Campus Traditions

Campus Traditions: Folklore from the Old-Time College to the Modern Mega-University

Simon J. Bronner
Copyright Date: 2012
Pages: 496
https://www.jstor.org/stable/j.ctt24hz0w
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    Campus Traditions
    Book Description:

    From their beginnings, campuses emerged as hotbeds of traditions and folklore. American college students inhabit a culture with its own slang, stories, humor, beliefs, rituals, and pranks. Simon J. Bronner takes a long, engaging look at American campus life and how it is shaped by students and at the same time shapes the values of all who pass through it. The archetypes of absent-minded profs, fumbling jocks, and curve-setting dweebs are the stuff of legend and humor, along with the all-nighters, tailgating parties, and initiations that mark campus tradition--and student identities. Undergraduates in their hallowed halls embrace distinctive traditions because the experience of higher education precariously spans childhood and adulthood, parental and societal authority, home and corporation, play and work.

    Bronner traces historical changes in these traditions. The predominant context has shifted from what he calls the "old-time college," small in size and strong in its sense of community, to mass society's "mega-university," a behemoth that extends beyond any campus to multiple branches and offshoots throughout a state, region, and sometimes the globe. One might assume that the mega-university has dissolved collegiate traditions and displaced the old-time college, but Bronner finds the opposite. Student needs for social belonging in large universities and a fear of losing personal control have given rise to distinctive forms of lore and a striving for retaining the pastoral "campus feel" of the old-time college. The folkloric material students spout, and sprout, in response to these needs is varied but it is tied together by its invocation of tradition and social purpose. Beneath the veil of play, students work through tough issues of their age and environment. They use their lore to suggest ramifications, if not resolution, of these issues for themselves and for their institutions. In the process, campus traditions are keys to the development of American culture.

    eISBN: 978-1-62103-617-3
    Subjects: Sociology

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-viii)
  3. List of Figures
    (pp. ix-xii)
  4. PROLOGUE: “Here’s the Syllabus”
    (pp. xiii-2)

    BY THE TIME STUDENTS GRADUATE FROM COLLEGE, THEY ACCUMULATE plenty of courses but are not given enough credit for the traditions they bear. Sure, students are usually in college only a few years, and the locations of their education vary widely, but I argue that undergraduates in their hallowed halls, more than in any other place of their scholastic experience, embrace distinctive traditions because campuses constitute transitional spaces and times, precariously between childhood and adulthood, parental and societal authority, home and corporation, and play and work. One might falsely presume that the business of obtaining a degree precludes the handing-down...

  5. CHAPTER 1 GETTING IN: Orientation
    (pp. 3-29)

    “WELCOME TO CAMPUS, SCHOLARS,” THE RESIDENT ASSISTANT barked with some sarcasm as I joined the other wide-eyed freshmen during campus orientation in my first dormitory meeting, far from home. Back a few months we celebrated “getting in,” but now that we had arrived, uncertainty could be felt about the path ahead.

    “You’re no longer in high school, you’re in college now,” this senior student, apparently wise to the ways of higher learning, reminded us, as if we had safely crossed a huge abyss. He wanted to emphasize that being “on campus” was different from anything we had encountered previously. He...

  6. CHAPTER 2 THE STRESS OF GRADES: Tests and Papers
    (pp. 30-70)

    THE FIRST DAY OF CLASS, THE AVUNCULAR PROFESSOR CHEERILY welcomes the students to the course. He describes his interest in the subject and begins to tell something about himself. Suddenly, a hand shoots up. Taken aback by a questioner at such an early stage of the class, the prof calls upon the anxious student.

    “Excuse me, will this be on the final?”

    This often-told story reminds students that tests and papers produce the numbers that translate into all-important grades. Although professors and official campus literature relate the measure of accomplishment in a course as the learning that occurs, students look...

  7. CHAPTER 3 PROFESSORS, COACHES, JOCKS, GEEKS, AND OTHER STRANGE CHARACTERS
    (pp. 71-113)

    IF CAMPUS IS AN UNUSUAL LIMINAL LOCALE WITH IMPOSING BUILDINGS and a landscape intended to inspire great ideas, then it follows that it is populated by characters who are probably out of place elsewhere. Humor and legend work hand in hand to reveal the idiosyncrasies of figures who draw suspicion because they appear strangely and singularly obsessed with their task. Lore may also especially express an ambivalence about professors as powerful elders who guide their student charges but at the same time from whom youths want to break away to assert themselves. Students also look around at their cohort and...

