Coming of Age in New Jersey: College and American Culture

Sheffe, Norm; Moffatt, Michael

doi:10.2307/25605551

Cited by 54 publications

(7 citation statements)

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“…Scholars suggest college campuses can promote interethnic relations (Bowman 2013), gender egalitarianism (Bryant 2003), and democratic norms (Bobo and Licari 1989). Through social interaction in the classroom, extracurricular activities, and residential life, students are constantly interacting with new peers who provide different viewpoints from their friends and family (Moffatt 1989). College campuses thus provide multiple avenues that might influence students' sociopolitical attitudes: by their learning about other cultures and worldviews, which stimulates interest in different viewpoints (Bowman 2013; see also Tadmor et al 2012); through direct peer effects (Dey 1997); and via the creation of ''free spaces'' that provide opportunities for students to develop alternative ideologies free from official oversight (Morris 1992;Polletta 1999).…”

Section: Does College Influence Sociopolitical Attitudes?mentioning

confidence: 99%

“…In summary, the college-effects model posits that individuals who attend college are constantly exposed to interactions with a diverse set of individuals (Moffatt 1989). These interactions take the form of informal conversations and learning about different viewpoints (Bowman 2013), participation in activist free spaces (Polletta 1999), and direct socialization from peers (Dey 1997).…”

Section: The Effects Of College On Sociopolitical Attitudesmentioning

confidence: 99%

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Does College Influence Sociopolitical Attitudes?

2015

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Past research shows a statistically significant relationship between college completion and sociopolitical attitudes. However, recent scholarship suggests the effects of college on social outcomes may be confounded with unobserved family background. In this study, we leverage the shared family and social background of siblings to better identify the effect of college on sociopolitical attitudes. We draw data from the Study of American Families and General Social Survey and use sibling fixed effects to assess the effect of college on political orientation, support for civil liberties, and beliefs about gender egalitarianism. We find that earning a four-year college degree has a significant impact on support for civil liberties and beliefs about gender egalitarianism, but the effect of college on political orientation is confounded by family background.

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Section: Does College Influence Sociopolitical Attitudes?mentioning

confidence: 99%

Section: The Effects Of College On Sociopolitical Attitudesmentioning

confidence: 99%

Does College Influence Sociopolitical Attitudes?

2015

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“…Along with perceived similarity (i.e., homophily), another crucial factor shaping the friendships students form involves proximity, specifically who they encounter in regular and close ways (e.g., Moffatt, 1989;Newcomb, 1961;Newcomb & Wilson, 1966). Researchers use the term "propinquity" to refer to this close contact.…”

Section: Propinquitymentioning

confidence: 99%

“…In terms of academics, the main way friends create barriers to success is by focusing on social life instead of academics. A range of scholarly work documents how social life can dominate students' time and energy at college (e.g., Armstrong & Hamilton, 2013;Moffatt, 1989). Friends may directly encourage each other to put off studying to go out or hang out; however, students more often described a more indirect, "subtle yet pervasive" peer pressure or a "nuanced .…”

Section: Problems: How Friends Impede College Successmentioning

confidence: 99%

Friendships and Student Success in College

McCabe

2023

JPSS

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Over the past two decades, a growing body of research has investigated college students’ friendships and how these relationships can both enable and constrain students’ success. I review this body of literature, describing the characteristics and processes of college students’ friendships. First, I review work that describes characteristics of students’ friendships, particularly focused on the roles of similarity and proximity in shaping the friendships students make. Second, I focus on what students do with friends that promote college success. Taking a broad view of success, I focus on how friends facilitate a sense of belonging and identity development as well as specific types of support that students provide, emotionally and academically. Third, I discuss processes related to friendships that impede students from success. I conclude by noting some implications for practice and promising areas of future research on friendships and success for postsecondary students.

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“…Undergraduate students have historically negotiated questions of social responsibility to each other, to their communities, and to their collegiate institutions (Moffatt, 1989;Nespor, 2014). Ecological theory (e.g., Bronfenbrenner, 1979) and considerable empirical research link pro-social behaviors, which are those related to helping others in service of a greater good, to a sense of community on a college campus (McTighe Musil, 2013).…”

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confidence: 99%

How Constructions of Interpersonal Responsibility Shape Undergraduate Student Networks in Times of Social Distancing

Brown

Smith

Reason

et al. 2022

American Behavioral Scientist

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Since Spring 2020, college students have experienced rapid and unpredictable shifts in their social and academic worlds. As institutions implemented social distancing policies, students had to navigate unstable norms related to peer interaction while negotiating what it meant to act responsibly to ensure their own safety and help their communities. Drawing on a network-based approach to pro-social behavior, we conducted a study of undergraduate students’ frequent interaction networks at one research university during Fall 2020 to better understand how students constructed and were influenced by their peer relationship patterns. We observed a typology of student relationship patterns based on the structure and physical location of relationships. This typology had important implications for how students assessed risk and expressed care. While students engaged in different behaviors related to social distancing, they all believed they were making a concerted effort to keep their frequent contacts safe.

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Coming of Age in New Jersey: College and American Culture

Cited by 54 publications

References 0 publications

Does College Influence Sociopolitical Attitudes?

Does College Influence Sociopolitical Attitudes?

Friendships and Student Success in College

How Constructions of Interpersonal Responsibility Shape Undergraduate Student Networks in Times of Social Distancing

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