A wah do dah bredda ya

7/24/2019 A wah do dah bredda ya

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Name: Alex Stewart

Form: L6

Centre No.:100082

Candidate No.: 1000821177

Territory: Jamaica

Scool: !"nro Colle#e

IN PART FULFILMENT

OF

THE SOCIOLOGY

SYLLABUS

FOR

CARIBBEAN ADVANCEDPROFIENCY EXAM (CAPE)

FOR THE YEAR 2012-2013


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Table OfContents

ACKNOWLEDGEMENT................................................................................................. 2

STATEMENT OF PROBLEM/INTRODCTION..................................................................!

AIMS AND OB"ECTI#ES................................................................................................!

LITERATRE RE#IEW...................................................................................................$

RESEARC% DESIGN.....................................................................................................&

SAMPLE SELECTION.................................................................................................... '

DATA COLLECTION INSTRMENT................................................................................'

PRESENTATION OF DATA........................................................................................... ($

ANAL)SIS OF DATA.................................................................................................... 2*

DISCSSION OF FINDINGS AND CONCLSIONS........................................................2(

BIBLIOGRAP%).......................................................................................................... 2!


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AC$N%&L'()'!'NT

The completion of this Internal Assessment would not have been possible without the help of the

Almighty God, who gave me the strength and health to complete the assignment. Also my family

and friends played a major role in assisting me in obtaining the necessary research data for the

project. And last but definitely not the least my wonderful sociology teacher Ms. Sheena Mowatt,

who aided her students with well prepared tutorials and guided us every step of the way. I ame!tremely than"ful.


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STAT'!'NT %F *+%,L'!-NT+%(/CT%N

This study is based on the labeling theory which was created and developed by #ran"

Tannenbaum and $oward S. %ec"er&According to Sociology Themes and 'erspectives& labeling

is a process of social reaction by the (social audience,) *stereotyping+ the people in society,

judging and accordingly defining *labeling+ someones behavior as deviant or otherwise.

abeling theory, conse-uently, suggests that deviance is caused by the deviants behaviour beinglabeled as morally inferior, the deviants internaliing the label and finally the deviants acts in

accordance to that specific label. In other words it can be said that the social audience is

responsible for forming positive sanctions /reward0 or negative sanctions /punishment0 whereby

creating or diminishing deviants in society.In this research we will loo" at t! !"t!#t t$ %&'

*!+ $, +t&.+ #!t&/! &.'t+ $# /!#&! *!/&$, H& S'$$+ M/!,#45


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A!SAN( %,J'CT'S

As students ac-uire labels such as 1delin-uents, and 1vandals, and are

subse-uentlyrejected by peers, colleagues, and family, members& they may be under heavy

scrutiny or stigmatied and are often suspended or e!pelled from schoolsor forced into the

juvenile penal systems resulting in the individuals becoming worst off than they were with more

enthusiasm to commit grave acts of deviance.

The &.of this Internal Assessment is to get a clear understanding of whether or not

labeling promotes deviant acts in schools and how so.

In an effort to thoroughly evaluate the statement of problem, (the e!tent to which labels

or stigmas negatively impacts on juvenile behavior in $igh Schools in Malvern), the Internal

Assessment will be encompassing three major$*!'t&/!+. These are *2+To determine whatmotivates students to commit acts of deviance in schools *juveniles+. *3+ To observe if deviant

acts are committed only by persons of a particular, gender, age category, and social class etc. *4+

The e!tent to which the family unit can be held responsible for producing deviants as they are

the primary unit of socialiation. /5ysfunctional families0 *6+To establish, that certain deviant

acts are sanctioned as opposed to others.


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LT'+AT/+' +''&

In conducting research for this study, information was e!tracted from numerous articles, boo"s

and internet sources in an effort to select appropriate coherent data that supports the

study.According to the research data, there is a distinctive lin" between labeling and deviant

behaviour. #rom a sociological conte!t deviance is described as actions or behavior that violates

cultural norms including formally7enacted rules *e.g., crime+ as well as informal violations ofsocials norms *e.g., rejecting fol"ways and mores+. It is the purview of sociologists,

psychologists, psychiatrists and criminologist to study how these norms are created, how they

change over time and how they are enforced.To support the aforementioned $oward %ec"ers

boo" 8utsiders, which emerged in the 29:;s he states that (Social groups create deviance by

ma"ing rules whose infraction constitutes deviance, and by applying those rules to particular

people and labeling them as outsiders. #rom this point of view, deviance is not a -uality of the

act the person commits, but rather a conse-uence of the application of rules and sanctions to the

