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ERIC Number: EJ791268
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1086-4822
Using Student Norms to Create Positive Learning Environments
Braxton, John M.; Caboni, Timothy C.
About Campus, v9 n6 p2-7 Jan-Feb 2005
Sociologists define norms as configurations of belief about behavior expected in various situations or circumstances. Members of social groups share these expectations for behavior. Accordingly, norms embraced by student peer groups influence the behavior of their members, which, in turn, affects the learning experiences of college students. In this article, the authors use the findings from several studies, including their own, to describe norms espoused by undergraduate college students at a highly selective, private, residential university. The authors indicate whether normative support for possible policies, procedures, and activities exists across the domains of institutional policy and practice selected for illustration. They describe such levels of support both at an aggregate level and for groups of students based on their class standing, fraternity or sorority membership, gender, and racial or ethnic group. The authors use these student groups to show that the level of support for various norms pertinent to domains of policy and practice sometimes differs across these groups of students. In addition, they demonstrate the utility of knowledge of college student peer norms in the formulation and modification of college and university policies, procedures, and activities designed to foster a campus environment conducive to student learning and development. (Contains 5 notes.)
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A