NCJ Number
166005
Date Published
1996
Length
35 pages
Annotation
Findings from a 15-month qualitative study of two groups of youth in a Canadian metropolis, one a working class group and the second an upper-middle-class and upper-class group, show striking differences in the perceived value of the secondary school experience.
Abstract
Between February 1992 and April 1993 the author observed individual and collective behaviors at two youth hangouts in each setting. A total of 52 adolescents (26 in each group) were observed in their natural settings, informally interviewed, and involved in many group discussions. Some major differences between the "Heavies" (working class group) and the "Preppies" (upper-class group) surfaced in relation to school experiences and collective social lives. For the most part, school functions for the Heavies more as a setting for social activities (some deviant, others not) than for acquiring academic skills. In contrast, Preppies tend to view the school almost exclusively as a site for acquiring and testing academic skills; they spend most of their leisure time away from the school setting. The findings indicate, however, that it is not until approximately the late 10th grade or early 11th grade that Preppies generally turn away from deviance and begin to embrace the wider society's view of conformist behavior. Until this time, many Preppies report attitudes toward and much of the same participation in deviance and criminality that are similar to those reported by young Heavies. Although both groups mature over time, Heavies tend to maintain or increase their deviant pursuits, and Preppies show marked decreases in their individual and collective involvements in deviance. The author concludes that one of the major reasons for this disparity in secondary school experience and attitudes for the two groups is class-based. The findings are discussed in the context of societal reaction theory. 32 references