LM's social scene: an analysis

From November 28 to December 6, The Merionite conducted a poll of students and teachers asking them to answer a series of questions about social structure at LMHS. The poll gathered the opinions of 484 students and 64 teachers.

Students who responded that they consider themselves “popular” were more likely to consider social status significant in their high school experience—66 percent thought it was—than those who did not. Only 47 percent of these students, those who responded that they did not consider themselves “popular,” considered social status significant in their high school careers. These students—those who did not consider themselves “popular”—were also more likely to float among social groups; 65 percent responded that they did, compared to the 56 percent of students who considered themselves “popular.” Those that considered themselves “popular” were also more likely to be motivated by popularity in their choice of friends; 44 percent responded that their choice of friends has been motivated by popularity, while only 31 percent of those who did not consider themselves “popular” had been motivated by popularity in selecting friends.

Students who responded that popularity had motivated their choice of friends were more likely to feel that social status is significant in high school. 67 percent of these students answered that it was, while only 46 percent of students whose choice of friends had not been motivated by popularity responded that social status is significant in high school.

Of those students who answered that they belong to a distinct social group, 60 percent answered that social status was significant in high school. Comparatively, only 50 percent of students who stated that they did not belong to a distinct social group, that they floated among different groups, responded that social status was significant in their high school experience.

These statistics have clearly shown that students’ responses to The Merionite’s questions are dependent; their answer to one question can predict their answer to another. Nonetheless, it appears that students differ widely in their views of LM’s social structure.

Student polls

Do you consider yourself "popular"?

Which of these factors do you think is most important in establishing someone as "popular"?

Has "popularity" ever motivated your choice of friends?

Which of the following best describes your social situation?

Do you feel social status is a significant part of your high school experience?

When did you make the majority of your current friends?

Teacher polls

Do you think there is a defined social structure among students at LMHS?

Was social status a significant part of your high school experience?

Which of these factors do you think is most important in establishing someone as "popular"?

A high school social summary

Lower Merion High School is not Bala Cynwyd Middle School. It is also not Welsh Valley Middle School. Now those may seem like fairly obvious observations, but they are important ones at that. Many freshmen, as well as sophomores and upperclassmen, can often be heard declaring that LM is “soooo different” from middle school, and it’s almost always meant in a good way. [more]

Breaking free from the restraints of the quintessential social group

Whether you’re on the outside looking in, or the inside wanting out, it can help to know what makes each circle tick. It’s all about status. In the early years of your social journey, your friends generally reflected whom your mom was friends with. Your best friend was likely to be on your block or in your neighborhood. [more]

An experiment in social conformity

Social conformity occurs in many forms. When one echoes the words of the smart kid in math class, or wears a pair of shoes because everyone else is, that person is conforming. Conformity is a fundamental part of the the mind and the body’s instinct to survive. Humans are a naturally social species and base many of their decisions on the judgments of others. [more]

Dissecting LM's social experience

It would be difficult to summarize the social scene at Lower Merion without discussing the parties and other social gatherings that students hold and attend come the weekend. While it might be easier—and preferred—for adults to pretend parties don’t involve the students at LM, the reality is that it happens. [more]

Social scene at LM: an administrative perspective

As students, we have our own views of popularity and social structure. From our first days in elementary school to our final four years at LM, we have developed our own notions on what it means to “have a social life” or to be “popular.” Within our school realm are also teachers, administrators, and guidance counselors, who—although they might not be closest to the action of student social life—have the benefit of a broader, alternate perspective. [more]

The benefits of popularity

Every year, each new batch of freshmen entering high school hears the same thing from their parents, teachers, and counselors: “popularity” doesn’t matter. Yeah right, and Santa Claus exists, Tupac is alive and residing in the thriving city of Boise, Idaho, and the Philadelphia Eagles will win the upcoming Super Bowl. As much as no one wants to discuss it, one’s “popularity” has an immeasurable impact on his or her high school experience. Fair or otherwise, people who are “popular” are given more attention, more appreciation, and more perks due to their elevated social status. [more]

How popularity hurts us

At some point or other in almost everyone’s high school career, one ponders the thought of being part of the “in crowd.” Some of us consider that to be the low point of our high school career, a time when social stature got the best of us. We longed to be part of the popular bunch. [more]