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Present
millennium
confronts
with
a
bewildering
array
of
opportunities and challenges. On the one hand opportunities beckon us in
the area of communication, energy sources, new materials, automation
and globalization. On the other hand are challenges, threats, terrorism,
unemployment, social inequalities, balkanization, cynicism, hypocrisy,
exploitation, disruption, destruction of the environment and endangerments
of the world’s natural resources.
People of India feel frustrated and disillusioned by what is happening
all around. There is unprecedented decline in ethical values. There are
horrific scenes of man’s inhumanity to man. Several children in Nithari
village in UP were brutally murdered after being sexually assaulted.
Woman’s dignity is also in danger as evidenced by media reports.
Terrorist acts are vivid examples of the distortion of spiritual values.
Murderous and heinous acts have divine sanction for culprits. There
seems no fear for divine retribution. Violence is in the minds and hearts of
the people.
R.C. Lohate (2005) says, “There is crisis of character, crisis of
credibility and crisis of competence i.e. value based competence. The
solution of various problems which the present day society encounters
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every day lies in the hands of teachers….” Teachers can transform and
shape the coming generation into creative citizens.
People are living in the age of confusion where the old standards of
conduct do not hold the same relevance. There is conflict between thought
and action, theory and practice. There is a lot of negativism in our society.
On one hand there are highest literacy rates and higher standards of
education for women in Kerala but there is alarming violence against them.
On the other hand majority of population is illiterate and so ignorant that
civil, political, economic and social rights are often effectively alienated
because of their inability to read and see what they are entitled to demand
and how. This is the inadequacy of present system of education.
In present scenario of materialism and consumerism value based
education has become an inevitable component of life skill. Youngsters
need to be made aware of the impacts of materialism and hedonistic
tendencies to which they are very likely to fall prey. The extreme pleasure
seeking principle must be discouraged at any cost to ensure social health
otherwise it may lead a nation to a very terrible future.
Society is grappling with many behavioral problems of the youth
which include truancy, disobedience, drug offences, smoking, flirting,
stealing, armed robbery, violent conducts of demonstration, vandalization,
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examination malpractices and thuggery. Moral deviance has become a
serious problem all over.
Much of the blame for this sorry state of affairs is being put on the
fast changing scenario of the world and the present system of education
which is divorced from the realities of life, cultural heritage and human
values.
Ram Moorthy V.E (2005) refers Sri Sathya Sai baba saying, “The
educational system of a country is like a bank on which the nation draws a
cheque whenever it required strong, reliable, skilled workers. If it goes
bankrupt as ours is nearly gone today it is a national disaster. If the system
is overhauled and lubricated the next generation is assured of good
leaders and what is equally essential good followers”
Today everybody thinks about his own interests only not for the
interest of the society or nation. It is so because patriotism has not
illuminated their minds. The education which does not imbibe moral and
spiritual values is incomplete in itself. The moral and spiritual value needs
to be cultivated in the individuals, right from the childhood. It is the prime
need of a country, failing which will lead to a nation without a soul.
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CRISIS IN MORAL VALUES AMONG YOUTH – AN EMERGING ISSUE:
Moral values are involved in each of deliberate decisions and
choices. Moral values guide behavior and give meaning to existence. It is
important for any individual or society to set the right type of values. The
stability and growth of human society is based upon and is sustained by
the right type of values. However, it is unquestionably true that humanity in
general and the Indian society in particular is facing a serious crisis in the
realm of moral values.
Decline in moral values is a global phenomenon. The root of this
issue is not a recent phenomenon. Its trace can be indented in the society
of the past, the magnitude of which has spread over largely in recent days.
Thus moral degradation is becoming complex gradually and demands
agenda of discussion.
Today’s youth belonging to different political
organizations never follow their own ideology, side by side , the political
parties motivate them to do violence and create terror in public places to
fulfill their interests. This has directly been bringing both moral degradation
of youth and social deterioration.
Now a days a lot of agonizing news is displayed in daily news
papers or through the other media in the form of drug addiction, ragging or
torture, political aggression, suicide, youth unrest etc. Holding a neutral
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position and moral one, if these unwanted incidences are analyzed so
many causes come into the front which sometimes indicate the episodes of
negligence by the makers of society or the youth and sometimes the
environment wherein they live, is found responsible to result in such
immoral sensitivity observing this disharmony. It is very much required to
make and implement some constructive approaches for the youth on which
the country’s future depends.
Although it is true that it is not easy one, but at the same time it is
not impossible also if government or leaders of society take the proper
responsibility. For instance, when an institution is rampantly suffered by
the student unrest or experiences political collision between a groups of
students in particular, the authorities often try to escape or avoid the
situation instead of finding the root causes of it or establishing peace
among the so called diverted youth. If this sort of attitude continues on
then the morality may decline and surprisingly it is still happening
throughout the country. It is also a fact that sometimes it is not always
possible for the authority to minimize this menace due to some
unavoidable circumstances and take bold steps leaving their limitations
considering it as a battle to wipe out the ‘wrong’. Since the common people
are confined to self interests and have a tendency to keep at a distance
due to threat of terror, India is still experiencing organized conflict
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spreading almost in every corner of the country despite making strategies
to tackle the menace.
CONCEPT OF MORAL DEVIANCE:
Moral deviance is used in a number of ways; Immorality, Amorality,
Moral Decadence, Moral Deviance and Moral Turpitude are some of the
words carrying almost the similar meaning. Therefore it seems worthwhile
to discuss these terms in detail.
According to Wikipedia, the free encyclopedia (2013) Morality is the
differentiation of intentions, decisions and actions between those that are
“good” and those that are “bad”. The philosophy of morality is ethics. A
moral code is a system of morality (according to a particular philosophy,
religion, culture etc.) and a moral person is anyone practicing or teaching
with in a moral code. Morality may also be specifically synonymous with
“goodness” or “rightness”. Immorality is the active opposition to morality
(i.e. Opposition to that which is good or right), while amorality is variously
defined as an unawareness of, indifference toward, or disbelief in any set
of moral standards or principles. An example of a moral code is the Golden
Rule which states that, “One should treat others as one would like others
to treat oneself”.
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Tahir (2014) states that moral decadence can mean both overindulgence in the anti-moral life styles and also the indulgence in the moral
realm. This all depends on what context it is used in.
Morality is defined by Hornby (2000) as principles that concern right
and wrong or good and bad behavior. According to Encyclopedia of crime
and justice (2002) the term “Deviance” usually refers to some behavior
that is inconsistent with standards of acceptable conduct prevailing in a
given social group, although the term has also been used to designate
personal conditions, ideas, or statuses that are considered stigmatized or
disreputable.
According to West, Encyclopedia of American law (2013) Moral
Turpitude is a legal concept in the United States and some other countries
that refers to conduct that is considered contrary to community standards
of justice, honesty or good morals. This term appears in U.S. immigration
law beginning in the 19th century.
The concept of “Moral Turpitude” might escape precise definition,
but it has been described as an “Act of baseness, vileness or depravity in
the private and social duties which a man owes to his fellowmen or to
society in general, contrary to the accepted and customary rule of right and
duty between man and man”.
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Categorization of crimes involving moral turpitude and crimes not involing
moral turpitude by the United States Department of State Foreign Affairs
Manual (2008) is given in Table 1.1 :
Category
Crimes involving moral turpitude
Fraud:
·
Making false representation
·
Knowledge of such false
representation by the perpetrator
·
Reliance on the false
representation by the person
defrauded
Crimes
Against
Property
·
An intent to defraud
·
The actual act of committing
fraud
Evil intent:
·
Arson
·
Blackmail
·
Burglary
·
Embezzlement
·
Extortion
·
False pretenses
·
Forgery
·
Fraud
·
Larceny (grand or petty)
·
Malicious destruction of
property
·
Receiving stolen goods (with
guilty knowledge)
·
Robbery
·
Theft (when it involves the
intention of permanent taking)
·
Transporting stolen property
(with guilty knowledge)
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Crimes not involving moral turpitude
·
Damaging private property(where
intent to damage not required)
·
Breaking and entering (requiring no
specific or implicit intent to commit a
crime involving moral turpitude)
·
Passing bad checks (where intent to
defraud not required)
·
Possessing stolen property (if guilty
knowledge is not essential)
·
Joy riding (where the intention to
take permanently not required)
·
·
Juvenile delinquency
Trespassing
Category
Crimes involving moral turpitude
·
Bribery
·
Counterfeiting
·
Fraud against revenue or other
government functions
·
Mail fraud
·
Perjury
·
Harboring a fugitive from justice
(with guilty knowledge)
·
Tax evasion (willful)
Crimes
Committed
Against
Government
al Authority
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Crimes not involving moral turpitude
·
Black market violations
·
Breach of the peace
·
·
·
Carrying a concealed weapon
Desertion from the Armed Forces
Disorderly conduct
·
Drunk or reckless driving
·
Driving while license suspended or
revoked
·
Drunkenness
·
Escape from prison
·
Failure to report for military
induction
·
False statements (not amounting to
perjury or involving fraud)
·
Firearm violations
·
Gambling violations
·
Immigration violations
·
Liquor violations
·
Loan sharking
·
Lottery violations
·
Minor traffic violations
·
Possessing burglar tools (without
intent to commit burglary)
·
Smuggling and customs violations
(where intent to commit fraud is absent)
·
Tax evasion (without intent to
defraud)
·
Vagrancy
Category
Crimes involving moral turpitude
·
Abandonment of a minor child
(if willful and resulting in the
destitution of the child)
·
Crimes
Committed
Against
Person,
Family
Relationship
, and Sexual
Morality
Adultery
·
Assault (this crime is broken
down into several categories, which
involve moral turpitude):
·
Assault with intent to kill,
commit rape, commit robbery or
commit serious bodily harm
·
Assault with a dangerous or
deadly weapon
·
Bigamy
·
Paternity fraud
·
Contributing to the delinquency
of a minor
·
Gross indecency
·
Incest (if the result of an
improper sexual relationship)
·
Kidnapping
·
Lewdness
·
Manslaughter:
·
Voluntary
·
Involuntary (where the
statute requires proof of
recklessness, which is defined as
the awareness and conscious
disregard of a substantial and
unjustified risk which constitutes
a gross deviation from the
standard that a reasonable person
would observe in the situation. A
conviction for the statutory
offense of vehicular homicide or
other involuntary manslaughter
requires only a showing of
negligence will not involve moral
turpitude even if it appears the
defendant in fact acted
recklessly)
·
Mayhem
·
Murder
·
Pandering
·
Prostitution
·
Rape (including "Statutory rape"
by virtue of the victim's age)
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Crimes not involving moral turpitude
·
Assault (simple) (any assault, which
does not require an evil intent or
depraved motive, although it may involve
the use of a weapon, which is neither
dangerous nor deadly)
·
Bastardy (the offense of begetting a
bastard child)
·
Creating or maintaining a
nuisance (where knowledge that premises
were used for prostitution is not
necessary)
·
Incest (when a result of a marital
status prohibited by law)
·
Involuntary manslaughter (when
killing is not the result of recklessness)
·
Libel
·
Mailing an obscene letter
·
Mann Act violations (where
coercion is not present)
·
Riot
·
Suicide (attempted)
Category
Attempts,
Aiding and
Abetting,
Accessories
and
Conspiracy
Crimes involving moral turpitude
·
An attempt to commit
a crime deemed to involve moral
turpitude
·
Aiding and abetting in the
commission of a crime deemed to
involve moral turpitude
·
Being an accessory (before or
after the fact) in the commission of a
crime deemed to involve moral
turpitude
·
Taking part in a conspiracy (or
attempting to take part in a
conspiracy) to commit a crime
involving moral turpitude where the
attempted crime would not itself
constitute moral turpitude.
Crimes not involving moral turpitude
MORALITY AND ETHICS
Ethics (also known as moral philosophy) is that branch of philosophy
which addresses questions about morality. The word ‘Ethics’ is “commonly
used interchangeably with ‘morality’ and sometimes it is used more
narrowly to mean the moral principles of a particular tradition, group or
individual”.
“Although the morality of people and their ethics amounts to the
same thing, there is a usage that restricts morality to systems such as that
of Kant (1964), based on notions such as duty, obligation, and principles of
conduct, reserving ethics for the more Aristotelian approach to practical
reasoning, based on the notion of a virtue, and generally avoiding the
separation of ‘moral considerations from other practical considerations”
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“Although the words are often used as synonyms, morals are beliefs based
on practices or teachings regarding how people conduct themselves in
personal relationships and in society, while ethics refers to a set or a
system of principles, or a philosophy or theory behind them. When
comparing morality with ethics, the word ethics is often used to refer to a
philosophical analysis of a particular morality, especially when the formal
definition is applied.
DESCRIPTIVE AND NORMATIVE MORALITY
 In its descriptive sense, “morality” refers to personal or cultural values,
codes of a conduct or social norms. It does not connote objective
claims of right or wrong, but only refers to that which is considered right
or wrong.
 In its normative sense , “morality” refers to whatever is actually right or
wrong , which may be independent of the values had by any particular
people or cultures
CONCEPTUAL FRAMEWORK OF THE STUDY
Morality is considered to change through personal development. A
number of psychologists have produced theories on the development of
morals, usually going through stages of different morals. Lawrence
Kohlberg, Jean Piaget, and Elliot Turiel have cognitive developmental
12
approaches to moral development; to these theorist morality forms in a
series of constructive stage or domains.
Social psychologists such as Martin Hoffman and Jonathan Haidt
(2007) emphasize social and emotional development based on biology
such as empathy.Moral identity theorist, such as William Demon and
Mordechai Nisan, see moral commitment as arising from the development
of a self identity that is defined by moral purposes: this moral self identity
leads to a sense of responsibility to pursue such purpose of historical
interest in psychology are the theories of psychoanalysts such as Sigmund
Freud, who believed that moral development is the product of aspects of
the super-ego as guilt-shame-avoidance.
