OBE - McPherson and Mistry
Coffman Union makes sense as a place to test both Wirth’s and Jacobs’ hypotheses because it is a space which functions both as a hub for interactions and transactions at the University and also exists as a place for people to do solitary acts (such as homework) in a very public environment. In our essay we first analyzed Wirth’s hypothesis of categorization. We then discussed Jacobs’ “urban ballet” as it relates to a student union setting.
Wirth states in his essay “Urbanism as a Way of Life” that where there are numerous people, those people are often divided into categories and the individuality of the people disappears. A place that this is effectively displayed is in the Coffman Union on the University of Minnesota campus. Being the union, many people of all different types; be it cultural, racial, or age differences, just to name a few; gather. And also being one of the most populated buildings on campus, it is easy to see people as groups more so than as individuals.
We started on a Friday afternoon on the second floor where most of the student organizations are located. We felt that student organizations are the root of people splitting into smaller categorical groups, and thus we might find more interaction. These consisted of racial, cultural and GLBT offices; so naturally, people who would fit into these categories are often found around in the area. The common area on the floor is located in a centralized place, not being particular to any one kind of people. This seating area consists of chairs and couches, and is, in general, a very socially welcoming place. The seating is divided into two groups instead of one large space. We noticed that the people there were there for many different reasons (more reasons that on the main floor), being to study, socialize, sleep, or to simply sit. We also noticed, to that end, that the socializing people took up one seating group while the other people, who were more quiet and self contained, were in the other group. This seemed like a natural way for people to split up, since people who want to study want a quiet atmosphere so they naturally broke apart from the conversing atmosphere. Furthermore, the socializing people were of one ethnic race and were very homogenous in general, while the self contained people were very heterogeneous, but that seemed irrelevant because these people weren’t interacting and the chances that they would all be from one ethnic background were slim.
Also, observing people who were walking around all seemed to be directed towards a purpose, unlike the main floor where some people were walking slowly, or were waiting. People who were walking with two or more people were usually from the same ethnic background. Along the sides of the floor were the offices of the student organizations. Most of these offices were populated by people of one category, depending on what the organization was. We felt that this showed that people were drawn to groups that pertain to them and make them feel as if they are a part of a smaller group and are able to identify with a certain group of people instead of just being a student at a large university.
We then went to the main floor to observe how the people there interacted with each other, or if they interacted at all. We found the latter to be true. There were very little people socializing and more people were studying. The physical environment was three distinct seating areas divided by walking paths. This made it difficult for intimate interaction. Even though it is one of the largest open spaces in the building, it was not comparatively loud. Everyone was self contained to some extent. We also found that the population was heterogeneous. This disagrees with Wirth’s statement that a large group of people lose individuality and are categorized. The only category we were able to identify was ‘student’, which was everyone.
Unlike the main floor, the second floor agrees with Wirth in that the rooms are divided for purpose of creating student organizations, and thus people lose their individuality.
One thing that people on both floors had common was the very strong use of media, be it laptops, mp3 players, or cell phones. These were all used in both private shared circumstances. Private use was more prevalent on the main floor while there was an equal mix of private and shared on the second floor.
Wirth’s hypothesis is very much exhibited on the second floor where people identify others as being a part of a group rather than as an individual. Although this statement doesn’t apply to all environments, it is very much prevalent.
Jane Jacobs’ romantic look at city life in her book, The Death and Life of Great American Cities, takes issue with the city planners of the mid 20th century. She saw the planners as not taking advantage of what already works about the great cities of the United States. Jacobs work shed new light on staples of city life and inverted their value systems. Jacobs saw the densely populated urban streets as the best avenue to safety. The clear delineation of public and private space in a street setting makes it friendly to self-surveillance and also gives a clear impression of when a person is not wanted. The self-policing of a neighborhood is further assisted by another pastime Jacobs felt that the city planners of her day were not accounting for, people watching. On page 117 (in the City Reader) Jacobs says that “the sight of people attracts still other people”. Jacobs says that the architectural designers seek quiet and isolation. In our research we tested what forms of self-policing, people watching and other forms of “urban ballet” took place at Coffman Union at the University of Minnesota.
