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HSFPP Weekly Update # 193—Class Rings and Opportunity Cost

Message from Flashman: When Diane brought up the topic of the high school class ring, it brought back old memories, though I wasn’t sure whether students even buy class rings today, since it’s been more than 35 years since I graduated high school.

 

Message to Educators from Diane Kelley: Do you remember ordering your class ring? Was it important? Did your school have a special ceremony with approved vendors and pre-selected styles? Did you have the option of ordering from multiple companies, or just one? Did you have to save your money to buy your class ring? Was it a special gift from a parent or grandparent? There are many personal feelings attached to a class ring. Some are devastated if the ring is lost or stolen, while others attach little significance to the jewelry. Class rings are generational and many adults value the rings left to them by parents and grandparents more than they value their own ring. Today’s article In the New$... presents the opportunity costs associated with class rings.

 

Note to Educators in Kentucky: This week’s update corresponds to the academic expectations listed below. This subject may especially interest mathematics and social studies teachers.

Academic Expectation 2.30
Students evaluate consumer products and services and make effective consumer decisions.

Academic Expectation 5.4
Students use a decision making process to make informed decisions among options.

Academic Expectation 1.1
Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

Academic Expectation 2.16
Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

 

Educator Notes to Discussion Sections:

1. Data Collection and Discovery. Ask how many teens have already purchased a class ring. How many intend to buy one in the near future? Discuss the percentage in your group compared with national averages. Why do they think they meet, exceed, or fall below the average?

 

2. Discuss which options for buying class rings are available at your school: only one source, multiple vendors, online ordering. Discuss the ring options available, based on sources. Discuss price variability as related to options or orders. Are teens satisfied with the options they have?

3. Discuss social implications. Why do we as a society value a ring? What does a ring say about the owner/wearer? Why do many people who can afford a ring choose not to have or wear one? Ask the non-ring wearers if there would be a time when they would choose to wear a ring.

 

Web Site Pick of the Week:

http://www.roanoke.com/theedge/stories/wb/101386

 

In the New$… Should I Buy a Class Ring Just Because My Mom Has One?

by Diane T. Kelley, County Extension Agent 4-H Youth Development Scott County Kentucky, and post baccalaureate student at the University of Kentucky

The fall tradition of ordering class rings and sharing the purchases with our friends is fast approaching. After all, a class ring tells more about the wearer than simply their high school and graduation year. What do the symbols on each side of the ring convey? Did you order the smooth or the facet cut? Is the official school seal underneath the stone? Did you order your ring during your freshman year or, more traditionally, in the junior year? Is it expensive? Are you going to a ring ceremony?

Many emotions and social implications are associated with class rings or the lack of one. However, significantly fewer of today’s high school students order class rings: only 35-40%, compared with about 85% during their parents’ or grandparents’ era, according to Lynn Zirkle, a representative of ring manufacturer Herff Jones, as quoted in the St. Petersburg [Florida] Times.

A sign of the times is online ordering, which did not exist 20 years ago. Like many aspects of consumerism, the Internet has changed this time-honored tradition. Historically, students had few choices; they could buy a ring similar to those of their classmates or none at all. Some schools still adhere to this tradition.

According to the Roanoke [Virginia] Times, Roanoke Catholic still has an annual ceremony in which class members receive their rings. During a Ring Day Ceremony each fall, juniors receive their rings.

“‘The rings are blessed by a local priest and then presented to the students,’ said Annemarie Zoller, a Roanoke Catholic senior. ‘After the ceremony, the juniors have a parade, which the whole high school goes out to watch.’” The senior considered the tradition important in helping unite each class, bringing the students closer.

At Alexandria, Virginia's T.C. Williams High School, Yecenia Ruiz, 17, provided another reason for buying the class ring: “Some people have a harder time getting through school. It means a lot to them to graduate.” Other students don’t agree, though. At the same school, Alma Yopp looked at sample rings while waiting for her granddaughter, Nicole De Los Reyes. Nicole, who showed up with a friend, was much less thrilled about getting a class ring than her grandmother had been.

“‘You sure you want one?’ Yopp asked. Nicole nodded slowly, and Yopp said, ‘Yeah, I think you should have one.’

“As Nicole and her friend discussed college plans and the ring representative filled out the form, Yopp asked again. ‘Are you sure you're going to wear it?’

“‘Um, maybe, I don't know," Nicole said. ‘I guess so, since it's so expensive.’

“But when her grandmother turned away, Nicole wrinkled her nose and said she guessed not.” (Washington Post)

If you ask me, the grandmother’s money was wasted on that ring. Students should consider the cost of buying a ring, musical instrument, or any other item that requires savings or other funding sources. If you aren’t certain you want something, but buy it anyway, you’re almost certainly giving up something you might want more. Parents and other caregivers often make significant investments in items the student doesn’t value, such as buying a ring that the student won’t wear. What do the student and parent give up besides money? They also give up trust in the student’s ability to make a wise or equitable decision. The impression that a student doesn’t know what he or she wants adds to a parent’s or caregiver’s already uncertain feelings about their high school student making additional decisions.

Students I surveyed gave a range of answers regarding class rings. Most thought they would consider getting a ring if their friends did; but, if their friends did not, it “was no big deal.” The cost was considered by half, and all the girls preferred a more feminine style than traditional class rings. The students polled for this article said their classmates did not worry about school spirit and did not intend to spend money on something they would not plan to wear very long.

So think twice about buying anything you don’t plan to use for long, something you aren’t so sure you want, something as easy to lose as a class ring. Maybe you really do want it, though; if so, go right ahead. But, if you don’t really want the ring, don’t you think your money—or your parents’ or grandparents’ money—would be better spent on something else?

Sources: (1) Monique Fields, “Rings Show More Than School Pride,” St. Petersburg Times, 3/18/01.

(2) Patrick Mahaney, “The Cost of a Class Ring,” Roanoke Times, 1/24/07. http://www.roanoke.com/theedge/stories/wb/101386

(3) Tara Bahrampour, “School Symbol’s Luster Dims,” Washington Post, 2/24/05. http://www.washingtonpost.com/wp-dyn/articles/A48542-2005Feb23.html

 

Follow-up Activity:

Talk with your parents about class rings.

1. Did they buy a class ring? If yes, why? If not, why not?

 

2. If they bought a class ring, who paid for it: they or their parents? If one or both of your parents did not buy the ring, do they now wish they did? Why or why not?

3. Do they still have their class ring? If yes, ask to see it. Now what do you think? Is it something you want for yourself? If you buy a class ring, do you think you’ll be sorry later?

 

Kentucky High School Financial Planning Program

http://www.ca.uky.edu/fcs/hsfp

The purpose of the HSFPP financial updates, video lessons, and Web site is to assist county Extension agents, credit union educators, high school teachers, and parents who home school their teenagers so that they may improve the economic well-being of our teenagers; and also to show educators how the HSFPP, updates, and video lessons meet Kentucky core concepts. The Web site, updates, and video lessons are provided by the University of Kentucky Cooperative Extension Service, and are free to all educators. The list of core concepts and order form for free program materials including the student guide and instructors manual can be found on the Kentucky HSFPP home page.

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