Merritt, Effron and Monin (2010) emphasized that even though
people have a sense of responsibility to pursue moral purposes, they still,
at least occasionally, engage in immoral behavior. Such behaviors
jeopardize our moral self – image; however, when people engage in
immoral behaviors they still feel as though they are moral individuals.
Moral self-licensing attempts to explain this phenomenon and proposes
that self-image security increases likelihood to engage in immoral
behavior, when moral self-image is threatened, one can gain confidence
from past moral behavior. The more confident one is, the less will he worry
about future behavior which actually increases the likelihood that one will
13
engage in immoral behaviors. Monnin and Miller (2001) examined the
moral self-licensing effect and found that when participants established
credentials as non-prejudiced persons, they were more willing to express
politically incorrect opinion despite the fact that the audience was unaware
of their credentials.
APPROACHES TO MORAL DEVELOPMENT
The problem of moral development is analyzed in different ways.
Three of these approaches are quite popular. These are given below :
Approaches to Moral
Development
Psychoanalytical
approach
Learning theory
approach
Cognitive
developmental
approach
Figure 1.1: Approaches to Moral Development
All these approaches emphasize some aspect of internalization
process whereby external standards (rules for social action) become
internal standards (individual moral rules) and behavior comes to be
governed by internal standards in the absence of external reinforcement.
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Internalization process may thus serve the social control function of
making conformity rewarding in it’s own right, where rewards for correct
behavior and punishment for deviation are not forthcoming from society. All
three theories seem to disagree about what is responsible for
internalization and focus on different components of internalization
process.
PSYCHOANALYTIC APPROACH
The founder of psychoanalysis, Freud (1962) proposes the
existence of a tension between the needs of society and individuals.
According to Freud, moral development proceeds when the individual
selfish desires are repressed and replaced by the values of important
socializing agents in one’s life. (For instance, one’s parent). A proponent of
behaviorism, Skinner (1938) similarly focused on socialization as the
primary force behind moral development. In contrast of Freud’s notion of a
struggle between internal and external forces, Skinner focused on the
power of external forces (reinforcement contingencies) to shape an
individual’s development. While both Freud and Skinner focused on
external forces that bear on morality (Parents in the case of Freud, and
behavioral contingencies in the case of Skinner).
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LEARNING THEORY APPROACH: Sears, Bandura, Walters and Eysenk
(1963) are supporters of this approach. According to this approach moral
behavior can be explained by three sorts of mechanisms: reinforcement
and rewards; punishment or the threat of it; and modeling or imitation.
Behavior can be modified or shaped by the use of reinforcement
techniques. Children can also be taught to adopt the kind of conduct their
parents seem desirable or morally correct (such as telling the truth, helping
others being polite) as a result of parental praise and approval.
Behavior can similarly be shaped by punishment or negative
reinforcement in the form of verbal rebuke, physical punishment, sarcasm,
the withholding of privileges. Eysenk (1964) explains the formation of
conscience in terms of conditioned responses. Third mechanism is
modeling or imitation on which Bandura and Walters (1963) give emphasis
on moral development. Children not only learn from what they are told to
do by adults, but also from what they see the adults doing. They may
equally well learned to inhibit desired behaviors without committing a
prohibited act and without themselves being punished. Parents and others
in a position to socialize children , shape their moral behavior through
modeling and the moral beliefs center around social ‘virtues’ such as
truthfulness cleanliness , punctuality and other forms of good behavior .
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Since in this theory, only conduct or behavior is important, it can be
argued that the explanations offered by learning theorists is applicable
only to moral training rather than to any other aspect of morality . They
omit to deal with moral feelings, reasoning or judgments. Their explanation
falls into a mechanistic paradigm where children are regarded as passive
learners, responding or reacting to the influence of others rather than
acting and interpreting the world around them and progressively learning to
form their own standards and apply their own moral principles according to
the differing demands of prevailing circumstances.
COGNITIVE DEVELOPMENTAL APPROACH: The cognitiv developmental
approach is fully stated for the first time by John Dewey (1964). He says,
“The approach is called ‘Cognitive’ because it recognizes that moral
education like intellectual education has its basis in stimulating the ‘active
thinking’ of the child about moral issues and decisions. It is called
developmental because it sees the aim of moral education as movement
through moral stages”. Cognitive developmental theorists , Piaget (1932) ,
Kohlberg (1958) , Rest (1979) view moral development as an active
dynamic , constructive process leading
to a state where the individual is
able to act according to the moral principles which he either accepts
because he understands them.
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LAWRENCE KOHLBERG’S STAGES OF MORAL DEVELOPMENT
Lawrence Kohlberg’s (1958) stages of moral development constitute
an adaptation of a psychological theory originally conceived by the Swiss
psychologist Jean Piaget. Kohlberg began work on this topic while a
psychology post graduate student at the University of Chicago expanded
and developed this theory throughout his life.
The theory holds that moral reasoning, the basis for ethical behavior
has six identifiable developmental stages, each more adequate at
responding to moral dilemmas than its predecessor (Kohlberg Lawrence
1973). Expanding on Piaget’s (1932) work, Kohlberg (1973) determined
that the process of moral development was principally concerned with
justice, and that it continued throughout the individual’s life time, a notion
that spawned dialogue on the philosophical implications of such research
(Kohlberg Lawrence 1981, Kohlberg Lawrence Charles Levine, Alexandra
Hewer 1983)
For his studies, Kohlberg (1983) relied on stories such as the Heinz
dilemma, and was interested in how individuals would justify their actions if
placed in similar moral dilemmas. He then analyzed the form of moral
reasoning displayed, rather than its conclusion, and classified it as
belonging to one of six distinct stages (Kohlberg Lawrence 1971, Kohlberg
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Lawrence T. Lickona ed .1976, Colby, Allne , Kohlberg 1987). Kohlberg’s
scale is about how people justify behaviors and his stages are not a
method of ranking how moral someone’s behavior is. There should
however be a correlation between how someone scores on the scale and
how they behave, and the general hypothesis is that moral behavior is
more responsible, consistent and predictable from people at higher level
(W.C. Crain 1985).
KOHLBERG’S SIX STAGES: Kohlberg (1971), T. Lickona (1976), Colby,
Anne (1987) six stages can be more generally grouped into three levels of
two stages each: pre-conventional, conventional and post-conventional.
Stages cannot be skipped; each provides a new and necessary
perspective, more comprehensive and differentiated than its predecessors
but integrated with them (Walker, Lawrence, J. 1989), (Anne Colby; Gibbs,
Liberman and Kohlberg 1983). These stages are given below: (1.) Obedience & punishment Orientation
Level -1
(2.) Self interest orientation
Pre-conventional
Kohlberg's
Level -2
Six Stages
Conventional
(3.) Interpersonal accord and conformity
(4.) Authority and Social order maintaining
orientation
(5.) Social Contract Orientation
Level - 3
Post-Conventional
(6.) Universal ethical principles
Figure 1.2: Kohlberg’s six Stages of moral development
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 Level 1 (pre-conventional)
1. Obedience and punishment orientation (How can I avoid
punishment?)
2. Self –interest orientation (What’s in it for me?)
(Paying for a benefit)
 Level 2 (Conventional)
3. Interpersonal accord and conformity ( social norms)
(The good boy. good girl attitude)
4. Authority and social – order maintaining orientation
(Law and order morality)

Level 3 (Post-conventional)
5. Social contract orientation
6. Universal ethical principles ( Principled conscience)
PRE-CONVENTIONAL
The pre-conventional level of moral reasoning is especially common
in children, although adults can also exhibit this level of reasoning.
Reasoners at this level judge the morality of an action by its direct
consequences. The pre-conventional level consists of the first and second
stages of moral development, and is solely concerned with the self in an
ego-centric manner. A child with pre-conventional morality has not yet
adopted or internalized society’s conventions regarding what is right or
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wrong, but instead focuses largely on external consequences that certain
actions may bring.
In stage one (Obedience and punishment driven) individuals focus
on the direct consequences of their actions on themselves. For instance:
an action is perceived as morally wrong because the perpetrator is
punished. “The last time I did that I got spanked so I will not do it again”.
The worse the punishment for the act is, the more “bad” the act is
perceived to be (Shaffer, 2004). This can give rise to an inference that
even innocent victims are guilty in proportion to their suffering. It is “egocentric” lacking recognition that others points of views are different from
one’s own. There is “deference to superior power or prestige”. (Kohlberg
Lawrence 1974)
Stage two (self-interest driven) espouses the “what’s in it for me”
position , in which right behavior is defined by whatever the individual
believes to be in their best interest but understood in a narrow way which
does not consider one’s reputation or relationships to groups of people.
Stage two reasoning shows a limited interest in the needs of others, but
only to point where it might further the individuals own interests. As a
result, concern for others is not based on loyalty or instinct respect, but
rather a “You scratch my back and I will scratch yours” mentality. The lack
of a societal perspective in the pre-conventional level is quite different from
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the social contract (Stage five), as all actions have the purpose of serving
the individuals own needs or interests.
CONVENTIONAL
The conventional level of moral reasoning is typical of adults and
adolescents. Those who reason in a conventional way judge the morality
of actions by comparing them two society’s view and expectations. The
conventional level consists of third and fourth stages of moral
development. Conventional morality is characterized by an acceptance of
society’s conventions concerning right or wrong (Kohlberg 1971, Kohlberg,
Lickona, Ed 19776, Colby Anne; Kohlberg 1987)
In stage three (Interpersonal accord and conformity driven), the self
enters society by filling social rules. Individuals are receptive to approval or
disapproval from others as it reflects society’s accordance with the
perceived role. They try to be a “good boy” or “good girl” to live up to these
expectations, having learned that there is is inherent value in doing so.
Stage three reasoning may judge the morality of an action by evaluating its
consequences in terms of a person’s relationships, which now begin to
include things like respect, gratitude and the “golden rule”.
In stage four (authority and social order obedience driven) it is important to
obey laws, dictums and social conventions because of their importance in
22
maintaining a functioning society. Moral reasoning in stage four is thus
beyond the need for individual approval exhibited in stage three. A central
ideal often prescribe what is right and wrong. Most active members of
society remain at stage four where morality still is predominantly dictated
by an outside force.
POST-CONVENTIONAL
The post conventional level, also known as the principled level, is
marked by a growing realization that individuals are separate entities from
society and that the individuals own perspective may take precedence over
society’s view. Individuals may disobey rules inconsistent with their own
principles. Post conventional moralists live by their own ethical principles principles that typically include such basic human right as life, liberty and
justice. People who exhibit post-conventional morality view rules as useful
but changeable mechanisms –ideally rules can maintain the general social
order and protect human rights.
In stage five (social contract driven), the world is viewed as holding
different opinions, rights and values. Such perspectives should be mutually
respected as unique to each person or community. Laws are regarded as
social contracts rather than rigid edicts. Those that do not promote the
23
general welfare should be changed when necessary to meet “the greatest
good for the greatest number of people”
In stage six (universal ethical principles driven) , moral reasoning is
based on abstract reasoning using universal ethical principles ,laws are
valid only insofar as they are grounded injustice and a commitment to
justice carries with it an obligation to disobey unjust laws. Legal rights are
unnecessary, as social contracts are not essential for deontic moral
actions. Decisions are not reached hypothetically in a conditional way but
rather categorically in an absolute way as in the philosophy of Immanel
Kant (1964). This involves an individual imagining what they would do in
another’s shoes, if they believed what that other person imagines to be
true.
FURTHER STAGES:
Kohlberg suggested that there may be a seventh stage –
Transcendental Morality or Morality of cosmic orientation – which is linked
religion with moral reasoning.(Lawrence Kohlberg 1981)
JEAN PIEGET’S DEVELOPMENT OF MORALITY
Jean Piaget (1896-1980) was a Swiss developmental psychologist
and philosopher known for his epistemological studies with Children. His
theory of cognitive development and epistemological view are together
24
called “genetic epistemology”. As the director of the International Bureau of
Education, he declared in 1934 that “Only education is capable of saving
our societies from possible collapse whether violent or gradual.”
Piaget has studied the general developmental trends in morality. In
the beginning, the child does not have idea of morality but as he grows, he
develops during the early and late childhood a sense of morality. The
earliest stage of child’s morality is heteronomous morality. That is, morality
by constraints or restrictions. The child considers an act as bad because
the act is likely to bring punishment or it is in contravention of the rules or
restrictions. When the child grows to a more mature stage, he reaches a
stage of autonomous morality. In the earlier state what was considered
good by the child is obedience to adult – imposed rules. He considers an
act wrong because it goes against the adult – imposed rules. In this stage
the child regards rules as sacred and unchangeable. He identified justice
with the rules and regulations of authority. Heteronomous morality is the
child’s assimilation or internalization of adult rules. This state is very much
related to the egocentric state of thought. As the child grows from the
stage of geocentricism he develops a sense of autonomous co-operative
morality.
25
REST’S DEVELOPMENT OF MORALITY:
These indicators are given below:
Behavior
that helps
human
beings
Putting
another's
interest
ahead of
one's own
Behavior in
conformity
with social
norms
Development
of morality
Reasoning
about
justice
Internalization
of social
norms
Arousal of
empathy or
guilt
Figure 1.3: Indicators for person’s morality
Rest (1980) uses a variety of criteria as indicators of person’s morality.
These include:
1. Behaviour that helps another human being
2. Behaviors in conformity with social norms
26
3. The internalization of social norms
4. The arousal of empathy or guilt or both
5. Reasoning about justice
6. Putting another’s interests ahead of one’s own
Each of these notions captures some important aspect of morality,
but as a complete definition of morality each has its limitations. So there is
a need to attempt a complete, more complicated, more integrated picture
of morality and to invasion how the part processes are organized. Rest
tries to identify the various cognitive elements along with affective
elements in an ensemble of process involved in the production of moral
behavior.
