NCJ Number
58778
Date Published
1978
Length
28 pages
Annotation
DATA FROM AN ILLINOIS STUDY OF ADOLESCENT BEHAVIOR AND ATTITUDES ARE THE BASIS FOR A THEORETICAL DISCUSSION OF THE MOTIVES BEHIND VANDALISM AGAINST HIGH SCHOOL PROPERTY.
Abstract
MOST DESTRUCTION OF HIGH SCHOOL PROPERTY RESULTS FROM SYMBOLIC RATHER THAN PRAGMATIC ACTS. A USEFUL CONCEPT IN EXPLORING THE ROOTS AND MEANINGS OF SUCH ACTS IS THAT OF THE YOUTH 'HALF-CULTURE,' I.E., A SUBCULTURE WITH A PARTIALLY ARTICULATED SET OF VALUES EMERGING FROM THE CONDITION OF SUBORDINATION AND MARGINALITY SHARED BY AMERICAN ADOLESCENTS. WITHIN THE YOUTH HALF-CULTURE THERE ARE THREE IDEAL TYPES: THE 'SOCIE,' THE 'GREASER,' AND THE 'FREAK.' IN THEIR ATTITUDES TOWARD THE LEGITIMACY OF ADULT AUTHORITY, SOCIES, GREASERS, AND FREAKS MAY BE EITHER DEMONSTRATIVELY DEFERENTIAL, QUIESCENT, QUESTIONING, TRUCULENT, OR MILITANT. BECAUSE HIGH SCHOOL SYMBOLIZES ADULT CONTROL OF ADOLESCENT LIFE, AN UNDERSTANDING OF THE ATTITUDES OF YOUTH TOWARD ADULT AUTHORITY PROVIDES INSIGHTS INTO MOTIVES BEHIND VANDALISM DIRECTED AT THE SCHOOL. IT APPEARS THAT THESE MOTIVES INVOLVE PRIMARILY MISGUIDED EXUBERANCE, SELECTIVE CARELESSNESS, AND NARCISSISTIC PROJECTION, AND TO A LESSER DEGREE ORGANIZED TRUCULENCE OF YOUTH GANGS, IDEOLOGICAL PROTEST, AND PROPERTY-ORIENTED TERRORISM. SCHOOLS WITH RELATIVELY LITTLE VANDALISM TEND TO BE THOSE IN WHICH THERE IS A CONNECTION BETWEEN THE STUDENTS AND THE SCHOOL, FOSTERED BY A CONNECTION OF THE STUDENTS' PARENTS TO THE SCHOOL (E.G., SMALL PRIVATE SCHOOLS, SCHOOLS IN SMALL TOWNS). RESPONSES TO HIGH SCHOOL VANDALISM MAY BE CHARACTERIZED IN TERMS OF FOUR MODELS: DOMINANCE/ANTAGONISM, PUBLIC RELATIONS, NEGOTIATION WITH STUDENTS, AND COMMUNITY PROCESS. SYSTEMATIC EMPIRICAL STUDY COULD LEAD TO THE ESTABLISHMENT OF CRITERIA WITH WHICH TO JUDGE THE RELATIVE UTILITY OF EACH MODEL FOR RESPONDING TO VANDALISM PROBLEMS IN SPECIFIC SCHOOLS. (LKM)