Coming of Age in New Jersey: College and American Culture

By Michael Moffatt | Go to book overview

Further Comments
This language suggests that Rutgers is a big institutional thing existing independently of any particular actor's perception of it. Rutgers might be redefined more phenomenologically, however, as the sum total of all those imprecise partial understandings that all the actors who make it up have of it, as the negotiated and changing product of their combined understandings. (Power plays a role, of course; the president's understanding has considerably more impact on the sum total than some untenured assistant professor's. And wider definitions are involved as well. One thing most administrators do when planning any big change, for instance, is to call their opposite numbers at half a dozen similar institutions to find out how they do the thing in question.) For my summary sketch of some of the structural complexities of contemporary Rutgers, see appendix two.
See Moffatt 1985b, especially pages ix-x and 261, for a summary of some of my historical sources.
The subjects of these essays are "traditional" college students--in the "college-age" cohort (seventeen to twenty-two years old), residing on campus or, usually as upperclassmen, independently off-campus. Rutgers College served mostly late-adolescent students; adults who attended Rutgers-New Brunswick usually went to University College, the "night school." About one-fifth of the undergraduates at Rutgers College, on the other hand, were commuters with far less access to the pleasures of modern college life than residential students had.
Poindexter and nerd are two negative stereotypes for socially inept youths. Poindexter ("dexter" for short) was the name of a character on a favorite children's TV show, which most of the students had watched when they were much younger. In the late 1980s, the campy musical performer Buster Poindexter had taken his second (stage) name from this old youth cultural meaning. The origins of nerd are unknown (but see chapter 7, note 36).

Note that both terms, by the way, come out of the wider youth culture. They are not specifically collegiate. In past generations, there were college-specific words for such stigmatized students-- "throat" at Rutgers in the 1970s, for instance (see chapter 7, note 12).

One freshman woman on Hasbrouck Fourth in 1984- 1985, on the other hand, reported

-62-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Coming of Age in New Jersey: College and American Culture
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Contents ix
  • Acknowledgments xi
  • Preface xv
  • One / Orientation 1
  • Further Comments 20
  • Two / "What College is Really Like" 25
  • Further Comments 62
  • Three / a Year on Hasbrouck Fourth 71
  • Further Comments 125
  • Four / Race and Individualism 141
  • Further Comments 168
  • Five / Sex 181
  • Further Comments 231
  • Six / Sex in College 247
  • Further Comments 266
  • Seven / the Life of the Mind 271
  • Further Comments 310
  • Appendix One on Method 327
  • Appendix Two on Typicality 331
  • Further Comments 336
  • References Cited 341
  • Index 347
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 358

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.