Kanttekeningen

Sociale klasse, schoolstatus en deviant gedrag

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Abstract

Social class, school status and deviant behavior - Recent evidence in the sociology of deviant behavior not only indicates that social class is weakly related to (self-reported) deviant behavior but also that indicators of school status (e.g. placement or location in a non-academic track) can give rise to deviant behavior, independent of social class-position. In this paper the assumptions underlying the (traditional) social class-model and the (contemporary) school status-model are tested through the use of questionnaire data obtained from 1200 male and female high school students. Results indicate that the (direct and indirect) effect of social class on self-reported deviant behavior is negligible for both boys and girls. Among boys, school related factors add more to the explanation of deviant behavior. While the variable of school evaluation plays a most significant role for boys and girls, being placed in a non-academic curriculum is a more salient factor for boys. Perceptions of blocked opportunities f strain") exert an independent effect on the frequency of deviant behavior among girls. This suggests that the preoccupation of the strain-perspective with class-related differences in deviant behavior should be abandoned.

How to Cite:

Blomme, J., (1988) “Sociale klasse, schoolstatus en deviant gedrag”, Tijdschrift voor Sociale Wetenschappen 33(3), 293–300. doi: https://doi.org/10.21825/tvsw.94988