Abstract
Purpose. The purpose of this study was to develop an understanding of high school student interpretation of altruism, societal roles, and school culture. Methodology. The participants in the present study were twenty-seven high school students from comprehensive and alternative schools within the Northern Humboldt Union High School District. The study's design is participatory hermeneutic research, also referred to as applied hermeneutic research, which focuses on the arenas of language, understanding, and action. Data were transcribed into text after conversations had been collected and recorded (field notes provide additional data). Text was created when the researcher selected from the transcription a story or quote, and began to tell the story of the research to readers of the study. The researcher as narrator and analyst interpreted the text in relationship to hermeneutic theory and the study's review of literature. Findings. The junction of the text of conversations with participants and the study's theoretical research categories resulted in a narrative that was analyzed, critiqued, studied, and modeled to reveal several key findings. High school students understand and can apply new meaning to prosocial behaviors via the concept of altruism; such behaviors are inhibited among students by fear associated with reprisal from peer groups and the structure of social groups. Additionally, the dynamics of social groups directly affect student values and behaviors while at school. Lastly, the school's culture is affected by characteristics of school size and population, decision-making practices, leadership, teacher and administrator relationships, and modeling student behavior and relationships to school staff. Conclusions. Altruism and prosocial behaviors among students will emerge in high schools that are smaller in size and population; understand their social group structure and culture; empower students and teachers in decision-making and planning of social skill programs; have committed leadership; and focus on building relationships between schools' personnel, students, and parents. Recommendations. Further research is advised to include: differences in perceptions of students by gender, incorporation of Empathy Scales among participants, background of parents as related to student values, further assessment of social competency among participants, student involvement in the decision-making process at schools, nature of resistance and rebellious behaviors among high school students, modeling behaviors among teachers and administrators, and optimum size and population for high schools.