SOME FACTORS RESPONSIBLE FOR MORAL DEVIANCE:
Youth agitations are not always destructive; sometimes there is
rationality behind such unrest. Adolescent’s moral behavior may be
moderated by a number of factors. There are the risk factors and
conditions that are related to the development of youth’s immoral and antisocial behavior. Variety of antecedents may precede deviant behavior.
Multiple risk factors are associated with anti-social violent behavior.
27
Risk factors that contribute to youth anti-social and violent behavior
can be categorized as internal, (individual) or external (family, school,
community and peer relations) factors. Individual risk factors can be further
divided into physical and psychological characteristics. Physical predictors
are such as pregnancy and birth complications and psychological
characteristics are such as cognitive deficits, hyperactivity, concentration
problems, restlessness, risk taking aggressiveness, early involvement in
anti-social behavior, beliefs and attitude forming deviancy are considered
as internal risk factor.
Individual factor the youth’s beliefs and deviant attitude involved in
violent events may be considered, as personal value system requires
retaliation against individuals to act against in some way. A prevailing
public attitude is that misbehavior is a moral deficit with in the individual.
But individuals do not develop in isolation, but rather as integrated
organisms who are influenced by internal and external factors.
External risk factors are variables present in the environment
specifically the home or family environment , the school setting , the
neighborhood or larger community environment and the persons with
whom children associate.
28
It is generally seen that chronic patterns of anti social and morally deviant
behavior in children and youth appear at an early stage. Parental
criminality, harsh and ineffective discipline, lack of parental involvement,
child abuse and rejection by parents are considered to be responsible for
moral deviance and anti-social behavior. Children who are exposed to
mutual coercive and aversive interaction at home, they do the same at
school, which leads to indiscipline and school failure. School personnel call
parents of high risk children. Frequently parents avoid involvement with
school personnel on behalf of their high risk children because they feel
ashamed and demoralized. This sort of isolation, lack of love and affection
spoil their lives resulting in unrest and agitation. Consequently the youth
are being diverted by external force and engage themselves in night club,
rocking, unwanted discussion and so many undesirable affairs.
Development of moral deviance is usually orderly and progressive.
Generally violent career begins with minor forms of conduct problems and
anti-social behaviors. These acts continue to increase in frequency,
seriousness and variety with increasing age.
These patterns evolve as conflict with authority such as defiance and
running away, stealing and lying, aggressive and violent behavior and then
develop into a pattern of chronic offending.
29
Some important factors affecting moral deviance are given below:
1. • Socio-Economic Status
2. • Intelligence
3. • Rural & Urban backgrounds
4. • Defective system of education
5. • Political pressures
6. • Peer Group
7. • Scientific advancement and technology
8. • Globalization
Figure 1.4: Some important factors affecting moral deviance
SOCIO-ECONOMIC STATUS: A family’s Socio-economic status (SES) is
based on the level of education, family’s income, occupation of the parents
and
their social status within a given community. Specific social and
economic risk factors, such as unemployment, neighborhood violence,
family poverty and low socio economic status index, and duration of
poverty are associated with moral deviance. Strong association exists
between poverty and moral deviance. Infact, low socio-economic status
may be the single most common denominator for risk of behavioral
deviation.
INTELLIGENCE: Intelligence also bears close relationship with moral
value of the person. The brighter the person, the more able he
30
understands the moral concepts he learns, and to perceive the situation in
a better way in which these may be applied. At every age those with high
intelligence tend to be more mature in their moral behavior than those of
lower intellectual level.
RURAL & URBAN BACKGROUNDS: Adolescents moral behavior may be
moderated by locality or environmental modifications. The environment in
which one is brought up from or reared up has a lot to offer in the
explanation of varied behaviors and attitudes. Social learning theory
agreed that learning takes place in an environment. Therefore, an
individual’s environment (locality) will have a significant influence on what
the person learned. According to this theory, both good and bad behavior
is learned. If a child lives in an environment that promotes moral behavior
obviously he / she will grow to learn and become morally inclined unlike
one who lives in a crime prone society. Man is the product of his
environment thinking on these lines, Watson, One of the prominent
environmentalists declared, “Give me any child, I will make him what you
desire”. However , if it is assumed that the heredity and environment both
play role in human development then Woodworth and Marquis (1948) very
old reference put it like this – the relation of heredity and environment is
not like addition but more like multiplication.
31
DEFECTIVE SYSTEM OF EDUCATION: Another important aspect of
youth moral degradation is related to defective system of education and
regional disparity of education throughout India. Despite sixty seven years
of Indian independence there is lack of proper educational infrastructure
from which they can learn properly rather today’s education is professional
which never teaches moral perspectives of education that is very essential
in forming personality of youth – the future citizen of a country. This sort of
educational deprivation has created crisis of employment and being
unemployed they have been raising agitation. Lack of opportunities or
chance for their further academic career is also hampered due to expulsion
and dropping out of the school. It may create imbalance in the select
situation which may lead to deviant behavior.
POLITICAL PRESSURES: Most of the political parties now have a
tendency to capture youth to strengthen their structure. All the political
parties have been fulfilling their own interest by involving them into
different movements with the assurance of employment and numerous
greedy promises. Being inspired by these, the youth is being adversely
affected and the society is being polluted by an unstable situation.
Morality is no long the ends of politics but merely one of many
political means. Today’s morality debates generate so much conflict that it
is extremely difficult to create and implement sustainable policy solutions
32
to many pressing morality issues. This hinders government effectiveness.
Morality dominated politics nevertheless offers greater chance of effective
government.
PEER GROUP: Preschool children who exhibit anti-social behavior begin
to interact with their peers in ways that maintain and support the
continuation of their anti-social behavior. In effect, children who associate
with deviant peer groups go through a process of deviancy training, in
which their peers teach them deviant norms and values. These
relationships become stronger and more reinforcing over the years and the
anti-social patterns and beliefs become more resistant to change.
Several aspects of peer relationships work to influence the
development and maintenance of conduct disorder. Peer relationships
have different implications for disruptive behavior in boys and girls.
Affiliation with like peers further fixes the behaviors and social role of the
child
with
conduct
disorder.
Peer
influence
differs
at
different
developmental stages. Adolescents spend one third of their time talking
with peers. They experience an increase in conflict with parents and
demonstrate greater conformity with peers engaging in anti social
behavior. Maltreated children are more likely to be aggressive and to be
rejected by peers. They develop serious anti-social behaviors. Exposure to
33
deviance peers may enhance pre-existing deviancy but early starting
compared with deviance may get less influenced by deviant peer affiliation.
SCIENTIFIC ADVANCEMENT AND TECHNOLOGY: Modern technology
has become very powerful instrument in the hands of human beings to
cultivate or destroy moral values. Young generations are easily being
influenced by the negative elements of the internet and websites services.
Through observational learning children learn to behave aggressively by
watching violent role models on television. Youth are involved with drugs in
various ways .They do experiments with drugs without awareness of
consequences.
Media portrayals of violence have been well established risk factors. Media
linked violence to children’s tendency to exhibit higher level of aggressive
and sometimes violent behavior. Specifically high levels of exposure to
violence on television have been found to contribute to youth anti-social
behavior. Video and computer games that promote “trigger – pulling”
behavior (the purpose of which is to kill on screen characters) reinforces
rapid, impulsive, reflexive responses in children.
GLOBALIZATION: Globalization process involves three sectors economy,
technology and culture. Each sector influences the other. Social life is
affected by international influences based on sharing ideas, culture,
34
exchange, production, trade, music, clothing style, mass media and
services worldwide. However, as a response to this development
globalization has contributed to a rise in social problems and moral
decadence particularly among youth. Young generation tend to follow and
imitate what people do in western countries. Communication media
especially television and internet contribute to disseminate diverse culture
and life style which mostly come from western societies.
Religious concept of marriage is no longer popular in the western
society. Sexual relationship is legalized between unmarried couples.
People have freedom to conduct and manage their lives and free to
choose whatever they want to do. Effects of globalization are influencing
the young generation in terms of life style and character.
ROLE OF SCHOOL / COLLEGE IN THE DEVELOPMENT OF PROPER
MORAL VALUE SYSTEM:
The educational system would seem to be an antidote for moral
deviance. Schools generally are thought of as places where children are
universally cared for, supported and nurtured. A number of factors have
been identified in the school that may contribute to proper moral behavior
of youth. Nationalism, patriotism, value based education should be
35
incorporated within the existing system of education as compulsory subject
matter.
The National Policy of Education (1986) lays emphasis on moral and
social values and therefore the teachers are induced to become
themselves morally inclined and impart moral education to the children
through their deeds. Social harmony could be ensured along with peace,
universal love and brotherhood by cultivation of moral values among the
children.
Moral values could be presented through reading material and text
books. The text book is a very important educational source material which
the people read and consult repeatedly. By presenting moral values in
terms of stories built around significant events in the lives of great men and
women, it is possible to make the people emulate and adopt them as
desirable to be pursued by the pupils themselves in their lives.
The New Educational Policy (1986) has given importance for
imparting value based education to pupils at all stages of education. The
growing concern over the erosion of essential values and an increasing
cynicism in society has brought to focus the need for re-adjustments in the
curriculum in order to make education a forceful tool for the cultivation of
social and moral values.
36
In a culturally plural society, education should foster universal and
eternal values, oriented towards the unity and integration of the people.
Such moral value education should help to eliminate obscurantism,
religious fatalism. Apart from this combative role moral value education
has a profound positive content, based on heritage, national goals, and
universal perceptions. The new educational programmes should be more
oriented in this direction.
It seems people are facing a real problem in promoting morality in
higher education system , so if higher education must do something about
moral values , it is not to promote standards disregarded everywhere
outside the classroom. In Dewey’s terms attempt should be made to
replace customary morality by reflective morality, which is in a University /
College, moral education. What is essential is the acquisition and
cultivation of materials and skills of moral reflection. As Plato once said:
Man is only a tame animal, and a goods needs only to be known to be
desired. This is why one should internalize moral norms through moral
education, so if morality imposes a duty to work for changes in society, the
role of higher education is to contribute to change, not by direct action, but
by the forces of ideas, and the farthest it reaches the human spirit, is what
makes higher education. Moral education is more effectively caught than
taught. Moral change is now a days in a state of moral collapse.
37
According to Kantian morality, a person is a rational agent; being
rational a person recognizes the good and ought to act in accordance with
the universal moral law of the categorical imperative, so that morality is a
sense of duty. As Kant expressed his view of moral consciousness that
people should act always as if the maxims of their action were to become a
universal law. Thus higher education does have a role to play in
stimulating the moral life of the communities. Therefore, the most suitable
perspective is to have an inter-disciplinary approach to moral education.
ROLE OF SOCIETY IN THE DEVELOPMENT OF PROPER MORAL
VALUE SYSTEM:
People belonging to different caste, creed, religion, language and
culture live in the society. They have different views, attitudes and ways of
thinking but everybody desires for corruption free society. Variables that
have greatest bearing on immoral acts are anti social activities in the
society, print and mass media programmes, non talent attitude of parents,
religious organization and political interference. Immorality has a lot of
social, academic and health implications on the general well being of the
society. The problem is that there are real problems in the society,
complicating the fact that youth are morally deviant and involved in anti
social activities.
38
Soli J. Sorabjee (2007) says, “No doubt we require stringent laws to
combat corruption but more than laws, public opinion must be galvanized
against the corrupt gentry who should be publicly made aware that they
are the scum of society who deserve to be ostracized by all right thinking
people. Ultimately change must come from within the people by expressing
revulsion to the all pervasive corruption coupled with the determination to
restore sound ethical values and please do not invite persons who have
well earned reputation for dishonesty to inaugurate schools and hospitals
and deliver inaugural lectures that is sickening. It indicates public
acceptance of corrupt persons. The trouble is either we are too forgiving or
we are not serious about elimination of corruption” . Society may take
major steps to control the social malpractices as under:
Establishing
NGOs to
inculcate
civic sense
Moral
teaching by
religious
organization
s
Control print
and mass
media
Role of
society
Establishing
guidance
centres
Teaching the
illiterates
Establsihing
nursery and
child care
centres
Figure 1.5: Role of society in development of moral values
39
 Religious organizations should play their role in moral teaching.
 Social organizations need to control print and mass media and
censor the programmes exhibited regarding theme and lifestyle.
 Guidance centers should be established to develop new strategies
to reduce the scourge of sexual immorality.
 Society should adopt effective ways of giving support to the working
couple and single parent families by establishing nurseries and child
care centers.
 A Illiterates should be helped by probationary officers , social
workers and teachers
 More NGOs should be established to inculcate civic sense and to
improve generational conduct of the youth through different ways
and means
ROLE OF MASS MEDIA IN THE DEVELOPMENT OF PROPER MORAL
VALUE SYSTEM:
Mass media occupy a prominent place in the lives of children. The
typical elementary school child spends 30 hours a week in front of the
television set. By age 16, the average child in today’s world will have
witnessed an estimated 200,000 acts of violence on TV. By the time the
same child is 18 years old, approximately 40,000 sexually titillating scenes
will have been viewed. It should come as no surprise that many young
40
people growing up in this kind of media culture are inducted into their
moral value system.
Students need to be taught the difference between fiction and
fantasy. Only with appropriate guidance can one expect young people to
understand that not everything they see or hear through the mass media is
real, appropriate or desirable.
Television and film, newspapers, books and radio have an influence
over individuals that was inconceivable 100 years ago. The power of
modern day media giants such as AOL, Time Warner, Viacom and Disney
force schools, teachers and parents to listen, read and watch. They must
analyze and evaluate everything they are bombarded with. Media literacy
can give young people to recognize the difference between entertainment
and television that is just bad and to glean the information they need to
make a good decision.
No longer it is enough for students simply to read and write; they
must also become literate in the understanding of visual images. Media
literacy enables child to spot a stereotype, isolate a social cliché,
differentiate analysis from banter, and distinguish facts from the
propaganda. Back in 1982 UNESCO made the bold assertion that young
people must be prepared for living in a world of powerful images, words
41
and sounds. Information is the realm of the 21st century and media literacy
must be a basic tool for citizenship in it.
