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CAPE Sociology Unit 1 ! " #

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Alex Stewart

Jan. 11, 2014 • 109 likes • 162,947 views

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CAPE Sociology Unit 1 IA

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! CAPE Sociology Unit 1 IA

1. IN PART FULFILMENT OF THE SOCIOLOGY SYLLABUS FOR
CARIBBEAN ADVANCED PROFIENCY EXAM (CAPE) FOR THE
YEAR 2012-2013 2012-2013 Name: Alex Stewart Form: L6
Centre No.:100082 Candidate No.: 1000821177 Territory:
Jamaica School: Munro College
2. Table OfContents ACKNOWLEDGEMENT
.......................................................................................................
............................ 3 STATEMENT OF PROBLEM/INTRODUCTION
................................................................................................. 4
AIMS AND
OBJECTIVES...................................................................................
............................................... 5 LITERATURE REVIEW
.......................................................................................................
.............................. 6 RESEARCH DESIGN
.......................................................................................................
................................. 7 SAMPLE
SELECTION....................................................................................
................................................... 8 DATA COLLECTION
INSTRUMENT
.......................................................................................................
.......... 9 PRESENTATION OF DATA
.......................................................................................................
..................... 15 ANALYSIS OF
DATA...............................................................................................
....................................... 22 DISCUSSION OF FINDINGS AND
CONCLUSIONS
.......................................................................................... 23
BIBLIOGRAPHY
.......................................................................................................
..................................... 25
3. ACKNOWLEDGEMENT 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 am extremely thankful.
4. STATEMENT OF PROBLEM/INTRODUCTION This study is
based on the labeling theory which was created and
developed by Frank Tannenbaum and Howard S.
Becker;According to Sociology Themes and Perspectives;
labeling is a process of social reaction by the “social
audience,” (stereotyping) the people in society, judging and
accordingly defining (labeling) someone‟s behavior as deviant
or otherwise. Labeling theory, consequently, suggests that
deviance is caused by the deviant‟s behaviour being labeled
as morally inferior, the deviants internalizing the label and
finally the deviant‟s acts in accordance to that specific label.
In other words it can be said that the social audience is
responsible for forming positive sanctions [reward] or
negative sanctions [punishment] whereby creating or
diminishing deviants in society.In this research we will look at
“the extent to which labels or stigmas negatively impacts on
juvenile behavior in High Schools in Malvern”.
5. AIMSAND OBJECTIVES As students acquire labels such as
„delinquents‟, and „vandals‟, and are subsequentlyrejected
by peers, colleagues, and family, members; they may be under
heavy scrutiny or stigmatized and are o!en suspended or
expelled from schoolsor forced into the juvenile penal
systems resulting in the individuals becoming worst o" than
they were with more enthusiasm to commit grave acts of
deviance. The aim 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 e"ort to thoroughly evaluate
the statement of problem, “the extent to which labels or
stigmas negatively impacts on juvenile behavior in High
Schools in Malvern”, the Internal Assessment will be
encompassing three majorobjectives. These are (1)To
determine what motivates students to commit acts of
deviance in schools (juveniles). (2) To observe if deviant acts
are committed only by persons of a particular, gender, age
category, and social class etc. (3) The extent to which the
family unit can be held responsible for producing deviants as
they are the primary unit of socialization. [Dysfunctional
families] (4)To establish, that certain deviant acts are
sanctioned as opposed to others.
6. LITERATURE REVIEW In conducting research for this study,
information was extracted from numerous articles, books and
internet sources in an e"ort to select appropriate coherent
data that supports the study.According to the research data,
there is a distinctive link between labeling and deviant
behaviour. From a sociological context deviance is described
as actions or behavior that violates cultural norms including
formally-enacted rules (e.g., crime) as well as informal
violations of socials norms (e.g., rejecting folkways 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 Howard Becker‟s
