Upon receiving an acceptance letter in the mail from a university a student’s identity begins to take on new roles as they move forward in an educational career. What university a student picks will depend on degree options, location preference, and personal preferences, but once a student becomes a full member of a university the institution has more effect on students’ identities then may be apparent. These changes in identity are due to large amount of social and ceremonial practices that occur at universities. For example, at the University of Wisconsin Madison students may practice certain rituals that confirm that they identify as a “badger” and express loyalty to the university by calling themselves the mascots animal. The University
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Erving Goffman (1967) states that rules of conduct are a general guide for action because people often avoid breaking these sanctions due to negative social consequences. This ties into how students are aware of the written rules of conduct at the university but may not be aware that there are other social and educational expectations for their members. These rules connect to the nature of deference and demeanor because it involves how students present themselves and the connection between student, professors, and teaching assistants. Deference aids in shaping university members identities because it confirms identities and social cohesion through presentational rituals. These prescriptions help to specify what is to be done by the other party in the classroom setting weather that be not packing up early for students, or arriving on time as a professor. Demeanor helps in creating university members identities by placing additional pressure on individuals to act properly socialized. This could be realized by a student feeling nervous to present his/herself in front of the classroom setting due to the pressure of a grade he/she will receive. The unwritten rules of conduct in the classroom and even out of the classroom at the university may change the way members identify themselves through actions of deference and …show more content…
2). The first phase, separation, would happen during the influx of applications from prospective students and the period of those who will be selected to attend the university. The second phase, transition, occurs when students chose to attend the university by confirming their expectance and arriving on campus. And lastly the third phase, incorporation, occurs when students attend classes, assimilate parts of themselves to the college culture, and form connections with other students who are incorporating their self into the community. For example, if a student does not complete the three rites of passage coming into the university they will not fully identify themselves as a member and may feel a lack of connection to the university or to its members. This commitment of the individual student and commitment of the larger student body to attend the university helps aids in the formation of a communal identity because it is now a shared factor between diverse individuals. The University of Wisconsin Madison often uses welcome week to help students get connected and increase the likelihood that they will identify as a badger. These rites of passage can aid in reshaping the self of the individual student with the hopes they promote loyalty to their
Erving Goffman (1967) states that rules of conduct are a general guide for action because people often avoid breaking these sanctions due to negative social consequences. This ties into how students are aware of the written rules of conduct at the university but may not be aware that there are other social and educational expectations for their members. These rules connect to the nature of deference and demeanor because it involves how students present themselves and the connection between student, professors, and teaching assistants. Deference aids in shaping university members identities because it confirms identities and social cohesion through presentational rituals. These prescriptions help to specify what is to be done by the other party in the classroom setting weather that be not packing up early for students, or arriving on time as a professor. Demeanor helps in creating university members identities by placing additional pressure on individuals to act properly socialized. This could be realized by a student feeling nervous to present his/herself in front of the classroom setting due to the pressure of a grade he/she will receive. The unwritten rules of conduct in the classroom and even out of the classroom at the university may change the way members identify themselves through actions of deference and …show more content…
2). The first phase, separation, would happen during the influx of applications from prospective students and the period of those who will be selected to attend the university. The second phase, transition, occurs when students chose to attend the university by confirming their expectance and arriving on campus. And lastly the third phase, incorporation, occurs when students attend classes, assimilate parts of themselves to the college culture, and form connections with other students who are incorporating their self into the community. For example, if a student does not complete the three rites of passage coming into the university they will not fully identify themselves as a member and may feel a lack of connection to the university or to its members. This commitment of the individual student and commitment of the larger student body to attend the university helps aids in the formation of a communal identity because it is now a shared factor between diverse individuals. The University of Wisconsin Madison often uses welcome week to help students get connected and increase the likelihood that they will identify as a badger. These rites of passage can aid in reshaping the self of the individual student with the hopes they promote loyalty to their