Preliminary evidence suggests that media education programs can
diminish violence and drug use among children and adolescents, computer
and video games could also be used for pre-social learning. At the very
last, elements of media education should be incorporated into already
existing drug education and sex education programs in the school.
The absence of media education in the schools is something that
can and should be addressed; media literacy is as an essential skill in
today’s world and it falls to the schools to ensure that students gain the
skill they need. Media literate individuals are better able to decipher the
complex messages they receive from television, radio, newspapers,
magazines , books, billboards , videos and the internet.
Teachers of media literacy will have to be very careful with what they
choose to include in their lessons. Character – education be it specifically
taught in schools, preached in churches, mosques and synagogues or
discussed around the dinner table is not going to be effective unless
specific media literacy skills are taught as well.
Media literate people understand that television is designed to
convey ideas, information and news from someone else’s perspective.
42
They clearly understand that specific techniques are used to create
emotional effects and reactions and they can identify these techniques in
the myriad forms that they take.
There is no escaping media but there is an opportunity to educate
students to understand not only the surface content of media message but
also the deeper and often more important meanings beneath the surface.
No parents in their right minds would allow a stranger to come into their
home to teach their children or adolescents for 3 to 5 hours a day yet the
media do exactly that. Media literacy needs to be incorporated into school
curricula because it will empower today’s youth and as Plato suggested, it
will lead children away from images which lead to ignorance and towards
that which leads to knowledge.
ROLE OF FAMILY IN THE DEVELOPMENT OF PROPER MORAL VALUE
SYSTEM:
Moral development in the child is as important as physical or
cognitive development, which makes it a crucial part of parenting.
Teaching morals can be tricky, especially because children develop
gradually in this area. Good moral behavior includes honesty, kindness,
generosity, loyalty empathy, respect and forgiveness. It is important to
understand ways parents can help pass on morals and teach right from
43
wrong in any stage of child’s moral development. These steps may be
specified as under:
1. Define &
explain
moral
behavior
6. Spend
maximum
quality time
5. Teach
importance
of
responsibility
2. Set an
example in
daily life
4. Weigh
Child's
opinions
3. Respect
Child
Figure 1.6: Steps for development of proper moral value system in Child
STEP 1:
Talk to child about what moral behavior looks like. Use opportunities
such as story books, plots or movies to discuss what is right and wrong.
Ask him he would feel in certain situations.
44
STEP 2:
Set an example in daily life. Treat child with fairness, kindness and
empathy and treat other adults and family members that way as well. If
one encourage child’s moral development only verbally and do not
demonstrate how morals work, child may not grasp the concept as well.
Child psychiatrist says that child measures people by their actions.
STEP 3:
Respect child and make it clear that child must respect you in return.
Ohio State University extension states that requiring courtesy and respect
can help child realize that respect should be given to adults and
caregivers.
STEP 4:
Weigh child’s opinions before determining rules or disciplinary
actions. Even if one chooses not to reflect the opinions in their final
decision, you are showing that his thoughts are valued. This exhibits
fairness and contributes to which moral understanding by helping him
realize that every point of view is important.
45
STEP 5:
Give child age – appropriate as household chores so he can begin
to understand the importance of responsibility and encourage him to
volunteer for a service project or donate items to charity. This helps in
understand the importance of giving.
STEP 6:
Spend as much quality time with child as possible. Ohio State
University extension states that parents who spend quality time with their
children and combine with abundant love have children with higher moral
development.
ROLE OF NGOs IN THE DEVELOPMENT OF PROPER MORAL VALUE
SYSTEM:
NGOs and other voluntary associations have to be strengthened to
co-operate youth to bring stability among them and proper planning has to
be introduced and implemented accordingly. Priority should be given to the
youth of underdeveloped and probable agitation prone area while
implementing policies and developmental strategies. A large number of
NGOs should work to nurture moral and ethical values among youth. An
attempt was made around 2000-2003 to study some of the prominent
initiative that have successfully attracted young person to the moral
46
dimensions of education. Organizations like Sri Sathya Sai, Ram Krishna
Mission, DAV, Bharatiya Vidya Bhawan and several institutions that train
the teachers can raise the standard of educations. There are institutions
that have realized the role and responsibility in regard to value education
and have made sustained efforts to incorporate and internalize these
aspects in their process of teaching and learning. If the institution itself is
being conducted in a manner that student teachers see adherence to
moral conduct all round in actual practice, then such an environment can
create and everlasting impact. The conditions prevailing in such institutions
are not generally very encouraging. The only practical and prompt
alternative is the networking of good institutions with the upcoming ones.
NEED AND JUSTIFICATION OF THE STUDY
Presently society is deeply fragmented into caste, creed and religion.
There is constant conflict among different sections. It makes it clear that
we are pursuing wrong value, considering them to be right. We do not
behave properly with our relations and neighbors, do not respect our
parents but still proclaim to be good, civilized and morally handsome.
Moral handsome come from our deeds, and not from our outward
appearance. Moral deviance is a challenge to the present day world.
Continuous degradation of positive moral values like truth, honesty and
credibility is causing great trouble to the humanity. The consequences of
47
moral deviance are violence, terrorism and over all malpractices in all
spheres of life like politics, education, business, and human relations and
so on.
Majority of the researches have tried to study moral judgments and
ideas of students belonging to different educational levels. It is being felt
apropos to study female students perceive the present moral deviance and
what factors are responsible for making people moral deviants. These are
some of the issues which require immediate attention.
STATEMENT OF THE PROBLEM
From the past, value oriented education is existing in India. It takes
diversified changes in the ancient, medieval and modern period. Indian
philosophers Vivekananda, Tagore, Gandhi Ji, Aurobindo had immense
role in imparting value based education after independence.
Moral development can’t be studied in isolation from other aspects of
development, eg: physical, intellectual, emotional and social .There are
various studies to show the effect of these developments upon moral
development. A certain amount of intellectual maturity is necessary for
moral understanding but that does not imply that the intelligent person will
be a moral person too. Again, poor socio-economic status effect to
become moral deviant, but excessive money may also lead to moral
48
deviance. That is why there are wide differences among the research
findings in this area.
Keeping above points in view the researcher has taken the research
problem entitled “A Study of Perceived Moral Deviance of Under-graduate
Female Students and Factors responsible for it.”
OPERATIONAL DEFINITIONS
PERCEPTION- Perception in the present study refers to notion of
‘perceived moral deviance’, students’ experiences, views and opinions
about the moral deviance.
MORAL DEVIANCE: Moral deviance is a state of low standards in social
moral behaviors. It may be treated as decline in moral and cultural values
in the society in general and youth in particular.
Moral deviance in the present study may be understood as morally
deviated activities of people under various situations.
OBJECTIVES OF THE STUDY
1. To study perception of undergraduate female students
regarding prevailing morally deviant practices in the society.
2. To compare the level of perceived moral deviance of rural and
urban under-graduate female students
49
3. To compare the level of perceived moral deviance of undergraduate female students belonging to different streams of
study.
4. To compare the study of the perception of 1st year and 3rd year
under-graduate female students regarding moral deviance.
5. To compare the study of the perception of under-graduate
female students belonging to different socio-economic status
regarding moral deviance.
6. To compare the level of perceived moral deviance of female
under-graduate students belonging to different intelligence
groups.
7. To know, what factors, female under-graduate students hold
responsible for moral deviance of the people.
DELIMITATIONS:
Inspite of all care and best efforts of the investigator in the planning
and execution of the study it is rather impossible to investigate the
problems in the most desirable manner covering all its aspects. The
investigator therefore has to delimit the research project and be aware of
50
this fact while generalizing the findings. This delimitation covers selection
of the problems and variables formulation of hypotheses, selection of
sample, collection of data, analysis of data and interpretation of results.
Keeping in mind these factors certain compromises at the different stages
of investigation have been made and all results are to be seen in the light
of these limitations.
It seems to be worthwhile to mention some of the important limitations of
the present study. Some of these are as follows:
1.
The study is restricted to only two districts Gorakhpur and Varanasi
of Eastern U.P.
2.
The study covers only female under-graduates.
3.
Tool for the assessment of dependent variable moral deviance is
self-prepared. Though its reliability has been estimated and face
validity accepted .The norms are yet to be prepared.
4.
For assessment of intelligence Raven’s progressive Matrices test
which is non verbal test is used. Thus the verbal part of intelligence
has been left untapped. In absence of Indian enorms only raw
scores have been used for calculations.
51
5.
Religion, birth order, family size, age etc are some variables that
are not included in the study due to lack of time
6.
Simple statistical test x2 and t test has been used.Perhaps use of
multi-variate design would have given better results.
52
The statement of problem and its objectives in detail is generally
followed by survey of related studies completed in the field. This is
necessary as research is a continuous process and any planning for future
is to take into account the work that has already been done in the field. It is
this work that provides a basis for exploring new aspects of the problem in
their correct perspective that still remains unexplored. This analysis in its
systematic form provides a rationale for the planning of variable relation,
formulation of hypotheses and devising techniques of analysis of data.
With this consideration an appraisal of the work done in the area of moral
deviance has been presented.
The scheme of this appraisal involves work connected with moral
deviance with special reference to relationship of this variable with other
variables. Though a larger number of studies are included, the researcher
does not claim that all work done in the field has been covered. Reporting
of studies is done in the same chronological order in which these were
conducted. In some cases where access to the original sources was not
possible, secondary sources have been used.
The concept of morality is essential in the understanding of thoughts
and behaviours. Thus, morality speaks of a system of behavior with
regards to standard of right and wrong behavior.
53
Mundy-castle and Bundy (2005) perceived morality as a social
intelligence that entails reasoning about rightness and wrongness of an
action or conduct in accordance with some principles or values. Soetan
(1986) sees morality as that which entails the acquisition and
comprehension of the society. Rokeach (1973) considers morality as what
is good, right and wrong and includes components such as laws, rules and
moral values and behaviours since morality describes the principles that
govern our behaviours, our society cannot survive for long if these
principles are not put in place. Areas of independent variables connected
with moral deviance are presented in the diagram given here.
Moral
Deviance
and rural &
urban
background
Moral
Deviance
and
Intelligence
Review of
related
literature
Moral
deviance
and SocioEconomic
Status
Moral
deviance
and
streams of
study
Moral
Deviance
and levels
of undergraduate
Figure 2.1: Moral deviance & variables selected for study
54
SECTION I:
MORAL DEVIANCE AND RURAL & URBAN BACKGROUNDS
Moral deviance is also associated with factor like family background
where adolescents are from rural or urban background. The family
background is important in developing the personality of child. There is
face to face contact between the parents and children, which determines
the personality and character of child and developing upon the status of
parents’ active relations and other social set up of home. It is the home,
which sets the pattern for the child’s attitude towards people and society
aids intellectual growth in the child and supports his aspirations and good
values.
Numerous studies have been conducted on association of moral
deviance with rural urban background. In the literature a trend of negative
relationship between two variables is observed. In the first category fall
these studies that report a positive relationship between two variables.
These include studies done by Kalgo and Isyaku (1993) and Dr. Umme
Kulsum (2012).
Second category of studies reveal neagative relationship between
two variables. Studies conducted by Ozioko (1986), Jaggannathan (1986),
Featherstone and Chundick, (1992), Sternberg and Grigoreenko (1997),
55
Watkins (1997), Baharudin and Luster (1998), Amazue (2006), Mondal and
Mete (2009), Nwankwo, Obi, Kanu (2013) support this trend.
Third category of studies, though small in number reveal a confusing
picture with regard to its relationship with rural urban background. The
studies of Krohn Marvin, Kaduece –Lanza Lonn, Akers L. Ronal (1984),
Marsella, Anthony J (1998) are in this category.
Kalgo and Isyaku (1993) in their study stated that one of the
variables that moderate moral behaviours of adolescents is the locality or
the environment within which the group under study dwell. It has been
observed that the degree of morality or immorality of individuals is related
to the social cultural value emphasized by a particular environment.
Dr.Umme Kulsum (2012) made an attempt to make out the influence
of home environment of their moral values. A sample of 200 secondary
school students selected randomly from rural and urban secondary
schools. The analysis of the results found that there was significant mean
difference in the mean moral value scores of rural and urban students.
Urban students were found to have less moral values than their
counterparts.
56
Ozioko (1986), in his study found that differential environmental
influence have been suggested to account for the disparity in urban and
rural children’s performance on varied tasks, as well as other related
behaviours among which morality is one, Urban communities are
characterized by a heterogeneous population and impersonal secondary
relationship, they have a predominantly non-agricultural occupation and a
high degree of socialization, resulting in a complete division of labour on
the other hand , rural environment is characterized by ignorance and
conservationism.
The environment in which one is brought up or is reared up has a lot
to offer in the explanation of one’s varied behaviours and attitudes. This is
other words, postulates that moral behaviors or immoral behaviours
exhibited by adolescents has so much to do more with locality in which
they were brought up.Jaggannathan (1986) in his study revealed that high
home environment groups achieved greater success than middle and low
home environment groups. Studies of Featherstone and Chundick, (1992)
have exhibited that the home environment plays a vital role in influencing
moral values. This view is consistent with Sternberg and Grigoreenko
(1997) who argued that styles appear to be largely a function of a person’s
interaction with the environment. Studies of Watkins (1997), Baharudin and
Luster (1998) have found that the home environment affects the students
57
moral values. Amazue (2006) in his study found that rural environment is
characterized by ignorance and conservationism.