book Outsiders, which emerged in the 1960‟s he states that
“Social groups create deviance by making rules whose
infraction constitutes deviance, and by applying those rules to
particular people and labeling them as outsiders. From this
point of view, deviance is not a quality of the act the person
commits, but rather a consequence of the application of rules
and sanctions to the “o"ender.” The deviant is one to whom
that label has been successfully applied; deviant behavior is
behavior that people so label.” In other words, „deviance is in
the eye of the beholder, what would be considered deviance
in one instance is not in another.‟ Another theorist noted was
Robert K Merton: hediscussed deviance in terms of goals and
means as part of his strain/anomie theory. Where Durkheim
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. He postulated that an individual‟s response to
societal expectations 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 Cohen‟s Subcultural
Theory, opposed Merton‟s views that the motivation for
deviant behavior arises out of the frustration of failing to
achieve success by legitimate means. He notes that
deviant/delinquent acts are not always undertaken as an
individual response to frustration but rather as a collective
response. Many delinquent/deviant acts are not always
undertaken for financial gain but are nonutilitarian and
malicious. He sees the cause of much delinquency 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 working class, delinquent subculture in which such
boys are socialized. “Lower class boy, middle class measuring
rod.”
7. RESEARCH DESIGN Research is defined as the systematic
study of materials and sources in order to establish facts and
reach new conclusions. The use of primary and secondary
data was incorporated in this study;this entailed the use of
questionnaires, books sociology websites and articles. In
order to collect information, a data collection instrument and
strategies had to be employed; a qualitative approach was
utilized as a large sample was not required. In investigating,
“the extent to which labels or stigmas negatively impacts on
juvenile behavior in High Schools in Malvern”. The data
collection instrument utilized for this study was the
questionnaire. The questionnaire contained two types of
questions, open-ended questions, which provides no choice
or guidance as to what the answer is, that is le! entirely up to
the respondent. They are very useful in getting persons to
express complicated ideas and feelings but on the other hand
they are very di"icult to code. The other type of questions was
close-ended, these are much simpler and they o"er the
respondents a limited choice of answers, they are very easy to
code but they o!en simplify issues too much. They do not
allow persons to reply in detail, it guides the respondent to
answer in a particular way, thus possibility exists the response
is bias. A total of 40 forty questionnaireswere distributed to
random persons from each of the High schools in Malvern.This
was done so that the respondent‟s responses would vary as
they all are encapsulated in di"erent environments with
similar yet varied norms and expectations. Additional
statistical data was also collected from the year supervisors
for each year group. Therefore, the primary source of data
collection is the respondents themselves who gave explicit
information relevant to the data collection process and the
secondary source would be the year supervisors who
provided the backup information needed to solidify the
results of the primary findings.
8. SAMPLE SELECTION A sample can be defined as a small part
or quantity intended to show what the whole is like. A
sampling frame was utilized 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 questionnaires distributed in
thetwoHigh Schools in Malvern. To achieve this, twenty(20)
questionnaireswere randomly distributedto students of each
of the schools. In this way the ratio of boys to girls was 1:1.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.
9. DATA COLLECTION INSTRUMENT COVER LETTER Watchwell
District Watchwell P.A., St. Elizabeth Dear, whomever it may
concern; I am Alex Stewart, a 6th form student of Munro
College conducting a research on “the extent to which labels
or stigmas negatively impacts on juvenile behavior in High
Schools in Malvern”. This questionnaire will be used to acquire
information necessary for my research. Please answer each
question honestly. Everything you write on these sheets will
be kept confidential. Thank you for your time. Yours Truly, Alex
Stewart
10. QUESTIONNAIRE You are kindly asked to provide truthful
answers to the questions below. All the information provided
will be kept strictly confidential; as such you are not required
to insert your name as a means of protecting your identity. 1.
What gender are you? Male□ Female□ 2. To what religious
sect do you belong? 3. Please state the name of your school in
the line provided.
___________________________________________________
_ 4. Which form are you in? Form 1□ Form 2□ Form 3□
