Understanding deviance in the classroom - Essay Example

?Report: Understanding Deviance in the room. Table of Contents Introduction………………………………………………………………………………………3 Deviant Behavior in Classrooms…...............................................................................................3 Sub-Cultural Theories………………….……………………………………………………......3 Reactive Sub-Cultures…...................................................................................................4 Independent Sub-Cultures……………………….…………………...…………………5 Evaluating Sub-Cultural Approaches…………………….…………………………………….6 Conclusion…………………………………………………………………………………..……7 Reference List…………………………………………………………………………………....8 Introduction Any behavior which is different from the widely-accepted cultural or social norms is termed as deviant behavior. Deviant behavior in the classroom is a very common phenomenon and students resort to this behavior for various reasons, some of which may be personal, but mostly they are a result of various societal influences. Various sub-cultural theories are present to explain this behavior in students. In this report, I will explain the deviant behavior of students in the classroom and evaluate the sub-cultural theories in accordance to this behavior. Deviant Behavior in Classrooms Many students engage in deviant behaviors in the classroom. The nature of this behavior can range from normal deviance like passing notes or not paying attention in class to medium deviance like not showing interest in academic work and to a higher level like smoking, drinking and performing various acts to bring themselves closer to the adult world. Like deviant behaviors may take different forms, different reasons can be at the root of such behaviors. Many theories and perspectives in sociology attempt to explain such behavior. Sub-cultural theories are one of these, which explain in detail several causes of deviant behavior. Sub-Cultural Theories Sub-cultural theories explain deviance as a collective act rather than an individual one. Theorists supporting sub-cultural theories believe that deviance resulted when an individual belonged to a sub-culture and their values were different from the rest of the society. A particular act may be conforming in a subculture, but deviant when it is seen from the perspective of a larger culture. In such a case, the dominant group can impose its values on the minority group and label their behavior as deviant. This way a person in a subculture may feel role conflict in trying to balance the behaviors of both cultures. Two main types of sub-culture exist and the theories are based upon these. They are (1) Reactive, and (2) Independent. Let us discuss each in detail: Reactive Sub-Cultures: A reactive sub-culture, sometimes also known as oppositional sub-culture, is one in which members of a particular sub-culture react to the beliefs and norms of the dominant culture and build up their own values as a reaction or in opposition to them. With reference to the classroom, educational differentiation is a very important factor which results in the formation of reactive sub-cultures. Deviant sub-cultures developed when students where labeled as being part of high, middle or low streams and this classification resulted in a sense of failure (Lacey, 1979). As a result of this, the low-status people formed a group and tried to re-gain their prestige by resorting to acts such as cheating, disrupting class and other acts which would raise their status in the sub-cultural group (Hargreaves, 1967) Albert Cohen also highlighted this idea in Delinquent Boys (1955). He explained that young males who were working became part of a sub-culture as a result of not being able to achieve success or status because of the difference in their personal and the dominant culture’s standards. This led to status frustration and inside them a need is aroused for gaining some kind of status. This reactive feelings lead to deviant behavior. In terms of school, the same behavior would be in the form of making groups like gangs which would give them some sort of status boost. Hence, we see that reactive sub-culture in the classroom arises when students feel a sense of rejection or being low or different from the prevalent culture. Following this, a negative reaction takes place and gives way to deviant performance. Independent Sub-Cultures: An independent sub-culture is one which arises because of the different characteristics of different genders, ethnic groups, social classes etc. In this kind of sub-culture, grouping takes place as a result of different beliefs and norms which are integrated in a particular group and are specific to them. However, these values are different from the dominant culture so a deviance is created. This deviant behavior or sub-cultural group may not necessarily be negative or oppositional but it is a problem faced by minority groups who are different from the majority one (Miller, 1958). Similarly, in a classroom, students from different cultures and backgrounds are present. Students who follow the norms of their own culture become deviant in the eyes of the dominant one and adapting to those norms is a problem for them. This gives rise to an independent sub-culture which may be formed to feel a sense of belonging and similarity and to live up to certain expectations. Such deviant behavior is usually less severe as compared to the reaction sub-cultural deviation when reaction is triggered by insults or rejection. Evaluating Sub-Cultural Approaches Deviant behavior has been studied by many scholars to find out why people who are generally inclined towards conformity in order to gain acceptance, engage in non-conformist behavior. A student’s personal self is a major factor in explaining such behavior. Some students have a high regard for school rules and value and are greatly committed to academics while some are the opposite and more inclined towards fun and deviant behavior is enjoyable for them. While for every individual, the cause of deviant behavior may be different as per his personal characteristics and circumstances, but the role of external factors in triggering this behavior cannot be ignored. Sub-cultural theory is one of the important landmarks in understanding this behavior. Labeling and formation of groups take place everywhere. On a smaller scale, it could be bright students versus slow students amongst the students themselves. On a larger scale, it could be social status or ethnic difference dividing students. As a result of this, a general reaction of a student emerges and they indulge in such behavior to feel superior to the conformist students. While some scholars criticize this theory saying that no solid evidence of labeling is present, this fact can’t be denied that pupil sub-cultures do develop in school and to some extent they are the result of some kind of feeling of being different from the rest. Teachers try to exercise control over students to put an end to this deviant behavior, but many a times its seen that their actions aggravates the behavior rather than putting an end to it. Some scholars also dis-regard the sub-cultural approach by saying that it’s a very broad term and it cannot be properly defined. However, no society is homogenous and sub-groups are present whatever be their basis. Such heterogeneity and differentiation does lead to deviant behavior to some extent if not all. The independent approach also makes sense in explaining such behavior as students do come from various backgrounds and formation of sub-cultures as a result of their differences cannot be avoided (Woods, 1979). For example, students from lower class will have a different set of goals as compared to middle class and these differences will definitely show in their behavior. In such a scenario, the dominant culture is taken as the norm and the behavior of minority becomes deviant. Conclusion The usefulness of sub-cultural theories in understanding deviant behavior cannot be denied. Though minority cultures can relate more to this theory, conflicting behavior exists in every society and the differences in norms and values are the basis of sub-culture formation and as a result deviant behavior. While formation of sub-cultures as a result of various differences cannot be termed as the only or central reason for deviance, it certainly holds an important place, and forms the basis of various sorts of deviant behaviors in the classroom and otherwise. Reference List Lacey, C. (1979) Hightown Grammar: The school as a social system, Manchest, U.P. Woods, P. (1979) The Divided School, Routledge/Thoemms Press. Hargreaves, D. H. (1967) Social Relations in a secondary school, London: Routledge and Kegan Paul. Miller, W. (1959) Implications of Urban Lower-Class Culture For Social Work, The Social Service Review 33: 219–236. Read More