Hooking Up : Sex, Dating, and Relationships on Campus Kathleen Bogle (general ebook reader .txt) 📖

a potential future spouse during their college years (Glenn and Marquardt 2001).

9. Arnett 2001, 2000, 1998.

10. Arnett 2000, 1994.

11. A similar sentiment was echoed by female students at Duke University who were interviewed by a journalist from Rolling Stone magazine (Reitman 2006).

12. The majority of students on both campuses live on campus or in nearby apartments or houses; very few commute from their parents’ homes.

13. There are numerous other reasons why men and women have different goals for the types of relationships they seek. I will discuss these further in chapter 6.

14. Michael, Gagnon, Laumann, and Kolata 1995.

15. The experience may be somewhat different for commuter students who do not have 24-hour access to campus facilities. However, the overwhelming majority of students at both campuses I studied live on campus or in nearby student apartments or houses. Examining how commuters are affected by the hookup culture on campus is beyond the scope of this study.

16. The fact that fraternity men are among the most sexually active on campus can be explained by Martin and Hummer (1989). They found that the selection process for gaining entry into a fraternity ensures that the most macho, athletic, and “womanizing” men will be admitted to brotherhood, while those who do not live up to these standards are more likely to drop out during the pledge process or never attempt to pledge in the first place.

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17. See Martin and Hummer (1989) for more on how fraternity members use alcohol in sexual situations.

18. See Boswell and Spade (1996) for a discussion of how the characteristics of certain fraternities make them more conducive to the sexual exploitation of women.

19. See Williams (1998) for a discussion of how college women use alcohol to navigate sex and relationships.

20. Bergen 1998. Also see Sanday (2007).

21. See Glenn and Marqurardt (2001) and Williams (1998).

22. In terms of racial diversity, I conducted interviews with two African American students (one male, one female) and two Asian American students (one male, one female). Although the number of interviews with students from diverse backgrounds was too small to state anything conclusively, my findings do confirm what others have found. That is, how men and women meet, interact, and form sexual or romantic relationships varies by race. See Glenn and Marqurardt (2001) and Williams (1998).

23. Minority students are also significantly less likely to binge drink (Wechsler 1994). This fact may also decrease the likelihood that they are involved in hooking up.

24. I interviewed two gay men and one bisexual woman in a focus group at Faith University.

25. For more on the experience of gay men on campus, see Queer Man on Campus (Dilley 2002).

26. See also Glenn and Marquardt (2001) for a discussion of how college women believe they bear the burden of initiating “the talk.” This expression refers to a woman asking a hookup partner: “What are we?” or “Where is this going?” Furthermore, Glenn and Marquardt found that although women often initiate this conversation, it is generally men who decide if a series of hookups will evolve into a relationship.

NOTES TO CHAPTER 5

1. See Ericksen (1999) for a discussion of how the general public finds out what is “normal” in the realm of sexual behavior. Specifically, Ericksen found that surveys on sexual behavior do more than merely tell the public about patterns of human behavior; rather, they actually shape subsequent sexual behavior by telling the public what is “normal.” Thus, Ericksen suggests that perception of what is normal affects what becomes the norm. While Ericksen focuses on how perception is affected by cultural messages (in the form of academics, journalists, activists, and the like touting the results of sex surveys), she acknowledges that there are many places where one can receive messages about sexual norms.

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2. This finding is consistent with what Moffatt (1989) found in his ethnographic study of campus life at Rutgers University in the late 1970s and 1980s.

That is, gossiping about sexual activity among one’s peers is a central activity among college students. See also Holland and Eisenhart (1990) on how peer influence affected college women in the late 1970s and early 1980s.

3. This is consistent with Glenn and Marquardt’s (2001) finding that many women are looking for “Mr. Right” during their college years.

4. Coontz 2005.

5. The discrepancy between the number of sexual partners for men and women has been found in quantitative studies. For instance, Laumann et al.

(1994) found that the median number of sex partners since age 18 for adult men in the United States is six, while the corresponding number for women is two. This discrepancy may be partially due to reporting bias (see Schwartz and Rutter 1998).

6. See Martin and Hummer (1989) for a more detailed discussion of how fraternity men “use” women.

7. See Schwartz and DeKeseredy (1997) for a discussion of the role fraternities play on the college campus in fostering an environment conducive to both a sexual conquest mentality and sexual abuse of college women.

8. See Thorne (1993) for a discussion on how childhood socialization contributes to the sexual scripts that men and women play out as adults.

9. See Scholly et al. (2005) for a discussion of how college students’

misperceptions of their peers’ sexual behavior can encourage engaging in

“risky” sexual behavior to conform to what they mistakenly believe is the norm.

10. Recall from chapter 3 that college students believe that one must have sexual intercourse in order to “lose” their virginity. Oral sex is considered a less serious form of sexual interaction. Therefore, engaging in oral sex does not preclude one from being considered a virgin. See Carpenter (2005) for a detailed discussion of how men and women perceive virginity loss.

11. At State University, a few students mentioned the legend that the statue of their mascot would fly away if a virgin graduated from their school.

A colleague pointed out that there are similar legends at many institutions of higher education (see Bronner