The Issue of Schools as Social Systems: Socialization Effects as Inferred from Lengths of Membership

The critical limitation of the interpretation of schools as independent normative systems is the failure to demonstrate that observed student orientations are acquired in schools rather than in other settings such as the home or community. The problem is approached here as a question of whether students' orientations vary with lengths of membership in the same school organization. Data were examined for 7,954 students in 19 schools which contained grade-lengths 7-9, 7-12, 9-12, and 10-12. The analyses indicated that the distinctiveness of school normative climates is slightly but positively associated with lengths of school membership when school size is controlled. While schools can be viewed as relatively distinct systems, they should also be seen as highly permeable in the midst of their community and home environments.