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Culture and Identity-based Explanations of Youth Deviance (anti-school…
Culture and Identity-based Explanations of Youth Deviance
link between gang membership and social deprivation
Decker and Van Winkle = pulls and pushes
'pulls' = attractiveness of gang = status, excitement, financial gain
'pushes' = social, economic and cultural disadvantages = feels of exclusion may push youths from underclass to gangs
fear of violence and a desire of protection may push people towards the gang
White (2002) = gangs = underclass conditions
gangs link to poverty, social exclusion
gangs provide security for vulnerable groups
provide a mechanism for deprived young people to cope with their oppressive environments and chronic marginalisation
anti-school subcultures and social class
argued that anti-school subcultures form along working class pupils in schools as a way of protecting their self-esteem, gain respect and status
subcultures may also be a form of resistance against the school authority or middle class education system
Brown (1987) = responses to education among working class youths
getting in = from the low achievers who wanted to join manual occupations
getting out = from the high achievers who wanted to use education to improve their social position
getting on = the 'ordinary' working class youths, who just got on with it and complied to demands and rules of school
Mac an Ghail (1994) = 'fluid' groups with different responses to school
ordinary lads = not academic and were indifferent to school
academic achievers = pro-school and who worked hard
macho lads = anti-school subculture where they valued acting tough
gender and deviant subcultures - delinquent boys
young males have been feared and demonised by society and the media
criminal and deviant behaviour can be seen as an extension of desirable masculine traits such as toughness
could be seen as a natural progression or young males to be attracted to delinquent
hegemonic masculinity = legitimises male position in society
delinquent girls
Heidensohn (1989)
feminists explanation for the lower indicence of female deviance, focuses on social control
girls are subject to more control =peer group and reputation - control by family
women controlled by idea that their place is in the domestic sphere
such control can discourage and may prevent girls from engaging in delinquent activity
girls may go against the femininity which they have been socialised as well as against laws or norms
most research suggest that young female members of street gangs are victims of sexual exploitation
used to control girls
anti-school subcultures and gender
Mac an Ghail - fighting, football, fucking
a form of resistance against the threat of masculine identity
bad boy image = hyper-hetereosexuality
Jackson (2006) = laddishness
cool to be clever, but not to work hard
ladettes = white working class girls - loud, acting hard, open about sex lives
Blackman (1998) = New Wave Girls
Blackman argued that their subculture was based on resistance, and largely related to gender and others' expectations of it
they resisted the regime of school - skiving lessons
they valued education = only anti-school
ethnicity and deviant subcultures
social exclusion from participating in the mainstream means of achieving society's goals
use violence and deviance to achieve these goals
drug dealing = innovative - able to make income in a inner-city street culture
paradox of inclusion
desire to be included drives the desire for success, and yet to achieve this from those suffering poverty and racism means deviance and criminal behaviour = ensures exclusion
anti-school subcultures and ethnicity
forming anti-school subcultures is a response to a perception young people from ethnic minorities have about racism from education system and teachers
gender divide = males more likely to adopt a confrontational response to school racism
Sewell
conformists = pro-education, pro-school
innovators = pro- education but anti-school
retreatists = full reject = drop outs
rebels = formed own alternative subculture