The author states that in Canada and the United States, the organizational structures and of contemporary secondary schools is in the form of a small society made up of the entire school together with its stakeholders who include the community at large (Brady 2009). The common practices performed by this school society have influences on the individuals within it. These people have a unique culture based on some assumptions that determine the outcome of the school. The economic and social demands of the democratic world makes it necessary for the secondary schools to produce students that will be able to prosper in a democratic society carrying along with them the values of democracy. Since most high school students are teenagers they expect to continue being seen as young people but the schools tend to set for them standards and a culture that they need to follow based on some basic assumptions. The students only become successful it they consider the formal education important in their later lives and feel the value of the schools they attend. The cultures of the school are determined by the type of practices the school society entertains. This includes the kind of organizational structure present, the school traditions and ways of doing things, the way they choose to deliver their programs among other aspects that influence the activities that take place in the school. All the members of the school society have to adhere to the rules set out by the school stakeholders and this puts them into one category with everyone striving to achieve the objectives and mission of the school. The daily routine of activities that take place in a secondary school environment constitutes its culture. These are things like the curriculum documents, the codes of conduct allowed for students and staff alike, the timetabling of the subjects and co curricula activities among several other administrative duties. These activities are routinely done every day within the school compound and it contains some aspects of the communal life lived in the society.
There are also some basic assumptions that dictate the kind of behavior that a school community is allowed to engage in. These beliefs include the way that students are grouped together for different purposes and projects, the techniques that the students prefer in their instructions, and how the status quo within the school is managed and sorted. These habits once formed are very resistant to change and it can take so much effort to actually change them (Allan and Tomlinson 2000). In the secondary schools in Canada and America, the students have a habit of only doing something when the bell rings. They also like forming small congregations in front of their lockers and the classrooms will always be arranged according to the subjects being taught. The degree of success a student manages to achieve when in high school pretty much determines her future. This is because most high school students are in their adolescence and are constantly moving from one social domain to the next. At home they have their families, at school they meet their peers and then they are put into different classrooms. These are the people they interact with and they need to have successful relationships with them in order to successfully pass the level of formal education.