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| Autor/inn/en | Cullen, Francis T.; Tinto, Vincent |
|---|---|
| Titel | A Mertonian Analysis of School Deviance. |
| Quelle | (1975), (35 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Antisocial Behavior; Conformity; Educational Research; Educational Sociology; Innovation; Secondary Education; Social Science Research; Socioeconomic Influences; Socioeconomic Status; Student Alienation; Student Behavior; Student Motivation Schulleistung; Konformität; Bildungsforschung; Pädagogische Forschung; Bildungssoziologie; Erziehungssoziologie; Sekundarbereich; Social scientific research; Sozialwissenschaftliche Forschung; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Student behaviour; Schülerverhalten; Schulische Motivation |
| Abstract | The way that factors in the social environment regulate both the rates and differential modes of deviance among various groups within the school is examined. Using Mertonian analysis, three premises are central to the study including: (1) pressures to deviate occur when people are deprived of access to legitimate means to attain a desired goal; (2) differential rates of deviance among groups are a function of the distribution of these pressures; and (3) four different deviations to the pressures are possible including conformity, innovation, ritualism, retreatism, and rebellion. Applying Merton's model to school behavior, analysis reveals that restriction of opportunity to achieve academic success is a major source of school deviance. These pressures to deviate are strongest among minority racial groups with lower socioeconomic status. Response adaptions to this pressure are also patterned according to status. White, upper class students respond to the pressure with innovation, while lower socioeconomic status minority students respond with retreatism and rebellion. (Author/DE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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