Sponsor
Portland State University. Department of Sociology
First Advisor
Kathryn Farr
Term of Graduation
Fall 2000
Date of Publication
11-9-2000
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Sociology
Department
Sociology
Language
English
Subjects
African American children -- Education (Elementary) -- Case studies, African American students -- Attitudes -- Case studies, Teacher-student relationships
Physical Description
1 online resource (vii, 195 pages)
Abstract
The concern of this study is educational achievement, disproportionately low among inner-city African-American students. Because education is so highly valued, particularly among African-Americans, underachievement is considered deviation from cultural norms.
Social control theory attempts to explain why people conform to social norms in spite of pressures toward deviance. Many adverse pressures encountered in inner-city environments and persistent features of institutional racism toward blacks in school make underachievement understandable. Hirschi's (1969) control model, therefore, seemed most appropriate for examining black student achievement.
Control theory holds that individuals conform to cultural norms when their behavior is controlled through established social bonds, which consist of attachment, commitment, involvement, and belief.
This research undertook a case study of six inner-city African-American grade school students with strong to weak achievement. In-depth interviews, used to construct life histories of students' school experiences, were tape-recorded, transcribed and analyzed. The study's purpose was to describe ways in which experiences facilitate or impede both strong bonds to school and conformity to norms for achievement.
Belief in education and the efficacy of its rules did not vary. Variability could only be implied in the efficacy of beliefs. Effective beliefs are endowed with an "obligatory character" through attachment, and expressed in committed actions which strive to achieve in current endeavors, thereby conforming to rules for achievement. Only when self-esteem from attachment inspired effort long enough for a student to realize that their own efforts were responsible for outcomes, could commitment be subsequently maintained without a supportive teacher.
Conformity to norms necessarily increases involvement which may develop skill, self esteem, and student belief that efforts will be rewarded. Involvement can foster a strong bond with school by increasing a student's attachment, belief in self, and stake in conformity. The greater one's stake in conformity, their cumulative investments and accomplishments, the more likely they are to conform in order to protect what they have achieved.
An increase in any of the elements tends to lead to an increase in each of the other elements of the social bond, increasing its power to compel conformity.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/44623
Recommended Citation
Logan, Beverly Diane, "The Early Years in African American Education: A Life History Approach to Evaluating Control Theory" (2000). Dissertations and Theses. Paper 7031.