Mondal and Mete (2009) conducted a study to the value among the
secondary school students residing either at rural or urban sectors. A selfmade situation based questionnaire was used to collect the data. The
collected data were analysed with suitable statistical techniques such as
ANOVA test and ‘t’ test. The result indicates that urban students showed
significant variation in value than rural students which suggests that
residential background plays a vital role regarding it. Nwankwo, Obi, Kanu
(2013) reported influence of locality on moral behavior among adolescents
in the South eastern Nigeria. 176 adolescents 91 males and 85 females
selected from four secondary schools, two from urban and rural areas
each. The participants were within the age bracket of 12-17 Years. Ethical
moral self inventory fits was used for data collection. 2X2 design was
adopted based on two independent variables. Two way ANOVA statistics
was used for data analysis. Findings of the study revealed a significant
influence of locality on moral behavior among adolescents
In the third category study done by Krohn Marvin, Kaduce –Lanza
Lonn, Akers L. Ronald (1984) investigated deviant behavior in four
community contexts: farm, rural-non farm, suburban and urban. The mean
differences across these contexts on pertinent variables did not form a
58
continuum from rural to urban. Rather, the farm and suburban areas were
similar, and the rural –nonfarm and urban areas were more alike than
either of the other two contexts. A number of the social bonding variables
interacted with community context, but no systematic pattern was
observed. Social learnings variables did not interact with context. Rather,
the difference level of these variables appeared to account for the variance
in deviant behavior. Marsella, Anthony J. (1998) an American Psychologist
did a study on the relationship of urbanization and deviance. There is little
consensus on the casual relationship between urbanization and deviance,
although numerous environmental and social pathogenic processes have
been posited and investigated. Data indicate rural and urban respondents
can have both pernicious and salutary consequences.
Discussion of the result of all these studies shows that
background of a person plays an important role in moral deviance. But
there are some studies though small in number; a confusing picture has
emerged with regard to its relationship with rural urban background. So it
seems desirable to explore relationship further.
MORAL DEVIANCE AND STREAMS OF STUDY
Previous work has noted that Science stands as an ideological force
insofar as the answers it offers to a variety of fundamental questions and
59
concerns; as such, those who pursue scientific inquiry have been shown to
be concerned with the moral and social ramifications of their scientific
endeavors.
Christine Mu-Kellams and Jim Blascovich (2013) in their studies
demonstrated the morally normative effects of lay notions of science.
Thinking about science leads individuals to endorse more stringent moral
norms and exhibit more morally normative behavior. These studies are the
first of their kind to systematically and empirically test the relationship
between science and morality. The findings speak to this question and
elucidate the value laden outcomes of the notion of science.
MORAL DEVIANCE AND LEVELS OF STUDY
Bulach and Butlek (2002) in his study found that elementary
students recorded more positive responses to all value characters than did
either middle school or high school students scored fellow students lower
on perceived practice of character values than their respective teachers.
However, the opposite was the case for elementary school students
Alnablian, Mousa (2011) in his study aimed at identifying the
differences in moral value among female students according to their grade
levels. A sample of (232) female students has been randomly selected as
60
of (115) from the 11th grade and (117) from the 8th grade. This was
selected from ten schools of the capital district of Kuwait. The moral value
test, Raven’s progressive Matrices, Torrance tests for creative thinking
(Verbal form) was utilized to answer the research questions. The results
revealed that there is statistical significant difference in moral value
according to the grade level.
SECTION II
MORAL DECIANCE AND SOCIO-ECONOMIC STATUS:
Socio-economic status of the family is closely related to moral
deviance of the child. Children living in higher-status families tend to
display more mature forms of moral value then their lower status
counterparts. Children belonging to lower socio economic status group are
generally found to be more anxious, highly aggressive or moral deviant.
Generally social class effect on moral value reflects difference in the child
rearing patterns. Parents belonging to lower socio economic status groups
are found to be highly controlling, especially in the area of aggression and
obedience. They use more physical punishment and less of reasoning in
dealing with problems.
Studies exploring relationship between moral deviance and socioeconomic status can be divided into three categories. In the first group
61
studies report positive relationship between two variables. Studies by
Cauble (1976), Reddy (1980), Sunita V Meagre (2011) indicate a positive
relationship between these two variables.
In the second group studies report negative relationship between
two variables. These include studies conducted by Merton (1938), Semin
(1952), Boehm (1962), Johnson (1962), Wahrman (1972), Karby (1973),
Jiminez (1976), Sarawasthi and Verma (1976), Saraswathi & Sundersen
(1977), Forming and Mc Colgan (1979), Saraswathi and Sundersen
(1980), Kareem and Kumar (1981), Padhan (1993), Brewster (1994),
Guerra et al (1995), Loeber et al (1995) , Hawkins et al (1998) , Mc Loyd
(1998), Scott & nelson, Walker & Sprague (1999), Herrenkohl et al (2000),
Mc Evoy & Walker (2000), Wikstrom and Loeber (2000), Miller (2002),
Ferguson et al (2004), Sunita V Meagre (2011), Nwankwo, Obi and Kanu
(2013).
Third category of studies reveals no relationship between moral
deviance and socio-economic status. Studies of Kumar (1981) and Kemp
(1989) Sunita V Meagre (2011) fall in this category.
In the first category study conducted by Cauble (1976) showing
relationship between demographic variables and principled morality on a
sample of 45 males and 45 females finds a positive relationship between
62
socio economic status and moral deviance. Reddy (1980) studied the
values of adolescent students and found significantly higher economic
values among the students belonging to low socio-economic status which
indicates negative relationship between socio economic status and
economic values. He also found higher political value in low socio
economic status group. Sunita V. Meagre (2011) found that students of low
socio economic status were found to be higher on democratic, economic,
knowledge, hedonistic, power and family prestige values.
In the second category of studies, Merton (1938) found that youth in
lower socio-economic status are more likely to be moral deviants. This
idea was furthered by the strain theory. Semin (1952) tries to find out the
effect of socio-economic status of the child on his moral behavior
classifying 167 subjects into three groups: rich, middle, and poor in Turkey.
Results indicate a significant relationship between socio-economic status
and degree of generosity. Boehm (1962) studying the development of
conscience in American children of different mental and socio-economic
levels finds that upper middle class children develop earlier in their moral
value concurring distinctions between intention and outcome of an action
than children of working classes. Johnson (1962) attempts to discover the
relation to adult constraint, ego
centricity, I.Q. and parental occupational
level to moral value using a sample of 807 subjects. Finding of the study
63
indicate
a
positive
and
significant
correlation
between
parental
occupational level and level of moral value. Wahrman (1972) found that
socio-economic factors are important social markers that play an
undeniable role in moral deviance. Similar findings are reported by Karrby
(1973)
Findings of Jiminez (1976) are based on a study conducted 216
males and females evenly divided by sex and socio-economic status.
Results indicate a progressive decrease in retributive forms with rise in
socio economic status on three aspects of Piaget’s theory of moral
development (intentionality, punishment and responsibility for a culpable
act). Saraswati and Verma (1976) test the hypothesis that there are social
class differences in the development of moral value. Results of the study
using a sample of 40 lower class and 20 upper class, 10-12 years old girls
show a significant social class difference when specific moral issues are
treated as separate units.
Results of the study by Saraswathi & Sunderson (1977) conducted
on 360 students evenly divided in two classes: upper and lower reveal
social class differences to be markedly in favour of the upper social class.
They also conclude that higher education, occupation and income level of
father and mother has a positive relationship with level of moral value of
the child. Forming and Mc Colgan (1979) also report similar findings.
64
Saraswathi and Sunderson (1980) report that only in the case of
upper middle class girls a significant relationship exists. Kareem and
Kumar (1981) found that the students belonging to high socio economic
status subjects indicating positive relationship between the two variables.
So far as the studies on the political value are concerned, a confusing
picture has emerged, with regard to its relationship with socio-economic
status.
Padhan (1993) conducted a normative survey of values of
secondary stage students. Objectives were to find out the relationship of
socio economic status with selected values. Sample of 196 (89 girls + 107
boys) from urban and rural areas was drawn randomly. Results were found
that socio economic status is positively correlated with social, economic,
Knowledge, power and family prestige values.
Brewster (1994) in his study found that neighborhood that are
characterized by high residential turnover, poverty and crime rates, and
which are perceived by residents to be dangerous affect adolescent’s
moral behavior. Guerra et al (1995) found that specific social and
economic risk factors, such as unemployment, neighborhood violence, and
family poverty are associated with antisocial behavior.
65
Loeber et al (1995), in their study, found that disruptive behavior
among both boys and girls is particularly associated with poor and
disadvantaged neighborhoods. Hawkins et al (1998) found that community
disorganization, availability of drugs, the presence of neighborhood, adults
involved in deviant behavior, poverty, exposure to violence and exposure
to racial prejudice are the risk factor for moral deviance. Mc Loyd (1998) in
his study found that low socio economic status index and duration of
poverty are associated with antisocial behavior, parenting behaviors
appear to play a mediating role between socio economic status and
conduct problems, with socio economic disadvantage influencing the ability
of parents to respond appropriately to children, which in turn elicits greater
problematic behavior in children.
Scott & Nelson, Walker & Sprogue (1999) suggested that a strong
association exists between poverty and youth antisocial behavior. In fact,
low socio-economic status may be the single most common denominator
for risk of moral deviation. Herrenkohl et al (2000) found that community
factors found to be predictive of later violence include community
disorganization, availability of drugs and presence of neighborhood adults
involved in deviant behavior. Mc Evoy & Welker (2000) found that home or
family environment, the neighborhood or larger community environment,
and the persons with whom children associate are external risk factors of
66
deviant behavior. Several conditions in the home have been found to
predict early onset and chronic patterns of antisocial behavior in children
and youth.
Wikstrom and Loeber (2000) found that the effects of living in public
housing countered the impact of any individual protective factors that were
present. Using a composite of risk and protective factors, the authors
demonstrated that boys with a composite that was balanced, or even
favorable, were still likely to engage in deviant behavior. When living in
public housing compared with advantage neighborhoods. Miller (2002) in
his study found that there is abundant evidence that parent’s socioeconomic status is related to moral deviance.
Ferguson et al (2004) reported that according to the strain theory,
individuals in a lower socio-economic status are more likely to engage in
moral deviance to try and alleviate the imbalance and strain of the social
situations. Sunita V Meagre (2011) in her study is aimed to find and
compare the values of secondary school students according to their socioeconomic status. The study was performed on 200 participants of
secondary school students. Descriptive method and simple random
sampling technique has been used. Data were analyzed with ‘t’ test. It was
found that there is significant difference in the religious, democratic,
67
economic, knowledge, hedonistic, family prestige and health values of high
socio-economic status and low socio-economic status of the students.
Students of high socio-economic status found to be higher on religious
values.
Nwankwo, Obi and Kanu (2013) did a study and investigated
influence of parental socio-economic status on moral behavior among
adolescents in the South Eastern Nigeria. A sample of 176 adolescents
(91 males and 85 females) selected from four secondary schools. Two way
ANOVA statistics was used for data analysis. Findings revealed a
significant influence of parental socio-economic status on moral behavior.
In the third category study done by Kumar (1981) reported no
significant difference between the two socio economic status groups for
political value. Kemp (1989) conducts an experimental study to find out the
influence of children literature on the moral development of academically
talented students. Results indicate no significant growth in moral
development for experimental group and it is also concluded that socio
economic status level does not correlate with stage of moral development.
Meagre V. Sunita (2011) in her study aimed to find and compare the
values of secondary school students according to their socio-economic
status. The study was performed on 200 participants of secondary school
68
students. Descriptive method has been used for the study and simple
random sampling technique has been adopted for the collection of data.
Data were analyzed with T test. The investigator finds that there is no
significant difference between the students of high socio-economic status
and low socio-economic status in the social, aesthetic and power values.
Discussion of the result of all these studies shows that socioeconomic status of a person plays an important role in his moral deviance.
But there are some studies that show no relationship or negative
relationship so it seems desirable to explore this relationship further.
MORAL DEVIANCE AND INTELLIGENCE
Intelligence also bears close relationship with moral deviance of the
person. The brighter the person, the more able he is to understand the
moral concepts he learns, and to perceive the situation in a better way in
which these may be applied. At every age those with high intelligence tend
to be more mature in their moral value and behavior than those of lower
intellectual level.
Numerous studies have been conducted on association of moral deviance
with intelligence. In the literature a trend of negative relationship between
these two variables is observed. First categories of studies reveal positive
relationship between these two variables. Studies of Kerbs and Grillmore
69
(1982), Sonuga –Barke et al (1994), and Fagot and Leve (1998) that
indicate positive relationship between the two variables.
Second categories of studies reveal negative relationship between
these two variables.Studies of MacRae (1954), Rest (1975), Taylor (1978),
Bear (1979), Voloshen (1979), Frick et al. (1992), Flannery (1997), Davis
(1999), Hogan (1999), Kashani et al. (1999), Calhoun, Glaser and
Bartolomucci (2001), Dunn and Brown (2001), Hughes and Dunn, (2002),
Koolhof et al (2007), Koolhof, Loeber, Wei, Pardini and D’Escury (2007)
support this trend.
In the first category, Kerbs and Grillmore (1982) in their study of
cognitive development, role taking abilities and moral development find
I.Q. to be significantly and positively associated with moral deviance.
Sonuga-Barke et al (1994), Fagot and Leve (1998) reported that vary
young girls with conduct problems, compared with those without such
problems, tend to have higher scores on measures of intelligence.
In the second category Mac Rae (1954) investigates Piaget’s
concept of morality using Piaget’s stories in interview with younger children
and in questionnaires filled out by older children. He concludes that
children of above average intelligence respond more maturely to ‘cognitive’
aspects of moral development. Findings of Rest’s (1975) study also
70
indicate a significant correlation between moral deviance and intelligence.
Taylor (1978) investigating the relationship between level of moral
development and intelligence of 193 children in grade 5 and 6 concludes
that the highest moral development group (the conventional level) is
different from lower development groups (the pre conventional level) in
intelligence.
A study by Bear (1979) attempts to measure association of
Kohlberg’s stages of moral development with intelligence using a sample
of sixty, sixth grade students of Central Iowa city. Results reveal that
children with higher intelligence are morally advanced. Voloshen (1979)
reports moral maturity to be significantly correlated to I.Q. and grade point
average for the female subjects.
