Theme+1+Indiv,+Grps,+Soc

- the games enlivened community's social life; enthusiastically supporting "the team" meant supporting your town and your way of life (29) - many kids in school felt deep loyalities/responsibility to support their team, while others used these community events to show disgust for the game and the players - and for mainstream society (29)
 * **Ethnography Title** || **Our Notes** ||
 * Factory Girls ||  ||
 * Trobrianders of Papua New Guinea ||  ||
 * Learning Capitalist Culture || - students, whether they like football or not, all look forward to the Friday afternoons because the 7th period classes are let out early to hold mass pep rallies for their team (28)

- When the groups of students made their ways to the gym, different groups had their rightful territories on the bleachers (29). - Being part of the marching band was an important way of esatblishing one's loyalty to school and community (30); its quality was as carefully examined by some community members as the actual team. - the marching band was also a major symbolic expression of the community's unity and its future generation of good citizens and leaders (31). - band members tended to come from affluent families and have better academic records; perceived as "goodie goodies, richies, brains" - this perception isn't always true (31) - band members were generally the studetns w/ school spirit who were proud to promote loyalty to the school and community (31)

Cheerleaders: - perceived as some of the prttiest young women in school, and they aroused the envy of nobodies and nerds (32) - non-cheerleaders/boys told contradictory stories about the cheerleaders; when privately reflecting on their physical virtues and social status, they saw "going w/ a cheerleader" as guaranteeing their coolness and masculinity... when expression their views publicly to other males, however, they often accused the cheerleaders of being "stuck up" or "sluts" (33). - these men talk about women as objects to possess, dominate, and gain status through (33); these highly prized females became, dangerous, status-confirming creatures that were easier to "relate to" in rhetroical performances than in real life.

Pep squad: - many women who were not athletic or attractive enough to be cheerleaders often joined the pep squad, who came to games and helped cheerleaders arouse crowd enthusiasm (34) - Pep squad members = usually students who conformed to school rules and goals, but being in the pep squad also afforded them an opportunity to break home rules (34)

- Coaches are often the key educators who socialize males into their gender role; as a result, young men are less likely to dismiss their moral lessons than those from male teachers considered "sissies" (40). - Coaches and military leaders = chief elders who guide young males through this rite of passage into the traditional American notion of manhood (40). - Status of North Town Coaches among fellow teachers wasn't particularly high: dumb coach jokes and stereotypes existed (41) - however, a disproportionate number of these coaches became school principals, superintendents, leaders and have side businesses (41). - North town was the type of community in which male teachers with athletic/coaching backgrounds were more well respected. ||