(offender.) The deviant is one to whom that label has been successfully applied& deviant

behavior is behavior that people so label.) In other words, 1deviance is in the eye of the beholder,

what would be considered deviance in one instance is not in another. Another theorist noted was

hediscussed deviance in terms of goals and means as part of his strain?anomie

theory. @here 5ur"heim states that anomie is the confounding of social norms, Merton goes

further and states that anomie is the state in which social goals and the legitimate means to

achieve them do not correspond. $e postulated that an individuals response to societal

e!pectations and the means by which the individual pursued those goals were useful to

understanding deviance& with that said it can be concluded that deviant behavior is created by the

pressures society places on individual to conforms to accepted norms. Albert ohens Sub7

cultural Theory, opposed Mertons views that the motivation for deviant behavior arises out of

the frustration of failing to achieve success by legitimate means. $e notes that deviant?delin-uent

acts are not always underta"en as an individual response to frustration but rather as a collective

response. Many delin-uent?deviant acts are not always underta"en for financial gain but are non7

utilitarian and malicious. $e sees the cause of much delin-uency as status frustration. Success is

replaced with an alternative to gain prestige in the eyes of their peers. These are the values of the

lower wor"ing class, delin-uent subculture in which such boys are socialied. (ower class boy,

middle class measuring rod.)


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+'S'A+C ('S)N


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SA!*L' S'L'CT%N

A sample can be defined as a small part or -uantity intended to show what the whole is

li"e. A sampling frame was utilied to study the desired portion of the population& a sampling

frame is a means of defining the population of interest. Stratified random sampling was

incorporated, a total of forty -uestionnaires distributed in thetwo$igh Schools in Malvern. To

achieve this, twenty*3;+ -uestionnaireswere randomly distributedto students of each of theschools. In this way the ratio of boys to girls was 2>2.This method was chosen because it allowed

for a broad variety of responses as the respondents would be of varies age groups, ethnicities,

and genders.


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(ATA C%LL'CT%N NST+/!'NT

COVER LETTER

@atchwell 5istrict

@atchwell '.A.,

St. Bliabeth

5ear, whomever it may concern&

I am Ale! Stewart, a : thform student of Munro ollege conducting a research on (the e!tent to

which labels or stigmas negatively impacts on juvenile behavior in $igh Schools in Malvern).This -uestionnaire will be used to ac-uire information necessary for my research. 'lease answer

each -uestion honestly. Bverything you write on these sheets will be "ept confidential. Than"

you for your time.

Cours Truly,

Ale! Stewart


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QUESTIONNAIRE

Y$ ,! 6 +6!7 t$ ,$/&7! t,t8 #+%!,+ t$ t! 9!+t&$#+ *!$%5 A t!

$,.t&$# ,$/&7!7 %& *! 6!t +t,&'t '$#8&7!#t&: + +' $ ,! #$t ,!9&,!7 t$

+!,t $, #.! + .!#+ $8 ,$t!'t $, &7!#t&t5

2. @hat gender are youD

MaleE #emaleE3. To what religious sect do you belongD

4. 'lease state the name of your school in the line provided.

FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF

6. @hich form are you inD

#orm 2E #orm 3E #orm 4E #orm6to :E. @hat age category do you fall underD

23726 E 272H E 273; E 8ver 3; E:. @hat ethnic group do you belong toD

African E

hinese E@est Indian E

aucasian E

Mi!edEH. To which social class do you belongD

Jpper lassE Middle lassE ower lassE KeutralE. @hat does the word deviant mean to youD

FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF



9. $ave you ever committed a deviant actD

CesE KoE


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2;. $ave you ever seen someone committing a deviant actD CesE

KoE22. If your answer was yes for the -uestion above, what action did you ta"eD




23. @hat do you thin" motivates an individual to commit a deviant actD

Status frustration E

'eer 'ressure E

Immaturity E

A desire for material possessions E

To get attention?recognition E

24. In your view, are any of the reasons listed above justifiable for such actionsD

CesE KoE

26. 5o you believe that some deviant acts are at times sanctioned or tolerated by some, which

ma"e it difficult to penalie the problem in schoolsDCesE KoE

2. 5o you believe that as a high school student the e!pectations from society are too highD

Ces E Ko E2:. @hich group of persons do you believe display the most deviant behaviorD

Toddlers E

Coung adults E

Grown adults E2H. @ithin recent times can you average the percentage of defacement of school propertyD

2. 5o you believe that deviant acts are demonstrated by persons as a means of getting

attentionD

Ces E KoE29. @hat are some of the penalties for the defacements of school property and are they

regularly enforcedD


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3;. @ould you say that parents who neglect to provide ade-uately for their children, or pay

attention to them, because they have some form of drug addiction or gambling problem

encourages deviant behaviorD

Ces E KoE

32. 5o you have any suggestions for remedying the problem of deviant behavior amongst

your peers, if so what are theyD

Ces E KoEFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF




33. 5o you believe that defacement of school property namely graffiti is as sense of artistic

e!pressionsD

Ces E KoE34. 5o you thin" that by including more curricular activities in the school syllabus will better

channel the attention of persons to more productive use of timeD

CesE KoE

36. Are you of the opinion that the brea"down of family life is the main contributor for the

number of deviants present in todays schools?societyD

CesE KoE

3. 5o you thin" that individuals, who come from poor bro"en homes, are most li"ely to

become deviantsD

CesE Ko EThan" you very much for your "ind cooperation, I am e!tremely grateful and certain that the

information given will be of great use to me.


