Learning Limits: College Women, Drugs, and Relationships

By Kimberly M. Williams | Go to book overview

Chapter I
Drug Use and Finding Like-Using Female Friends'

Most of the women in this project gave a great deal of importance to their college friendships. These women described how drug use intersected with their friendships with other women in college. Each of these women wrote and spoke, many at great length, about their relationships with friends in college and the role of drugs in these relationships.

Women sought female friends with similar attitudes about a variety of subjects--including drug use. Women found friends with attitudes like their own, who tended to use drugs at comparable levels, through organized groups such as the Summer Institute, the multicultural weekend, athletic teams, sororities, and the residence halls. Some of these organized sites contributed to a culture that was racially segregated. "Partying" (typically involving drug use) was segregated as well, and women tended to make and keep friends who were culturally similar. Friendships with other women sometimes influenced the choices and meaning women made about their own drug use including their personal limits.


THE CAMPUS COMMUNITY DIVIDED: RACIAL POLARIZATION ON CAMPUS

The seeking of culturally similar peers (who shared values on a variety of topics including drug use) led to a racially segregated community of students where Black and Latina/Latino students were on one side, White students on the other, and Asian-Americans were forced to choose one or the other or to form a third side. All of the women who spoke directly about race relations on campus acknowledged that the campus was racially segregated and that the two worlds were distinctly different in their socializing. White women acknowledged, for the most part, that students of color were absent from the bars and White fraternity parties. The women and men of color in the class and the students of color with whom I have worked as their academic counselor had a perception of White students as sitting around drinking until they were drunk and "causing a

-13-

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
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

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

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Learning Limits: College Women, Drugs, and Relationships
Table of contents

Table of contents

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?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 194

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, 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." (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.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.