NCJ Number
177925
Journal
Aggression and Violent Behavior Volume: 4 Issue: 2 Dated: Summer 1999 Pages: 191-202
Date Published
1999
Length
12 pages
Annotation
This article reviews and critiques two approaches to the explanation of school deviance (subcultural theory and resistance theory), followed by a proposal for an alternative model to explain school deviance.
Abstract
For the purposes of this article, "school deviance" is defined as antischool attitudes and behavior. Although these behaviors consist primarily of mild forms of aggression, they can have serious consequences for a youth's future. Sociologists have long studied school deviance for its associations with student socioeconomic background and have hypothesized that such deviance is a manifestation of class-based youth "subcultures." An older generation of sociologists believed school deviance expresses either the frustrations of unsuccessful students (particularly males) seeking upward social mobility, or the boredom of working- class youth to whom school appears irrelevant for their future. A newer generation of researchers has proposed that this deviance is a quasi-political rebellion by working-class youth against schools; however, systematic research shows that socioeconomic background is not a strong predictor of school deviance; being male and doing poorly in school are better predictors. The alternative model proposed by the author focuses on the progressive separation of youth from responsible roles in the economic system. Today, virtually all good jobs require an educational credential, forcing more and more youth to stay in school for longer periods. Coupled with rising rates of youth unemployment, teens have been increasingly dependent on adults for material resources. Since few teens have access to legitimate avenues to earn a comfortable living and gain social standing in the wider community, they, compared to adults, have weak "stakes in conformity," i.e., the need to abide by rules to preserve their community reputation. This article concludes with a discussion of the immediate future of school deviance. 44 references