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*+'S'NTAT%N %F (ATA

#igure 2> %ar chart displaying the percentage of respondents who belong to the different social

classes across the two schools. #rom the chart we can conclude that ower lass boys are more

susceptible to deviant acts while Middle lass Girls are more liable to commit acts of deviance.


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#igure 3> 5isplays a pie chart of the responses to -uestion eighteen *2+ which as"ed if deviants

acts are demonstrated by persons as a means of getting attention. Thirty one *42+ persons said !+

which totaled HHL and nine persons *9+ said #$which accounted for 34L.


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#igure 4> luster cone diagram portrays the age group percentage of respondents who have been

involved in deviant acts, ages 273; having the largest percentage.


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#igure 6> B!hibits a column graph of the number of recorded deviant acts committed, for the

month of April over a period of four years in one of the selected schools. This graph clearly

shows a gradual increase between the years 3;;H and 3;22. $owever 3;23 proved a 2;L

increase in deviant acts from the year before.


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#igure > 5emonstrates some of the major motivations for committing acts of deviants,

according to the responses of respondents, with 'eer 'ressure being the most dominant, followed

closely by Immaturity.


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#igure :> Shows the percentage of respondent who believe that the brea"down of family life

*dysfunctional families+ is responsible for the number of deviants present in todays school

society.


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SCHOOL PENALTIES SUGGESTED PENALTIES BY

RESPONDENTS5

5etention 8bligation to situations of utter discomfort as

to discourage future occurrences.

Suspension Specific period of time spend out of the

classroom environment whether on campus orat home.

B!pulsion See" alternative education. Bducate others

who have not yet committed acts of deviance,

of the conse-uences of deviant behavior.

%anned %oarding 'rivileges oss of theprivilege of living on campus.

#igure H> 5isplays a table, showing the penalties for the defacement of school property and other

acts of deviance.


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ANALSS %F (ATA

#rom the data collected during the research both primary and secondary information were

referenced, in an attempt to achieve the desired outcome of this study which aim it is to

determine (the e!tent to which labels or stigmas negatively impacts on juvenile behavior in $igh

Schools in Malvern) "ey -uestions were e!tracted from the data collection instrument and was

analyed using line graphs, pie charts, tables, bar charts and other visual presentation

instruments.This provided the necessary statistics and facts to assist with the accomplishment of

the set objectives which were all efficiently met. #igure 2s presentation loo"ed at the percentage

of males to females who committed deviant acts in the two sample schools.The percentage total

of all schools showed that :HL of boys are responsible for deviants acts while 44L of girls

committed deviant acts& coming out of this analysis it can be said that the male gender is more

susceptible to deviant behavior.#igure 3 compared the responses to the closed7ended -uestion

eighteen *2+ of the -uestionnaire which as"ed (5o you believe that deviant acts are

demonstrated by persons as a means of getting attentionD)


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(SC/SS%N %F FN(N)S AN( C%NCL/S%NS

DISCUSSION OF FINDINGS

#rom objective 2 which sets out to determine what motives persons *juveniles+ have for

committing acts of deviance in schools, it was discovered that, persons are motivated to commit

acts of deviance in school, mainly as a result of peer pressure, status frustration and simply to

defile and show disrespect and disregard for the school environment, because it gives them a

slight feeling of superiority over their peers.

8bjective 3 was set to observe if deviant acts are committed only by persons of a

particular, gender, age category, or social class. It is evidenced that vast majority of persons who

have committed acts of deviance were males with the age group of 273; years, but were of

various ethnic groups, religions and social classes. The number?percentage of males who

responded to the -uestionnaire was an alarming :HL. The reason for that being that they claimed

to be under peer pressure, and come from bro"en homes.

Thirdly, the objective which states the e!tent to which the family unit is responsible for

producing deviants as they are the primary unit of socialiation. /5ysfunctional families0 HL of

respondents agree with the fact that when children are poorly socialied and live in an

environment not conducive to productive learning where fine e!amples are set, they tend to ta"e

all their suppressed attitudes and feelings of negativity into the school environment plaguing

others with their disease.


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CONCLUSION

'en ultimately, it can be said that deviant behaviour is heavily influenced by labeling,

individuals tends to live up to the labels that are given to them, and this leads persons to self

fulfillment of their label and they turn to a life of deviance which further leads to a life of crime.

$ence, the $oward %ec"ers labeling theory strongly supports the statement. All of the aims and

objectives of this study was achieved and gave the researcher great insight into the topic of

research.


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,,L%)+A*

Sociology Themes and 'erspectives& Michael $aralambos, Martin $olborn and As?A7level Sociology& Steve hapman&

April 2th, 3;2;. A'B Sociology.org

ST8< ournals.com

Siegel, arry . 5elin-uency. %elmont> @adsworth Group, 3;;3.

Adams, Mi"e S. BT. Al.) abeling and 5elin-uency.) Adolescence. Academic Search

'remier. Nol. 4 p2H2. San 5iego, 3;;4.

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