NCJ Number
58798
Date Published
1978
Length
52 pages
Annotation
THE RELATIONSHIP BETWEEN DELINQUENCY AND THE SCHOOL SYSTEM IN GREAT BRITAIN IS EXAMINED, AND THE RELEVANCE OF THE BRITISH EXPERIENCE TO STUDIES OF DELINQUENCY IN THE UNITED STATES AND CANADA IS CONSIDERED.
Abstract
BRITISH RESEARCHERS AGREE THAT DELINQUENCY AND DISRUPTIVE BEHAVIOR IN THE CLASSROOM ARE RELATED, ALTHOUGH THERE IS CONTROVERSY ABOUT THE DIRECTION OF CAUSATION. THERE IS ALSO AGREEMENT THAT BOTH DELINQUENCY AND PERSISTENCE IN DELINQUENCY (RECIDIVISM) ARE COMMONLY ASSOCIATED WITH POOR EDUCATIONAL ACHIEVEMENT. FAILURE IN SCHOOL SEEMS TO HAVE AN AMPLIFYING EFFECT, TRANSFORMING A HANDICAP (E.G., LOW INTELLIGENCE) INTO A FAR-REACHING PERSONAL DISASTER. THERE IS LITTLE SERIOUS CRIME IN BRITISH SCHOOLS, ALTHOUGH DAMAGE TO SCHOOL BUILDINGS (ESPECIALLY ARSON) AFTER SCHOOL HOURS IS A PROBLEM. HOWEVER, CHARACTERISTICS OF THE BRITISH STATE SCHOOL SYSTEM DO GENERATE STRESSES AND FRUSTRATIONS CONDUCIVE TO THE DEVELOPMENT AND PERSISTENCE OF DELINQUENT SUBCULTURES. THE SYSTEM IS ONE IN WHICH LOWER-CLASS CHILDREN ARE IN EFFECT SEGREGATED FROM OTHER CHILDREN, THROUGH SELECTIVE SCHOOL ASSIGNMENT PRACTICES AND 'STREAMING' (SEPARATION OF ACADEMICALLY PROMISING AND UNPROMISING STUDENTS) WITHIN SCHOOLS. A LOWER-CLASS YOUTH IN THE BRITISH EDUCATIONAL SYSTEM FACES PROGRESSIVE DISADVANTAGE, DISCOURAGEMENT, AND ALIENTATION FROM THE SCHOOL AND ITS VALUES. SUCH YOUTHS GENERALLY RESPOND NOT THROUGH INDIVIDUAL REBELLION OR RETALIATION AGAINST THE INFLEXIBLE, INACCESSIBLE SYSTEM, BUT RATHER BY IDENTIFYING WITH A SUBCULTURE IN WHICH ACADEMIC FAILURE IS OF NO CONSEQUENCE. HANDICAPS IMPOSED BY LOW SOCIAL STATUS PROBABLY ARE MORE PRONOUNCED AND POTENTIALLY DAMAGING IN BRITAIN THAN IN CANADA OR THE UNITED STATES, WHERE PEOPLE ARE MORE LIKELY TO BE JUDGED BY WHAT THEY ACHIEVE THAN BY WHERE THEY ORIGINATED. THE SOCIAL HANDICAPS OF WORKING-CLASS ADOLESCENTS IN BRITAIN DENY THEM EDUCATION, EMPLOYMENT, AND EVEN OPPORTUNITIES TO ENJOY THEIR LEISURE TIME TO THE FULLEST. THE BRITISH EXPERIENCE SUGGESTS THAT OTHER COUNTRIES MIGHT LOOK INTO THE WAYS IN WHICH DISTINCTION AND DISCRIMINATION, OFTEN OF A SUBTLE KIND, PLAGUE LOWER-CLASS YOUTHS EVEN AFTER THEY LEAVE SCHOOL. A LIST OF REFERENCES IS PROVIDED. (LKM)