I chose the school as the main site for the
research because this was where almost the full range of kids from a
community are brought together. It is an important site for the
construction and the reproduction of social categorization schemes such as
class,\ race, gender, age. The school is also important to studies of
adolescents because the school institution is at the center of discourses
of adolescence in the US, and hence dominates the lives of adolescents in
the US whether they attend or not. And while my work focused on the kids,
their social practice and their language, I couldn't help but think a lot about educational practice.
See my publications on this topic.
From the moment I decided to work with adolescents, social and linguistic
analysis became inseparable in my mind. This was particularly so because
the social science literature I found on adolescents took an
adult-centered and/or pathological perspective. I was unable to
base any linguistic analysis on the available literature, and my shock at
the available literature became a commitment to fill what I saw as a
serious gap. Before I began writing on the linguistic aspects of my work,
therefore, I wrote on the ethnographic ones which, frankly, I considered
to be the more important.
See my
publications on this topic.
Ethnographic Projects
Jocks and Burnouts
In the early eighties, all the theory about the significance of class in variation
was based on adult class categories. But since it is adolescents who are
the movers and shakers in linguistic change, I wanted to see what class
meant to them. More generally, I wanted to examine the relation between
variation and adolescent social structure. So in 1980, I undertook an
ethnographic study in some suburban Detroit high schools.
The Preadolescent Heterosexual Market
This study grew out of the work on Jocks and Burnouts. It asked the
following questions - how does the peer social order emerge? How do the gender
differences that emerge with this social order come about? How do
adolescent linguistic styles emerge from kid talk? How can we
theorize style as social practice? This project is based on three years of
ethnographic fieldwork in Northern California.