Frick et al. (1991) found that I.Q. appears to be related to low
achievement and social failure, which are also related to later antisocial
behavior. Flannery (1997) found the I.Q. scores of deviant youth are
approximately eight points lower than those of the general population.
Davis (1999) found that cognitive competence, particularly language
acquisition and the ability to read, is a powerful protective factor in a
society. Hogan (1999) reported that low intelligence is often considered to
be a precursor to disruptive behavior disorder. Kashani et al. (1999) in
71
their study found that other cognitive deficits, such as low levels of abstract
and moral reasoning and inappropriate interpretation of other’s behavior
correlate with deviant behavior in youth.
Calhoun,
Glaser
and
Bartolomucci
(2001)
tried
to
explore
association between Intelligence and moral deviance. The results indicate
that limited intelligence is associated with poor problem solving skills, poor
social skills, and a risk for deviant behavior. Dunn and Brown (2001) ,
Hughes and Dunn (2002) in their study found that the students in the high
score group appear to be more empathetic and more skilled in their moral
comprehension in contrast the reasoning of low score group was more self
centred and surface level thinking with a focus on them achieving some
form of personal gain. The seeking of personal gain from friendships
including
solving
their
problems
is
indicative
of
students
with
underdeveloped “Theory of Mind” and poor social skills. Koolhof et al
(2007) conducted an experiment to compare implulsivity psychopathy and
empathy between high and low I.Q. individuals. The result found a
significant difference in the impulsivity of individuals with a lower I. Q. as
well as those with a lower I.Q. less empathetic and with less reported
feelings of guilt. This is an important finding as those factors are related to
moral deviant behavior, and would seem to suggest that due to these
factors individuals with a low I Q are more prone to deviant behavior.
72
Koolhof, Loeber, Wei, Pardini and D’Escury (2007) reported that deviance
is found to be more prevalent and more frequent among youth males with
a low I.Q.
Most of these studies show that intelligence is one of the important
determinants of moral deviance. However some studies though few in
number report positive relationship between these two variables. So in
order to clarify this confusion evidenced by reported work, this variable
needs to be probed further and is included in the present study.
SECTION III
FACTORS RESPONSIBLE FOR MORAL DEVIANCE
Numerous studies have been conducted on associations of factors with
moral deviance. These factors are psychological, economic, social,
political and law enforcing authorities.
Shukanta Das (2012) in her paper Moral degradation of Indian Youth on
emerging issues has highlighted the process of moral degradation
according to large families, globalization, defective education system and
dirty politics may be the four most important factors responsible for moral
degradation in youth. She has also described how these factors operate in
73
developing moral degradation. A diagramatical presentation of factors is
given here,
Psychological
Law
enforcing
authorities
Economic
Factors
Political
Social
Figure 2.2: Factors responsible for moral deviance
PSYCHOLOGICAL FACTORS AND MORAL DEVIANCE
Parenting neglect results in higher instances of moral deviances, as
do certain psychological traits such as personality and intelligence.
Attachment theory in infants effecting adolescents has also shown to have
an effect in studies. Child rearing practices and parent child interactions
are important factors in the moral deviance of the child.
74
The association between Moral Deviance and psychological
factors are investigated by a number of researchers. Although a link
between attachment and disruptive behaviour disorder is of interest to
many, strong evidence supporting this relationship is not yet in. Some
studies report specific links between disorganized (Lions- Ruth et al,
1993), insecure- avoidant (Pierrehumbert et al., (2000), or coercive
insecure attachment (Devito and Hopkins, (2001) and disruptive behaviour,
while others report no predictive relationship to disruptive behaviour
disorder severity or diagnostic status (Speltg et al., (1999). Although there
are attachment problems that may apply to a subgroup of disruptive
behavior disorder in late childhood or adolescence (waters et al., 1993),
the empirical findings are equivocal (Greenberg et al., 1993).
Bowlby (1969), theorized that as children create internal working
models which are based on the responsiveness of our primary caregiver.
He states that these internal working models would allow to predict the
future and how to react to environment and the People in it. He predicted
that Children who formed secure attachment would feel free to explore
their environment and interact freely with it as they would feel comfortable
having their mother as a secure base should anything happen. Mc cord
(1991) in his study found that poor parenting is related to moral deviance
while favourable parenting behaviors may be protective. Frick et al (1992)
75
also found the same result. Frick (1994) in his study found that several
aspects of child rearing practices, such as degree of involvement, parent
child conflict management, monitoring, and harsh and inconsistent
discipline, have been correlated with children’s moral deviance.
Happasalo and Tremblay (1994) reported that favorable parenting
behavior may be protective Benard (1995) and Grotberg (1995) include (1)
caring relationships, (2) positive
and high expectations and (3)
opportunities for meaningful Participation are external protective factors of
moral deviance. Synder and Patterson (1995) in their study found that it is
clear that the relationship between parenting behavior and child conduct
problems is a dynamic and reciprocal one model of coercion between child
and parent illustrates how child behavior might modify parenting behaviors
in maladaptive ways.
Dobbin and Gatowski (1996) reported that Psychological factors may
provide protection against moral deviance patterns include: the ability to be
flexible during periods of change in school or work schedule, the ability to
use humor in deescalating negative situations, and the use of a wide range
of social skills. Pike et al (1996) found that parents interact differently with
boys and girls, especially with regard to the development of conduct
76
problems. Differential treatment between siblings by parents, particularly
regarding parental negativity, influences disruptive behavior.
Wasserman et al (1996) in their study found that several aspects of
child rearing practices, such as degree of involvement, parent child conflict
management, monitoring and harsh and inconsistent discipline, have been
correlated with children’s disruptive behavior. Stoolmiller et al (1997),
Deckard (2000) in their study found that it is clear that the relationship
between parenting behavior and child conduct problems is a dynamic and
reciprocal one.
Stormshak and colleagues (2000) found that positive and negative
parenting behaviors were relatively independent of one another and that
positive discipline by parents was a common risk factor among children
with oppositional, aggressive, hyperactive and internalizing behaviors.
Fonagy (2001) found that children who were insecurely attached
demonstrated anxious and fearful behaviors and they viewed the world
and people as threatening in contrast to children who were securely
attached to an early caregiver. A study by Elger, Fonagy (2001), Knight,
Sherman and Worrall (2003) found support for Bowlby’s insecure
attachment theory. In surveys completed by youth deviance reporting on
attachment characteristics, substance abuse and behavioral problems, it
77
was found that insecure attachment was related to the internalising and
externalising of behaviours. Those who have problems in doing this often
act out in a deviant manner.
Sigleman and Rider (2006) in his study found that if a child had not
had all needs consistently met as a child they may from an insecure
attachment Children who develop an insecure form of attachment may
develop a penchant to avoid social situation or have trouble regulating
behavior. Das Sukanta (2012) on her research paper highlights the causes
of moral deterioration of youth in India and consequences along with few
strategies to encounter the problem unattached family is the specific cause
of moral degradation. Negligence to the children by their demand
consequently the youth are being diverted by external force and engage
themselves in night club, rocking, unwanted discussions and so many
undesirable affairs.
ECONOMIC FACTORS AND MORAL DEVIANCE
Economic factors are strongly associated with moral deviance. It is
easier for the rich to be moral than it is for the poor. Wealth protects the
wealthy, but encourages the poor to take action. A rich man with a car will
never travel without a ticket on the subway. Aside from the fact that he
could easily buy a ticket, he has a fancy car waiting in front of his fancy
78
house. It is absurd for the rich to complain that certain rules apply to the
poor that are not all necessary for the rich.
Sutherland (1983) in his study found that other moral deviance
requires positions of wealth, power and prestige, a point finally elucidated
in the literature with the acknowledgement of “White-collar” Crime and later
“elite deviance”. Garmezy (1991) described poverty as a risk factor for
moral deviance.Merton (1997) reported that poverty is as a contributor to
deviance. Some types of moral deviance are more available to the poor.
Poverty may increase the inclination of people to commit theft, burglary,
armed robbery and street-level drug dealing. Simon (2003) reported that
moral deviance requires positions of wealth, power and prestige.
Evans (2004) found that low family income and maternal hardship
impede children’s cognitive and social competence. Moreover, parents in
poor living environments have difficulty defending their children, increasing
the likelihood that children will incline into school give up. Early sexual
experience, use of drugs and other deviant behavior. Ostling (2006)
conducted a study on economic influence on moral values. He found that
moral values are affected by changes in price and income. The key insight
is that changes in prices and income that lead to higher consumption of an
79
immoral good also affect the moral values held by the consumer so that
the good will be considered as less immoral.
SOCIAL FACTORS AND MORAL DEVIANCE
Finley (1994) and Davis (1999) in their study shown that children
involved in service learning projects and activities that contributed to the
well being of others had less deviant behaviors that children who were not
involved in such activities. Kaur (1998) studied that the adolescents from
joint families were found higher score on moral value in comparison to
adolescents from nuclear families and also studied adolescent girls from
joint families had higher moral values in comparison to adolescent boys
from joint families.
POLITICAL FACTORS AND MORAL DEVIANCE
Das sukanta (2012) on her research paper highlights the dirty
politics as the specific case of moral degradation. Political parties have a
tendency to capture youth to strengthen their structure. All the political
parties have been fulfilling their own interest by involving them into
different movements with the assurance of employment and numerous
greed and promises. Being inspired by these, the youth is being adversely
affected.
80
LAW ENFORCING AUTHORITIES AND MORAL DEVIANCE
Helwig, Charles C and Jasiobedzka, Urszula (2001) studied the relation
between law and morality. Result showed that the children considered a
number of factors in their judgements, including the perceived justice of the
laws, its socially beneficial purpose and its potential infringement on
individual freedoms and rights. The findings showed that children apply
moral concepts of rights and justice to evaluate laws and to inform their
judgments of legal compliance.
SECTION IV
FORMULATION OF HYPOTHESES:
On the basis of the review of the literature following hypotheses are
formulated,
1. There will be no difference in the perceived moral deviance levels of
female under graduate students drawn from Rural and urban
backgrounds.
2. There will be no difference in the perceived moral deviance levels of
female under graduate students drawn from different streams
(Science, Arts and Commerce)
81
3. There will be no difference in the perceived moral deviance levels of
female under graduate students drawn from 1st year and 3rd year
under graduate level.
4. There will be no difference in the perceived moral deviance levels of
female under graduate students belonging to different levels of
socio-economic status.
5. There will be no difference in the perceived moral deviance levels of
female under graduate students belonging to different levels of
intelligence.
For objectives number 1 and 7 no hypotheses were formulated.
82
MEANING OF RESEARCH:
After deciding the topic its objective and formulation of hypothesis on
the basis of detailed analysis of the work done in the field it is desirable , to
decide the procedure or methodology for achieving these objectives. First
of all the researchers have to decide what type of research it is going to
be. Here simple description of what research in social sciences means and
what are its various types needs some consideration.
Research is described as the more formal, systematic and intensive
process of carrying on scientific analysis. Best (1989) defined research as,
“Systematic
and
objective
analysis
and
recording
of
controlled
observations that may lead to the development of generalizations,
principals and theories resulting in prediction and possibly ultimate control
of events.”
Munroe (2000) defined research as a method of studying problems
whose solutions are to be derived partly or wholly from facts. The facts
dealt with in research may be statement of opinions, historical facts those
contained in records and reports, the result of tests, answers to
questionnaires, and experimental data of any sort and so and so forth. The
final purpose of research is to ascertain principles and develop procedures
therefore it should conclude by formulating principles or procedures.
83
TYPES OF RESEARCH:
Researchers are generally divided into three categories of ‘Historical’,
‘Experimental’ and ‘Descriptive’.
Historical Research: According to Kerlinger (1983), “Historical research is
the critical investigation of events, developments and experiences of the
past, the careful weighing of evidence of the validity of source of
information on the past, and the interpretation of the weighed evidence” .
Experimental Research: In experimental research functional relationships
among various phenomenons under controlled conditions are derived. The
experimental research involves the careful controlled manipulation of
certain variables.
From an operational point of view, it is a matter of
varying the independent variables in order to study the effect of such
variation on the dependent variable.
Descriptive Research: It is the description of the state of affairs as it exists
at present. It includes surveys and fast finding enquiries of different kinds.
It also covers comparisons or contrasts and attempts to discover the
relationship among existing non-manipulated variables.
Variables: In any research, problem is clarified in form of factors or factors
known as variables. Variables are defined as the conditions or the
characteristics that the researcher manipulates, in order to understand
84
their relationship to the observed phenomena. These variables are of two
types – ‘Independent’ and ‘dependent’. The independent variables are the
characteristics that the investigator manipulates in his attempt to ascertain
their relationship to the observed phenomena. The dependent variables
are the conditions or characteristics that appear / disappear or change as
the investigator introduces, removes or changes independent variables.
The present study belongs to the third category that is descriptive
type of research, as here relationship among various variables is more or
less described. Infact it is survey method empirical in nature as variables
are assessed in selected samples and these are described in terms of
relationships existing therein. The variables selected for this study are of
two types; dependent and independent. The dependent variable is one
while independent variables are six in number. The dependent variable is
moral deviance. The independent variables of the study are Rural and
urban backgrounds, streams of study, levels of under-graduates, socioeconomic status, intelligence level, factors considered responsible for
moral deviance.
RESEARCH DESIGN:
A research design guides the preparation of condition for the
collection and analysis of data. A research design makes sure that a study
85
fulfils a certain purpose and that the research can be completed with
available resources. According to Best (1996), “Design is the blue print of
the procedures that enables the researchers to test his / her hypotheses by
reaching valid conclusions about relationships between independent and
dependent variables.”
In the present study the research design used is an Expost-facto
design. The ‘expost-facto’ design may not always be diagrammed
differently from other designs; it is different in the treatment by selection
rather than manipulation.