Jacobs’ philosophy demands a clear demarcation between public and private spaces. Coffman would be considered a pseudo-public place because it is open to the public but its clear role as the student union for the University of Minnesota marks it from a space that is fully open to the public. This aside, the way that interactions between students and other users of the area play out makes it appropriate for Jacobian analysis. A private security force (alongside a nearby police station) has been seen escorting vagrants out of the building on occasion.
In our research we wanted to explore how people-watching fit into other activities that students were involved as well as how different locations within Coffman elicited different types of social interactions. We felt that the more secluded areas of Coffman may be home to more developed and personal interactions where a sense of self-policing and comfort may take precedence over a more typically urban protection of property and categorizing of people. In contrast we believed that the first floor main entrance of Coffman would be ripe with traditional people watching built upon “non-interactions” between strangers and a scene more akin to a train-station than to an interactive student union.
Our first location was the central seating area of the second floor. The second floor of Coffman is home to all of the Student Activities Organizations. These organizations include the Black, African, Asian, Indian and Pakistani Student Unions and the Gay Straight Student Committee and numerous others. These groups offer a more homogeneous meeting and organizing spaces for minority groups (used in the most inclusive sense of the word, not strictly racially) who exist at the University of Minnesota within a predominately white setting. We hypothesized that students who use the areas outside of these offices to congregate may exhibit some of the same in-group homogeneity.
On Friday afternoon half of the seating area was home to a group of Asian students that fluctuated between eight and thirteen people. This group was visibly close with each and spoke intimately about topics and had history together that they called upon in their conversation. The group was composed at first equally of females and males (four and four) and the group was joined by tables and laps filled with laptops, Sprites, textbooks and food packages. The latecomers were all females and they focused their conversation off of one chair of an already present female towards the floor and off to the side of the central conversation. All students were undergraduate aged and dressed in winter appropriate student attire including sweatpants, jeans, hoodies and jackets. One of the males of the group was looking at a Maxim style, barely soft-core porn website which another one of the males discovered when he looked over his shoulder. When the men started talking about this, the most vocal female asked “are you checking out chicks?” loud enough for people beyond their vicinity to hear. Their group enjoyed a hearty laugh and the more isolated people-watchers in the adjoining section grinned. The vicarious enjoyment of a group of a people interacting in a personal manner seems to be sought after by the solitary students who study on the second floor. When the group of Asian students began playing rap music loudly off of one of their laptops no other students complained nor did they seem perturbed. Given all the opportunities at the University for traditional, quiet, study environments students studying at Coffman seem to seek out the “ballet” qualities of the environment. The students were also involved in low-level plagiarism, encouraging a fellow student to “just talk like me, and make it 4 pages double spaced, not longer.”
The students on the other side of the seating area shared more in common with the solitary students on the 1st floor. On the 1st floor hushed conversations on cell phones or text messaging, solitary and more consistent studying and less area per person were observable similarities between the solitary second floor studiers and differentiated both groups from the more socially interactive group of Asian students mentioned earlier. The students who were studying alone were a much larger group (forty plus students) downstairs and much more heterogeneous. The students generally were wearing or sitting on their jackets and were often minimizing their space by keeping their backpacks between their legs and all their papers directly in front of them. The large number of people and people watching eyes does accommodate entering into certain more personal activities that could be more hazardous in the more secluded second floor, namely, sleeping. The constant influx of people and watching eyes guarantees that a would-be criminal would be easily discovered were he/she to harass or steal from a sleeping person. Both women and men were among the sleeping students (3 out of the 40 were legitimately sprawled out in full-on sleep mode).
These two settings exemplify different types of safety that are established by different types of congregations. The social group on the second floor creates a social safety in friendship, numbers and segregation from a larger setting, such as the more open and busy 1st floor. Their property is also guarded and easily walked away from due to the trust established between them. They are also comfortable playing music through speakers and talking about plagiarism and sexuality because they have created a zone of personal space. The students in the more public zones create a safety with their community without speaking it or establishing it. The number of students constantly present in these areas protects the typical concerns of a student including general quiet, protection of private property while sleeping, and an ability to people watch while doing homework.
Abha Mistry (Wirth)
Sean McPherson (Jacobs)
Comments
http://www.zeropaid.com/bbs/member.php?u=493260.html
Posted by: mgxpjrg | March 21, 2008 10:44 AM