Deviant youth sociologists Flashcards
Venketesh
Study of 1 day as a gang leader for a day . Idea of hierarchy in gangs
Merton
Strain theory :
- Strain between what people want and what they can achieve .
- Leads to deviant acts such as innovation , ritualism or retreatism.
Cohen (1995)
Status frustration :
- Teenage boys desire status.
- Working class boys are aware of mainstream values but do not follow it.
- Inferior compared to the middle class boys creates status frustration.
Cloward and Ohlin (1961)
- Deviance is unable to achieve valued goals through legitimate means.
Types of deviant subcultures :
1) criminal ~ develops in a hierarchy in slum areas
2) conflict ~ no hierarchies
3) retreatist ~ youths who fail to succeed in legitimate or illegitimate means so move to petty crimes .
Shaw and Mckay
Deprived areas results in higher rates of crime
Jackson
Laddettes - subverted from female stereotypes. Performed delinquent acts and often acted like males.
Mac and Ghail (1994)
“The macho lads” and the 3 F’s ( football , fighting and f***ing)
- extreme forms of macho behaviour
- perhaps a form of resistance to a perceived threat to masculine identity
Fauldi (1999)
Crisis of masculinity makes people join gangs
Harding (2014)
Girls in a gang use their social skills to carve out a role.
- Never become leaders , but can become “fixers” (hide drugs and weapons) for the men who are the leaders .
Willis’ 1997 study
Study of 12 Working class boys in birmingham
- Spent most of their time in school having a “laff” and bullying the “ear’oles”
- Didn’t try in school because they knew they would get labour jobs in a factory
Mac and Ghail
“Fluid” groups with different responses to school .
- “ Macholads” ~ anti school , act tough.
- “ Ordinary lads” ~ not academic
- “ Academic achievers “ ~ pro education
Reay
Likelihood of failure leads to the working class to resist schools.
Mac and Ghail
3 Types of anti school subcultures resulted due to racism :
•Rasta heads - (black males) open confrontation with teachers
• The warriors - (asian males) Largely unnoticed by teachers compared to rasta heads but were still anti school.
• The black sisters - pro-education but talked back to teachers and were anti school .
Sewell (2003)
Black males and the culture of being anti education .
Leads to antischools being developed
Bourgois
Studied latino and african american drug dealers in NYC.
Growing poor in a rich city in which deviance becomes the norm
Social Justices’ (2009)
Gang members reflect ethnicity.
Scotland - more likely to be white
Manchester and London - more likely to be black
MacDonald and Marsh (2005)
Supports Willis’ study.
Did a study in Teesside :
working class rejected academic successes , believed teachers were not bothered about them.
Cohen ( moral panic )
- Mods and rockers were labelled as “folk devils “ creating a deviance amplification cycle
Cicourel
Labelling in working class males
stage 1 : police stop individual based on suspicious behaviour
stage 2 : police arrest individual
stage 3 : see if suspect fits profile of a “typical delinquent “
- delinquents are constructed by the agencies of control and their policies
Brown
Moral panic on rave culture
- Drug consumption , particularly ecstasy
- led to deviance amplification since it raised awareness of rave culture and the number of people attending raves escalated
Fawbert
Moral panic of hoodies in shopping centres
- shopping centres banned hoodie
- labelled as “thugs”
Becker
Labelling related to power
- police who label young people , they may stop and search them leading to a self fulfilling prophecy
Nightingale
- studied young black males in philadelphia
- consumed mainstream US culture through media but were excluded racially and economically
- turned to illegitimate means such as violence and crime
Patrick
Study of glasgow gangs
- despite violence and deviant behaviour , exhibited strong sense of group solidarity
- from disadvantaged backgrounds