The method covers following parts –
1) Population and sample selection
2) Construction / selection of tools for the assessment of variables
of ,
I. Moral Deviance
II. Socio-economic status
III. Intelligence
IV. Factors responsible for moral deviance
V. Tool for general information of the sample
86
3) Procedure for collection of data
4) Plan for analysis of data
POPULATION AND SELECTION OF SAMPLE:
The main purpose of the research is to discover the facts that have
universal application. To arrive at generalizations of wider application, facts
need to be collected from the entire population. However, as coverage of
whole population is impracticable, if not impossible, some other via-media
is required. The process of sampling makes it possible. In sampling, small
cross – section of the population is taken out and studied. One can draw
valid inferences on the basis of careful observation of variables with in this
relatively small proportion of the population. Any population may be
defined on the basis of one or more characteristics. The entire female
students studying the under-graduate classes in all the institution situated
within the eastern U.P. forms the population of the study.
As any sample is to be true representative of whole population, it is
required that a cross-section of this population be selected in suitable
manner. The present investigation is confined to a particular population
which is under-graduate female students.
87
PROCEDURE OF SAMPLING:
There are 27 districts in Eastern Uttar Pradesh. As the study is
confined to eastern U.P. three districts seems to be most important from
educational point of view as all the three have Municipal Corporation and
are having universities and colleges. Out of the three districts of Allahabad,
Varanasi and Gorakhpur, two have been selected randomly. These were
Varanasi and Gorakhpur. The colleges situated in those districts were
selected by random method. The students were selected by incidental
method which means those students available at the time of testing or data
collection were included as respondents. However, in the case of some
students who abstained in some testing sessions the data was included in
the final analysis by making a second visit to the institutions to cover the
defaulters
In the final sample 486 female students were selected. The
description of sample with its major characteristics is given in Table 3.1. In
figures 3.1, 3.2, 3.3, 3.4 and 3.5 diagramatic presentation is given.
88
TABLE No 3.1
SAMPLE COMPOSITION
S.No Name of Institution
Locale
City
Stream
1
J.B. Mahajan Degree College
Rural
Gorakhpur
Science
No
of
Responde
nts
26
2
Banshraj Jaishri Degree College Rural
Gorakhpur
Arts
64
3
Banshraj Jaishri Degree College Rural
Gorakhpur
Commerce 26
4
S.V.M.M Degree College
Urban
Gorakhpur
Science
33
5
G.D.M.M. Degree College
Urban
Gorakhpur
Arts
68
6
Vidya Mandir Mahavidyalaya
Urban
Gorakhpur
Commerce 30
TOTAL
247
7
Baldev Degree College
Rural
Varanasi
Science
30
8
Mahadev Mahavidyalaya
Rural
Varanasi
Arts
60
9
Jagat pur degree College
Rural
Varanasi
Commerce 30
10
U.P. College
Urban
Varanasi
Science
30
11
Agrasen Kanya P.G. College
Urban
Varanasi
Arts
59
12
Vasanta College
Urban
Varanasi
Commerce 30
TOTAL
239
GRAND TOTAL
486
89
POPULATION DISTRIBUTION (DISTRICT WISE):
Varanasi, 239,
49%
Gorakhpur, 247,
51%
Figure 3.1 : Number & Percentage of responsdents in two
districts
POPULATION DISTRIBUTION (IN RURAL & URBAN BACKGROUND):
Rural, 236,
49%
Urban, 250,
51%
Figure 3.2 : Number & Percentage of respondents in rural and urban
background
90
POPULATION DISTRIBUTION (STREAM WISE):
Science, 119,
24%
Arts,
251, 52%
Commerce, 116,
24%
Figure 3.3 : Number and percenatge of Respondents in Science , Arts &
Commerce Stream
POPULATION DISTRIBUTION (STREAM WISE IN URBAN & RURAL)
Science, 63,
25%
Arts, 127, 51%
Commerce, 60,
24%
Figure 3.4 : Number and percentage of Respondents of different
streams in Urban location
91
Science, 56,
24%
Arts, 124, 52%
Commerce, 56,
24%
Figure 3.5 : Number and percentage of Respondents of different
streams in rural location
In all 12 institutions 6 from Gorakhpur and 6 from Varanasi were
covered. Sample includes 247 cases from Gorakhpur and 239 cases from
Varanasi. In the total sample 236 cases are from the rural background and
250 cases are from the urban background. The total number of arts
students is 124 in rural and 127 in Urban. The total number of Science
students is 56 in rural and 63 in Urban while in the commerce.The total
numbers of Commerce students are 56 in rural and 60 in Urban
Thus Rural and urban backgrounds as well as different streams of study
were properly represented in the sample.
CONSTRUCTION / SELECTION OF TOOLS:
The assessment of the aim of any research project largely depends
upon the proper selection of tools. For any study the selection of tools is by
the nature and objectives of the study, the time at the disposal of the
92
investigator and the availability of the suitable devices. The tools used for
assessment of various variables are presented here in diagramatic form,
Moral
deviance
questionnaire
Raven's
Progressive
matrices
test
Socioeconomic
status
questionnaire
Check List to
ascertain the
responsible
factors
Sheet for
collecting
general
information
Figure 3.6: Tools for Assessment for moral deviance
93
i)
Assessment of Moral Deviance:
Moral deviance is a challenge to the present day world. Continuous
degradation of positive moral values like truth, honesty and growing
menace of bribery, favoritism is causing trouble to the humanity. The
consequences of moral deviance as violence, terrorism and overall
malpractices in all spheres of life like politics, education, business, and
human relations and so on. Thus a systematic study of moral deviance
becomes pertinent and need for its assessment seems to be quite
important.
This assessment problem is linked with construction of a suitable
tool which may serve the purpose in its right earnest. A questionnaire was
prepared to know how students perceive morally deviated activities of
people under various situations. A number of questions related with the
activities of people under various situations were prepared. Students have
to tick any one of the two as ‘Yes’ and ‘No’. Score of ‘0’ and ‘1’ was
assigned for ‘Yes’ and ‘No’. The included statements covering various
issues connected with moral deviance. The items included both negative
and positive statements arranged in random order. For the scoring of each
item two options were provided. For every yes score ‘0’ and for every no
score of ‘1’ was assigned however negative items were scored in reverse
order. Initially this tool had 50 items (Appendix II) which were later on
94
reduced to 24 items after being rated as suitable by the panel of experts
consisted of faculty members of Education department of the University of
Gorakhpur. The final form of the tool was administered on a group of 40
female students of 1st year of the degree course. The reliability of the tool
using split half method and corrected by Spearman Brown prophecy
formula. The reliability of this questionnaire was 0.81. The tool had face
validity ascertained on the basis of opinion expressed by experts.
Moral deviance questionnaire and scoring key is given in appendix (III &
IV)
ii)
Assessment of Socio-economic Status:
In India several attempts have been made by various researchers to
develop tools to measure Socio-economic status. In the present study
Socio-economic status of students were assessed by Socio-economic
status questionnaire by Dr. Shagufta Sheraj (2003) researcher of
Gorakhpur University. It contained items related with income and
educational qualifications of family members, availability of instruments
associated with entertainment, status of neighbors and relatives etc. From
the tool 12 items have been selected for which the maximum possible
score was 191. Person with better Socio-economic status got higher
marks. Reliability of this questionnaire was ensured by test and re-test
95
method. Coefficient of reliability was 0.89. Socio-economic status
questionnaire and scoring key is given in Appendix V & Appendix VI.
iii)
Assessment of Intelligence :
Raven’s Progressive Matrices Test (Revised order 1956) was administered
to assess the level of intelligence of students. It is a non verbal and culture
fair test. It is a test of a person’s capacity at the time of test to comprehend
meaningless figures presented for observation and see the relations
between them. The tests consist of 60 problems divided into 5 sets of 12
items in each set. In each problem a part has been removed, the subject
chooses the missing part for six or eight given alternatives. All sets are in
increasing order of difficulty but similar in principle. It can be completed in
one period of about 45 minutes.
The score by any respondent was taken as the score of intelligence.
This scale has a test re-test reliability ranging from 0.83 to 0.93. Validity of
the test is studied in a variety of ways , when the Stanford Binet test is
used as a criterion correlation varies from 0.54 to 0.86 Thus a person’s
score on the scale is the total number of problems he / she solves correctly
( Appendix VII)
96
iv)
Assessment of factors responsible for Moral Deviance :
A check list was used to ascertain the factors associated with Moral
deviance. This list was framed taking into consideration five major areas.
These include,
a) Psychological factors
b) Economic factors
c) Political factors
d) Social factors
e) Factors associated with law enforcing authorities
There were 25 items in the initial check list. The list was reduced to 20 on
the basis of expert opinion. Every respondent was asked to rank any 10
items considered by him to be the most important causes of moral
deviance. These endorsements were used to ascertain most important
factors of moral deviance in the opinion of the respondents. The initial
check list and final check list is given in appendix (VIII & IX)
97
v)
Sheet for collecting general information :
The demographic variables including general information were assessed
using a Proforma (Appendix I). This included information on various points.
These include:
a) Name of the student
b) Name of the college
c) Location – Rural/Urban
d) Streams of the study – Science /Arts /Commerce
e) Grade Level- Under-graduate level – 1st year / 3rd year
PROCEDURE FOR COLLECTION OF DATA
The data collection of the study was done in natural college setting. For
this purpose the researcher visited each group of the students twice. On
the first day first of all the general background of the study was discussed
with the students to provide them proper motivation for the test. On the first
stage respondents were asked to complete general information sheet and
also the Socio-economic status questionnaire and Raven’s progressive
matrices test were administered. On the second day moral deviance
98
questionnaire, checklist for ascertaining the factors of moral deviance was
administered.
First visit was completed in about 60 minutes and second visit was
completed in about 45 minutes. A third visit was also made in each
institution to complete information from those respondents who were
absent on any two sessions. In spite of this fact some cases were dropped
as their data could not be completed.
All the tools along with the response sheet were given to the
students and after completion of the task, questionnaires and response
sheets were taken back.
PLAN FOR ANALYSIS OF DATA:
After the completion of the collection of data from all the
institutions, scoring is done as per instructions pre-decided (for the tools
made by the investigator) and given in the scoring manual (for other tools).
Scoring completed, the data is tabulated and these data are arranged
institution wise and for each institution class section wise, treating each
respondent as an individual case. From these sheets data is picked up and
distributed into tables and subject to various techniques of analysis,
leading to testing of hypotheses.
99
Hypotheses covering variables rural & urban backgrounds, streams
of study and grade level are tested using x2. The formula used to compute
x2 is given below,
Calculation of Chi-Square (x2)
X2
=∑
2
fo-fe
fe
fo = frequency of occurrence of observed or experimentally determined facts
fe = expected frequency of occurrence on some hypothesis.
Hypotheses
covering
variables
socio
economic
status
and
intelligence are tested by using ’t’ test .The formula used to compute ‘t’is
given as follows.
Calculation of significance of difference between means:
t =
M1~ M2
σ12 + σ22
N1
N2
Where, M1 = Mean for the first group
M2 = Mean for the second group
σ1 = Standard deviation for the first group
σ2 = Standard deviation for the second group
N1= Size of the first group
N2= Size of the second group
The level of significance were fixed at .05 and .01 levels of significance
100
In the previous chapters related literature in the field of moral
deviance is reviewed, various hypotheses are formulated and methodology
of investigation is outlined. After the completion of data collection from all
institutions, scoring is done as per instructions predecided (for the tools
made by the investigator) and given in the scoring manuals. Now the most
crucial point that remains is arriving at the results of the study. Results are
generally based on the empirical observations available in the form of data.
In order to arrive at the certain conclusions and achieve the objectives of
the investigation, a systematic treatment of data is needed. It consists of
three stages: namely those of tabulation of data, testing of the hypotheses
using appropriate use of statistical techniques and discussions of the
results. These results are outcome of the process of hypotheses testing.
In the present chapter data analysis is presented with reference to
specific hypotheses. Each hypothesis is put to test using specific statistical
techniques and the outcome of this testing leads to the result. Besides,
each result is interpreted in the form of detailed discussion. The present
chapter is divided into three sections,
1) Section I deals with the study of relationship of moral deviance
the dependent variable with the three factors being the
independent
variables.
These
101
include
Rural
and
urban
backgrounds , streams of the study (Science , Arts and
Commerce) and levels of undergraduates(1st year and 3rd year)
2) Section II deals with the moral deviance and socio economic
status and intelligence
3) Section III deals with the factors considered responsible for
moral deviance.
The analysis of data begins with the processing of the scores of perceived
moral deviance.
All the 486 cases are taken into consideration for this purpose. The
respondents in the first and third quartile of this distribution have been
taken as of perceived high and low moral deviance groups respectively.
This has been done by calculation of 1st and 3rd quartile and the groups
have been formed. All the cases falling at and below 1st quartile point form
the perceived high moral deviance group. The cases falling at and above
3rd quartile point form the perceived low moral deviance group. In this way
there are 87 students in perceived high moral deviance and 104 students
in the perceived low moral deviance category. All the calculations have
been done comparing these two groups.
102
SECTION I:
In the analysis of data two statistical techniques have been used.
For the data available in categorized frequency form x2 test has been
applied. These include Rural and urban backgrounds, streams of study
(Science, Arts and Commerce) and levels of under-graduates (1st year
and 3rd year)
MORAL DEVIANCE AND RURAL & URBAN BACKGROUNDS OF THE
RESPONDENTS
1. Hypothesis 1: There will be no differecne in the perceived moral
deviance levels of female under graduate students drawn from Rural
and urban backgrounds.
TABLE No. 4.1:
Perceived moral deviance and Rural & Urban backgrounds
Levels of
Perceived
Rural & Urban backgrounds
Rural
Urban
Total
High
37 (37.8)
50 (50.3)
87
Low
46 (44.2)
58 (58.7)
104
Moral deviance
Total
83
108
191
x2=0.10 p> 0.05
df=1
103
Result: Table No. 4.1 gives the frequency of rural and urban respondents
according to their categorization of perceived low and high moral deviance.
