Jocks and Burnouts: Social Categories and Identity in the High School

By Penelope Eckert. 1989

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Citations in the corpus

"How Old Do You Think I Am?" A Study of Language and Age in Twitter (2013, background): “It has been pointed out that females assert their identity more through language than males (Eckert 1989; Labov 1990).”
Cumulative advantage/disadvantage and the life course: cross-fertilizing age and social science theory. (2003, background): “Reproduction theory sought to describe a set of stratification mechanisms, many of which in modernity operate through schooling and other institutions and that produce strong intergenerational continuities in class location (e.g., Eckert, 1989; Willis, 1977).”
Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice (2004, background): “either/or) way of thinking – and how to manifest such notions in actions of acceptance or rejection (Eckert 1989).”
The Twisting Path of Concept Development in Learning to Teach (2003, background): “…learners, especially those who are not what Lortie calls identifiers (those who believe in the institution of school and its practices) or what Eckert (1989) calls jocks (those identifiers, usually from the upper and middle social classes, who uphold and maintain school values, especially…”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “…literatures, studies on student ambivalence typically document how differences between school and community norms, practices (including discourse styles), and routines create conflicting allegiances and priorities for low-income and/or working-class students (Eckert, 1989; McLeod & Yates, 2006).”
Multiple Masculinities? (2003, background): “Schools help to promote hierarchical student relations through structuring of both education and sports (Eckert, 1989).3 The style of masculinity in a given school often reflects the surrounding community (Connell, 1996; Heward, 1990; Skelton, 1996).”
Constructing identity with L2: Pronunciation and attitudes among Norwegian learners of English† (2010, unknown): “The great majority of research in the field of language, identity and style has focussed on the choices made by speakers in their native languages (see e.g. Bucholtz 1998; Eckert 1989, 2000; Johnstone and Bean 1997; Podesva, Roberts and Campbell-Kibler 2002; Quist 2005; Røyneland 2005).”
Sociolinguistic approaches to multiethnolect: Language variety and stylistic practice (2008, background): “Style Cluster 3 is performed by the school enthusiastic boys (those who in some ways resemble the “jocks” in American high schools, Eckert, 1989).”
Pure grammaticalization: The development of a teenage intensifier (2006, background): “More investigation of this type in addition to the kind of ethnographic studies carried out by Eckert (1989, 2000) might make a significant contribution, not only to the study of linguistic variation, but also to the functioning of “the invisible hand” (Keller, 1994) in the processes of linguistic…”
Cultural-historical activity theory: Vygotsky’s forgotten and suppressed legacy and its implication for mathematics education (2012, background): “Yet careful ethnographic studies have shown that children from working-class families tend to become working-class citizens rather than moving up the ladder (Eckert 1989; Willis 1977).”
Positioning a ‘mature’ self in interactive practices: How adolescent males negotiate ‘physical attraction’ in group talk (2004, background): “Here we are borrowing from developmental (Bamberg, 2000; Catan, 1986; Riegel, 1975; Werner, 1948; Werner & Kaplan, 1984; Wertsch & Stone, 1978), conversation-analytic (Sacks, 1995; Sacks, Schegloff, & Jefferson, 1974; Schegloff, 1982), and ‘communities of practice’ approaches ( Eckert, 1989, 2002; ”
Lower track science students' argumentation and open inquiry instruction (2000, background): “As a cohesive, well-documented subculture of school ( Eckert, 1989; Fine, 1991; Page, 1991) students gain command of a discourse which sharply and intentionnaly contrasts that of the normal school discourse.”
Peer Interactions, Relationships, and Groups (2007, background): “Crowd labels may also constrain adolescents’ abilities to change their lifestyles or explore new identities by “channeling” them into relationships and dating patterns with those sharing the same crowd nomenclature or classification (Eckert, 1989).”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “Argumentation can be confrontational, which may run against cultural norms or personal preferences, particularly for early adolescents, who are often working hard to fit in with peers to maintain social hierarchies in the school (Aikins, Bierman & Parker, 2005; Anderman, 2003; Buhrmester, 1990; Ecke”
The intersection of sex and social class in the course of linguistic change (1990, background): “It follows that an intervening variable must be formulated in terms of distinct cultural roles assumed by male and female members of society (Eckert, 1989a).”