  8. CHAPTER 4 RUSHES, PRANKS, AND DINKS: The Rough-and-Tumble Campus
    (pp. 114-162)

    THE COLLEGE CAMPUS CAN BE A RUDE AWAKENING FOR STUDENTS who enjoyed their senior status in high school. They probably heard about their ascent into maturity with graduation, but once on the college campus they are probably made to feel like mere babes. Modern institutions of higher education have added an infrastructure to guide the new kids on the block, sometimes requiring a first-year seminar to go over the rigors of college. Counselors spring into action during orientation and provide programming and workshops throughout the year. That is not to say that students do not take responsibility for their own...

  9. CHAPTER 5 COLLEGE SPIRIT: Expressing Loyalty and Rivalry
    (pp. 163-191)

    EVEN THOUGH STUDENTS’ TIME ON CAMPUS IS SHORT, THEY EXPECT to be infected while there with a strange sort of exuberance known as “college spirit.” Brought back to campus, alumni typically complain that the current crop of enrollees lack the spirit their class exhibited. Or else they are convinced it disappeared with the growth of the school to immense scale. When asked to clarify what college spirit entails, many students and alumni state that more than cheering on their institution, it has something to do with their fondness for one another living in community. To exemplify college spirit, students point...

  10. CHAPTER 6 CAMPUS EVENTS: Holidays, Games, and Sports
    (pp. 192-241)

    BENEATH THE JESTS ABOUT GOING TO COLLEGE BEING A WILDLY “GOOD time” and delaying “real work” (and responsibility) is anxiety about getting away from the safe haven of home or embarking on a daunting new endeavor. With reference to their dormitories and distractions, institutions of higher education present themselves as places for immersive study and personal growth apart from the child or adult worlds. The environmental description of “campuses” gives another kind of separation: the college from surrounding towns. Away from home, away from family and friends, in the competitive pursuit of learning, students on campus are set out on...

  11. CHAPTER 7 GREEK LIFE
    (pp. 242-276)

    FRATERNITIES AND SORORITIES OFTEN VIEW THEMSELVES AS UPHOLDers of tradition and collegiate spirit leaders. Many fraternity and sorority members declare Greek letter societies as a traditional place in the college where “me” becomes “us.” Fraternal organizations sing the praises of fellowship, ritually honor “brothers” and “sisters,” and parade the value of civic engagement, particularly in an individualistic, self-absorbed mass society. But as organizations that enclose themselves in separate houses and carry the stigma of secret societies, fraternities and sororities are subject to suspicion, restriction, reform, disparagement, suspension, and, at many campuses, banishment. Greeks recognize in a kind of double consciousness...

  12. CHAPTER 8 LEGENDARY LOCATIONS, LAUGHS, AND HORRORS
    (pp. 277-342)

    PASSING THROUGH THE ELABORATE GATES POSITIONED AT THE college’s border with its neighbors typically creates the impression of entering a mythical kingdom. Past the bustle of streets and stores one finds on almost every campus a winding path through nature and around proud edifices often showing medieval faces. In this commercial-free zone, there seems to be a unity of purpose, a march of thought. The pantheon of distinctive images meant to inspire passersby stretches from the dormitories around the library and past the halls of academe. Giving focus to the domain are campus markers—clock and bell towers, columns, obelisks,...

  13. CHAPTER 9 SEX AND THE SINGLE STUDENT
    (pp. 343-376)

    PUT YOUNG MEN AND WOMEN INTO CLOSE QUARTERS OF THE COLLEGE campus and inevitably the question of sexual behavior comes up. Although sexual issues have increasingly come out into the open since the twentieth century, the topic still presents anxieties that are apparent in numerous stories, songs, and practices. Sex has a special relation to college life because the kinds of life decisions that are being made by youth in their studies are also played out in their social, and amorous, connections. Much of the lore about sex in college questions power relationships as well as erotic practices among professors...

  14. CHAPTER 10 GETTING OUT: Graduation
    (pp. 377-406)

    GRADUATION, AFTER FOUR LONG YEARS, IS THE MOMENT STUDENTS have been working, waiting, and suffering for. To freshmen, graduation seems impossibly far away. Adding to this feeling is the timing of completion after four years, rather than three. The length of time in college is not based on an assessment of how long it takes to be learned. Instead, it is ritually based on a cultural association of four with ampleness.

    Whereas “three” in American society is a symbol of completion, “four” translates into a specific quantity representing abundance (Brandes 1985; Bronner 2007, 6–8; Dundes 1980, 134–59). Three...

  15. REFERENCES
    (pp. 407-454)
  16. INDEX
    (pp. 455-475)