I would like to draw attention to a resource that considers the social/cultural aspects of respect. The publication is entitled "Jocks & Burnouts, Social Categories and Identity in the High School", by Penelope Eckert. I personally liked this book, as its focus was a scenario similar to mine while growing up in that there was not a big minority presence. What made the book particularly fascinating was it focused on two basic and very common cultures in schools in our Northwestern Ohio area today, those of the "Jocks" and the "Burnouts." First, the foundation information in the introduction should be considered.

The discussion of relevant topics in this publication should first start with a clarification of the terms Jock and Burnout. The reader may have had experience with subcultures that fit the description but were identified by different names. The different names mentioned for Burnouts could be inclusive of Hoods or Greasers; the Jocks may have been known as Soc's, for Socialites, or Collegiates. Whatever name used, the stereotypical Burnout came from a working class home, enrolled in primarily general and vocational courses, smoked tobacco and pot, drank beer and hard liquor, skipped classes, and may have had run-ins with the police. The defining characteristics of the Jock are that they were middle-class and college bound, played sports for the school, participated in school activities, got respectable grades, and drank beer on weekends. The Jock was known to have a cooperative attitude with the school. The word, though not mentioned in this paragraph, could be respectful. A Burnout's attitude was that of being adversarial. An appropriate synonym would certainly be disrespectful, rather than adversarial. It was explained that there were deeper differences than values and norms than those of substance use or leisure activities.

Different variations of behavior needed to be discussed, and was. Not everyone fit exactly into each description, but classification as a Jock or Burnout left little room for debate. Unwritten standards are well understood. If the student accepted the school and its institutions as an all-encompassing social context, and had an unflagging enthusiasm and energy for working within those institutions, he was a Jock if he played sports or not. If a student rejected school due to frustration as something that did not meet their needs, they were Burnouts if they took drugs or not.

A discussion of the attitude of both subcultures sheds more light on the class distinctions. Jocks have had confidence instilled in them, their families have taught them ambition and academic skills. They become involved in school because of these traits. Burnouts are alienated from school due to the fact that their family has failed them. Rebelliousness comes from problems at home and frustration with their lack of academic ability. Ideologically, the school would have all students be Jocks. Realistically, the school plays a part in creating Burnouts due to stereotyping and pigeonholing. Schools may not introduce low expectations that many students may have, but they are certainly guilty of validating and reinforcing this class distinction. It has been documented that students reproduce their parent's experiences in school through parental attitudes. It is not hard to imagine which of the two considered cultures fosters the healthy attitude of respect, which has been shown to promote scholastic success.

It is a disturbing stereotype to read of vocational training as being referred to as a place for the wayward student, but the author clearly has this common misconception also. It could hardly be viewed as an effective teaching practice to follow what has been typically observed concerning non-mainstream children. The author observed that these children are steered towards general and vocational education, their work being underencouraged and underevaluated. The message here is that we use programs such as vocational and general education as a dumping ground for students. Although this is the trend, happily many students know better. I have instructed some of them. One in particular attained employment that has him earning over six figures a year at a job he enjoys just four years after graduation. How do you define success?

It is interesting to note that a prevalent attitude that the Burnout culture has is that school is not totally irrelevant, but that the school could and should be serving their needs. Therefore, even the Burnouts endorse the importance of school. Though they feel that it is not meeting their needs, it is recognized as a necessary task prior to entering the working class. This is an important distinction to make, as hard-core gang involvement should not be typecast with the Burnout culture. Jocks are positively evaluated and rewarded. Burnouts are stigmatized and discouraged. The result of this is that the school creates a community where individuals cannot explore values and interests. Instead, particular values and interests restrict the individual; the Burnout is restricted to a well-defined place in the school.

Relevant to the topic of respect in schools is Chapter five, "The Development of Social Categories". One of the key activities in the definition of this social class seemed to be smoking. It was this practice that put these adolescents at odds with adults. That habit was the first in a line of many that failed to show respect for adult guidance. This being established, and acceptance to the Burnout culture being made, other practices common for the Burnouts were soon introduced to the sixth graders. They generally were then introduced to marijuana, heterosexual relationships, then discussions of adolescent structure and social problems. They were then involved with the Burnout network and culture.

While this was going on, the Jocks were emerging. It is of interest to note that the Jock culture could not be called docile. This would not be possible, while retaining status in adolescent peer society. Some evidence of being able to stand up to teachers and parents was necessary. The difference between the Jocks and the Burnouts was the style in which they stood up to adults. Initially, the Jocks opposition to Burnouts was the basis for their identity. It was not viewed as a negative trait for long.

While both groups were active at school social activities, the pattern was that the Burnouts would eventually partake of behavior that got them banned from such functions. This stereotyping resulted in a few of the Burnouts not partaking of things that they would have liked to. Lines were drawn, and few chose to enter another culture's stronghold. Once labeled a Burnout, your privileges were fairly well defined. The Jocks undermined the Burnouts prestige, and hostility between the groups grew. Teachers got in on the stereotyping, even accusing a non-smoker of smoking due to the acquired stereotype and the smell of second-hand smoke on her. Teachers also did not let appropriately talented students on athletic teams due to culture affiliation.

We can see from the observations of Penelope Eckert that teachers have fostered a lack of respect for students due to stereotypes. The fostering of respect, not stereotypes, is the responsibility of an effective teacher. Research has shown that students that feel that they have supportive, caring teachers are more strongly motivated to engage in academic work than students with unsupportive, uncaring teachers. Instruction needs to be relevant and engaging, not done with a spirit of being a mundane duty on the part of the teacher.

I feel that I have the need to relate a personal experience that I had with a student that was living in poverty. It became obvious to me that this student had an unbelievable talent very soon in the year. It also became evident that her self-confidence was very low. I did what I could to encourage her, mindful that that particular class would have made my life a living hell if they suspected that I was giving this rather attractive young lady more attention than the rest of the class. With this in mind, I made a special effort to get to all students constantly. After assisting her with something very trivial, something that in no way, shape, or form could have been viewed as above and beyond the call of duty, she said something to me that about put me on the floor. She looked up at me and said, "Mr. Steinline, I think that you are the best friend that I have ever had in my life." I was very taken back and surprised by this comment. Years later, I recounted that experience to her when I had called her at her father-in-laws' request. She had obviously not utilized her talents in the course she had taken. I called her to remind her how talented she was, and, as a "friend", wanted to encourage her to use that talent. I feel that my fostering a mutually respectful setting in that class opened the door for a receptive ear to encouragement.