and how other residence students should abide by the rules of the residence community. The generalized other is developed through this stage, which is students learning that they are part of a large social system (Flynn, 2016, lecture