Form4to 6□ 5. What age category do you fall under? 12-14 □
15-17 □ 18-20 □ 6. What ethnic group do you belong to?
African □ Chinese □ West Indian □ Caucasian □ Mixed□
Over 20 □
11. 7. To which social class do you belong? Upper Class□
Middle Class□ Lower Class□ Neutral□ 8. What does the
word deviant mean to you?
___________________________________________________
_____________________
___________________________________________________
_____________________
___________________________________________________
_____________________ 9. Have you ever committed a
deviant act? Yes□ No□ 10. Have you ever seen someone
committing a deviant act? Yes□ No□ 11. If your answer was
yes for the question above, what action did you take?
___________________________________________________
_____________________
___________________________________________________
_____________________
___________________________________________________
_____________________ 12. What do you think motivates an
individual to commit a deviant act? Status frustration □ Peer
Pressure □ Immaturity □ A desire for material possessions □
To get attention/recognition □
12. 13. In your view, are any of the reasons listed above
justifiable for such actions? Yes□ No□ 14. Do you believe
that some deviant acts are at times sanctioned or tolerated by
some, which make it di"icult to penalize the problem in
schools? Yes□ No□ 15. Do you believe that as a high school
student the expectations from society are too high? Yes □ No
□ 16. Which group of persons do you believe display the most
deviant behavior? Toddlers □ Young adults □ Grown adults
□ 17. Within recent times can you average the percentage of
defacement of school property? 18. Do you believe that
deviant acts are demonstrated by persons as a means of
getting attention? Yes □ No □ 19. What are some of the
penalties for the defacements of school property and are they
regularly enforced?
___________________________________________________
_____________________
___________________________________________________
_____________________
___________________________________________________
_____________________
___________________________________________________
_____________________
13. 20. Would you say that parents who neglect to provide
adequately for their children, or pay attention to them,
because they have some form of drug addiction or gambling
problem encourages deviant behavior? Yes □ No □ 21. Do
you have any suggestions for remedying the problem of
deviant behavior amongst your peers, if so what are they? Yes
□ No □
___________________________________________________
_____________________
___________________________________________________
_____________________
___________________________________________________
_____________________
___________________________________________________
_____________________ 22. Do you believe that defacement
of school property namely gra"iti is as sense of artistic
expressions? Yes □ No □ 23. Do you think that by including
more curricular activities in the school syllabus will better
channel the attention of persons to more productive use of
time? Yes□ No□ 24. Are you of the opinion that the
breakdown of family life is the main contributor for the
number of deviants present in today‟s schools/society? Yes□
No□
14. 25. Do you think that individuals, who come from poor
broken homes, are most likely to become deviants? Yes□ No
□ Thank you very much for your kind cooperation, I am
extremely grateful and certain that the information given will
be of great use to me.
15. PRESENTATION OF DATA Figure 1: Bar chart displaying the
percentage of respondents who belong to the di"erent social
classes across the two schools. From the chart we can
conclude that Lower Class boys are more susceptible to
deviant acts while Middle Class Girls are more liable to
commit acts of deviance.
16. Figure 2: Displays a pie chart of the responses to question
eighteen (18) which asked if deviant‟s acts are demonstrated
by persons as a means of getting attention. Thirty one (31)
persons said yes which totaled 77% and nine persons (9) said
no which accounted for 23%.
17. Varying Age Groups Of Deviants 50% 45% 40% 35% 30%
25% 20% 15% 10% 5% 0% 12-14 YRS 15-17 YRS 18-20 YRS
OVER 20 Figure 3: Cluster cone diagram portrays the age
group percentage of respondents who have been involved in
deviant acts, ages 18-20 having the largest percentage.
18. Figure 4: Exhibits 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
2007 and 2011. However 2012 proved a 150% increase in
deviant acts from the year before.
19. Figure 5: Demonstrates some of the major motivations for
committing acts of deviants, according to the responses of
respondents, with Peer Pressure being the most dominant,
followed closely by Immaturity.
20. 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Percentage
YES 87% NO 13% Figure 6: Shows the percentage of
respondent who believe that the breakdown of family life
(dysfunctional families) is responsible for the number of