Campus subculture: norms and relationship to dominant culture

Sociology

Observational Analysis of Cultural Norms on Campus and the Effects on Non-Dominant Classes

The purpose of this paper is to identify whether sub-cultures on a university campus using sociological perspectives demonstrate norms that vary from the "dominant" culture on campus, and how these disparate views or stereotypes affect sub-cultures in a positive or negative manner. To accomplish these goals the researcher will engage in an ethnographic-type analysis of the sub-culture and culture on campus.

To identify a sub-type or the normative type or class on campus, one must first apply the sociological concept of "culture" and "society" (Shostak, 1971; Andersen & Taylor, 2006). In this case "culture" refers to the behavioral patterns and experiences one endures on campus (Shostak, 1971). One may consider the students attending the campus the "society" the researcher attempts to explore, in this case the society explored includes the students as a whole and the population of Asian students on campus, a sub-classification of students that includes all students of Asian decent.

What are the distinctive norms of this group?

On observing the "society" on campus, meaning the students, teachers and professionals that engage in activity on-campus, one may note the sub-type or Asian student demonstrates distinctive norms that differ in many respects to the dominant norm of the campus society. Asian students associate with a culture that is unique. They are for example, on observation, more likely to engage in few extracurricular activities. They are also more likely to eat together in a group and eat slowly. On observation, many students are found in libraries conducting research and adhering to the distinct policies and procedures outlined by the campus handbook.

Their behavior seems to reflect their culture, which places a strong emphasis on education, success and family (Shostak, 1971). Members of the Asian "family" on campus often form groups that support cultural events related to their culture or unique experiences and interests.

The relationship this subtype has to the dominant culture on campus is different in many ways, but also similar in other ways. The campus or social setting the students are engaged in is one that promotes diversity. In this respect, one might assume the behavioral patterns of non-members of the subtype class would be embracing. This campus however has a relatively small population of Asian-American students when comparing the student body composition. More than 60% of students on campus are Caucasian or of Northern European decent. Because of this, despite the university's claims of diversity, it would appear the behavior of many students and administrators does not support this.

This is evidenced by the way Asian students interact with others, including their professors and other students. There is some suggestion on observation that many students of the dominant norm on campus do not engage in activities that might help Asian or other minority students feel as though they were members of a unique family or society with no racial or cultural boundaries. Rather, there is much in the way of stereotypical behaviors observed among the subtype population and the larger student body (Anderson & Taylor, 2006).

It seems however, many administrators, regardless of student behavior, are supportive of efforts by the subtype class to promote greater awareness among the dominant culture of cultural similarities. For example, in the environment explored, there are weekly meetings held as noted by flyers that suggest a "diversity" day be held bi-annually. On this day professors may interact with students and require subtypes and dominant typed students to interact with one another in focus group activities that require conversation, communication and mutual understanding.

If the campus were to increase its efforts at actually diversifying the student population on campus, and make efforts to recruit minority students from local, regional and national schools, the college would definitely demonstrate its inclination toward acceptance and diversity. This is not to say the subtype population does not have a duty to attend to however. On observation the subtype population seemed reserved and limited many of their communications to those that they new best. This typically meant other Asian students with whom they could identify with. It appears many consider themselves a victim of "cultural bias" as many students appear outnumbered in class, which may result in fears of discrimination or stereotyping (Andersen & Taylor, 2006; Shostak & McKay, (1971).