The frequency in rural back ground for perceived high moral deviance and
perceived low moral deviance group are 37 and 46 respectively. The
obtained value of x2 is found to be 0.10 for one degree of freedom on
which statistically not significant (p> 0.05). So hypothesis No 1 is
sustained. Thus level of perceived moral deviance is independent of
backgound of the students.
DISCUSSION:
The results show that there is no significant difference between
Rural and urban backgrounds of female under-graduate students
regarding perceived moral deviance. These findings are in agreement with
the findings of Krohn Marvin, Kaduce-Lanza Lorn, Alkers L. Ronald (1984)
and Marsella, Anthony (1998), Bhim Chandra Mondal and Jayanta Mete
(2009).
However these finding s are contrary to the findings of Amazue
(2006), Mondal and Mete (2009) and Nwankwo, Obi, Kanu (2013)
The results seem to be contrary to general expectation that there
would be difference between perceived moral deviance of rural and urban
104
back ground undergraduate female students. The results of studies show
that back ground of a person plays an important role in moral deviance.
But there are some studies, though small in number showing that
background or Location of a person does not affect moral deviance. The
present study is in line with those studies. The changes that are taking
place in rural India have perhaps minimized the difference between rural
and urban life cultures.
MORAL DEVIANCE AND STREAMS OF STUDY
1. Hypothesis 2: There will be no difference in the perceived moral
deviance levels of female under graduate students drawn from
different streams (Science, Arts and Commerce)
TABLE No. 4.2:
Perceived moral deviance and streams of study
Levels of
Perceived
Moral
deviance
Streams of study
Science
Arts
Commerce
Total
High
24 (18.21)
47 (46.00)
16 (22.77)
87
Low
16 (21.78)
54 (54.99)
34 (27.22)
104
Total
40
50
191
101
x2=7.12 p< 0.01
df=2
105
Results: The obtained value of x2 is 7.12 which is significant beyond 0.01
level of significance thus hypothesis no 2 is rejected and it can be inferred
that there is a difference in number of students in various streams. In the
commerce stream students with perceived high moral deviance outnumber
students of perceived low moral deviance. Next comes the science stream
where perceived high moral deviance outnumber perceived low moral
deviance group, though the difference is relatively small. However, in the
arts stream perceived low moral deviance people outnumber the perceived
high moral deviance people, though the difference is small.
DISCUSSION:
It seems that among arts students moral deviance is equally
distributed. However, commerce students include relatively more bright
students who are sensitive to moral deviance. Next best categories of
students offer science subjects perhaps this is the reason that some
relationship is clearly indicated in science streams students. Arts subjects
are generally offered by average students. This may be the reason why no
relationship has been found for that group.
These finding are similar to the findings of Christine Mu-kellams and Jim
Bluscowich (2013) who found in his study that science students have more
inclination towards moral value.
106
MORAL DEVIANCE AND LEVELS OF UNDER-GRADUATE STUDENTS
Hypothesis 3: There will be no difference in the perceived moral
deviance levels of female under graduate students drawn from 1st
year and 3rd year under graduate level.
TABLE No. 4.3:
Perceived moral deviance and levels of under-graduate
Levels of
Perceived
Levels of under-graduate
1st year
3rd year
Total
High
49 (46.46)
38 (40.54)
87
Low
53 (55.54)
51 (48.46)
104
Moral deviance
Total
102
89
191
x2=0.55 p>0.05
df =1
RESULT:
In the distribution of 1st year and 3rd year under graduate students on the
basis of level of moral deviance the obtained x2 value is found to be 0.55
which is statistically not significant for one degree of freedom (p>0.05) .
Thus level of perceived moral deviance is independent of grade level of the
students. So hypothesis number 3 is sustained. This means that there in
107
no difference in the level of perceived moral deviance of female students
drawn from 1st year and 3rd year under graduate level.
DISCUSSION
It seems that 1st year and 3rd year undergraduate level students
studying in the same institution and are open to similar environment
including teachers with whom they deal and over all atmosphere of the
institution in which they study. The back ground of from which they are
drawn is more or less similar. So grade level at under graduation does not
play any role in the development of their moral deviance. To support this
finding unfortunately the researcher failed to come across with any such
study.
However these findings are contrary to the findings of Alnablian, Mousa
(2011).
SECTION II
For the variables of socio economic status and intelligence the data is in
the numerical form. It has therefore been decided to make use of some
parametric test. ‘t’ test seems to be most appropriate for this purpose
108
MORAL DEVIANCE AND SOCIO ECONOMIC STATUS
Hypothesis 4: There will be no difference in the perceived moral
deviance levels of female under graduate students belonging to
different levels of socio economic status.
Table No. 4.4:
Showing the mean, S.D, SEDM and ‘t’ of socioeconomic status for high and
low moral deviance
Levels Of
Perceived
Moral
Deviance
N
High
87
Low
df=189
Socio Economic Status
104
Mean
S.D.
94.44
34.40
105.27
SEDM1~M2
t
P
5.13
2.11
P<0.05
36.00
P.05=1.97
Result :
Table No 4.4 shows that S.D. value of socio economic status for high and
low level of moral deviance are 34.40 and 36.00 with mean values of 94.44
and 105.27 respectively. The standard error of difference between two
mean values is found to be 5.13. The obtained value of t is 2.11 which is
109
statistically significant at 0.05 level of significance. Thus hypothesis no. 4 is
rejected and it can be inferred that socio-economic status of perceived low
moral deviance group is significantly higher than the level of perceived
high moral deviance group. The data is also presented in figure number
4.1
105.27
120
94.44
100
80
60
34.40
36.00
40
20
0
Perceived high moral
deviance
Perceived low moral
deviance
Mean
S.D.
Figure 4.1: Mean and SD for perceieved high and low moral deviance
groups belonging to different levels of socio-economic status
110
DISCUSSION:
These findings are in agreement with the findings of Merton (1938) ,
Semin (1952), MC Rae (1954) , Boehm (1962) , Johnson (1962),
Wahrman (1972) , Karby (1973) , Jiminez (1976) , Sarawasthi and Verma
(1976) , Sarawasthi, Sunderson and Saxena (1977), Forming and Mc
colgan (1979) , Sarawasthi and Sunderson (1980), Adhikari (1981),
Kareem and Kumar (1981), Garmezy (1991) , Padhan (1993), Brewster
(1994) , Guerra et al (1995), Loeber et al (1995) , Hawkins (1998), Mc
Loyd (1998) , Scott & Nelson , Walker & Spargue (1999) , Herrenkohl et al
(2000) , Mc Evoy & Welker (2000) , Wikstrom and Loeber (2000), Miller
(2002), Ferguson et al (2004) , Sunita V. Meagre (2011), Nwankwo, Obi
and Kanu (2013). The result revealed that there is statistically significant
difference in the socio- economic status of perceived high moral deviance
and perceived low moral deviance groups. It seems that socio economic
background of the family is closely related to the level of perceived moral
deviance. Perhaps living in high socio economic status families tend to
display more mature forms of moral values from their lower status
counterparts. Students belonging to low socio economic status group are
generally found to be more anxious, highly aggressive or morally deviant.
However, these findings are contrary to the findings of Cauble
(1976), Reddy (1980), Kumar (1981), Kemp (1989)
111
MORAL DEVIANCE AND INTELLIGENCE
Hypothesis 5: There will be no difference in the perceived moral
deviance levels of female under graduate students belonging to
different levels levels of intelligence.
Table No. 4.5:
Showing the mean, S.D, SEDM and‘t’ of intelligence for high and low moral
deviance
Levels Of
Perceived
Moral
Deviance
N
High
87
Low
Intelligence
104
Mean
S.D.
33.06
12.85
38.67
SEDM1~M2
T
P
1.87
3.03
P<0.01
12.80
df=189
P.01=2.59
Result:
Table No. 4.5 gives the mean values of intelligence for high and low level
of moral deviance with S.D. values of 12.85 and 12.80 in that order. The
standard error of difference between two mean values is found to be 1.87.
The obtained value of t is 3.03 which is statistically significant beyond .01
112
level of significance. Thus hypothesis no 5 is rejected and it can be
inferred that intelligence level of perceived low moral deviance group is
significantly higher than those of perceived high moral deviance group.
The data is also presented in Figure number 4.2
38.67
40
33.06
35
30
25
20
12.85
12.80
15
10
5
0
Perceived high moral
deviance
Perceived low moral
deviance
Mean
S.D.
Figure 4.2: Mean and SD for perceieved high and low moral deviance
groups belonging to different levels of intelligence
113
DISCUSSION:
The result revealed that intelligence bears close relationship with
moral deviance of the person. The brighter the person, the more able he is
to understand the moral concepts he learns, and to perceive the situation
in a better way in which they may be applied. At every age those with high
IQ tend to be more mature in their moral value and behavior than those of
lower intellectual level .These findings are in agreement with the findings of
Mac Rae (1954) , Rest (1975), Flannery (1977) , Taylor (1978), Bear
(1979) , Voloshen (1979) , Kerbs and Grillmore (1982), Frick et al (1992)
and Farrington (1995), Flannery (1997), Devis (1999) , Hogan (1999),
Koshani et al (1999) , Calhoun, Glaser and Bartolomucci (2001), Kollhof et
al (2007). Kollhof, Loeber, Wei Pardini and D’Escury (2007).
However,
these findings are contrary to the findings of Sonuga-Barke et al (1994),
Fagot and Leve (1998)
SECTION III
This section deals with the factors responsible for moral deviance of the
female under-graduate students.
114
FACTORS RESPONSIBLE FOR MORAL DEVIANCE
A check list was used to ascertain the factors associated with moral
deviance. This list was framed taking into consideration 5 major areas
which include,
a) Psychological
b) Economic
c) Political
d) Social
e) Factor associated with law enforcing authorities
Psychological factors are covered by item no. 1, 2, 3 and 4. Economic
factors are covered by item mo 6,7,19 and 20. Political factors are covered
by item no 11 and 14. Social factors are covered by item no 5, 8, 9 and 10
Factor associated with law enforcing authorities are covered by item no 12,
13,15,16,17 and 18
To ascertain the factors of moral deviance students responses to
various items have been analyzed. For this purpose endorsement for each
statement was to be given by marking 1 to 10 numbers against any 10
statements. Thus No. 1 was to indicate most important factor and 10 for
115
the least important factor by the respondent. In this way total weightage of
endorsements was calculated assigning 10 points for the 1st and 1 point for
the 10th choice. The most prominent factors are given in the table no. 4.6
for the perceived high moral deviance group and in table no 4.7 for
perceived low moral deviance group along with their rankings. Perusal of
these tables gives relative importance of these factors for the two groups.
Endorsement by the respondents of Perceived High Moral Deviance
group
Table 4.6
Item No
Weightage
Preference
Rank
19
557
I
17
523
II
20
507
III
13
504
IV
7
408
V
8
218
VI
16
189
VII
14
181
VIII
15
174
IX
9
173
X
116
Endorsement by the respondents of Perceived Low Moral Deviance
group
Table 4.7
Item No
Weightage
Preference
Rank
15
768
I
20
723
II
16
718
III
11
560
IV
2
498
V
17
186
VI
19
183
VII
18
182
VIII
4
172
IX
14
171
X
117
Endorsement by the respondents of Perceived High & Low Moral
Deviance group for factors responsible
900
768
Weightage Scores
800
723
718
700
600
557
523
560
507
504
498
500
408
400
300
218
200
186 189 183 181 182 174 172 173 171
100
0
19 15
17 20
20 16
13 11
7 2
8
17
16 19 14 18
15 4
Item Number
Perceived High Moral Deviance Group
Perceived Low Moral Deviance Group
Figure 4.3: Item wise weightage scores of perceived high and low moral
deviance group
Item No. 19 which states the factor to be ‘under-pressure of poor
economic condition’ has been considered as most important factor by
perceived high moral deviance group assigning it position one. Though it is
included in the list by the perceived low moral deviance groups also, its
118
9
14
importance is reduced to seventh position.These findings are in agreement
with the findings of Sutherland (1983), Merton (1997), Simon (2003),
Evans (2004), Ostling (2006). It seems that economic factors are important
factor for moral deviance because it is easier for the rich to be moral than it
is for the poor. Wealth protects the wealthy, but encourages the poor to
deviate from morality. A rich man with a car will never travel without a
ticket.
Item No 17 which states the factor to be ‘Defective Judicial
Provisions’ has been considered as the second important factor by the
perceived high moral deviance group assigning it position two . Though it
is included in the list by the perceived low moral deviance group also, its
importance is reduced to sixth position. These findings are in agreement
with the findings of Helwig, Charles C and Jasobedzka, Urszeela (2001)
who found the relation between law and morality. Law enforcing authorities
play an important role in moral deviance because people apply moral
concepts of rights and justice to evaluate laws and to inform their
judgments of legal compliance.
Item No 20 which states the factor to be ‘ urge to earn maximum
money by malpractices, has been given as third important factor by the
perceived high moral deviance group assigning position three . Though it is
119
included in the list by the perceived low moral deviance group also its
importance is increased to second position.
These findings are in agreement with the findings of Sutherland (1983),
Merton (1997), Simon (2003), Evans (2004), Ostling (2006). It is inferred
that youth are running after glamour and material achievement. They
believe in pleasure seeking principle. Youth are indulged in malpractices to
achieve maximum power and money. They prefer luxurious life.
Item No 16 which states that the factor to be ‘Partiality in Judicial
Proceedings’ has been given as seventh important factor by the perceived
high moral deviance assigning position seven. It is also included in the list
by the perceived low moral deviance group its importance is increased to
third position.
These findings are in agreement with the findings of Helwig , Charles C
and jasobedzka , Urszeela (2001). Morally deviated persons are either
protected by influential powerful persons or money power. People suffer
from a deep sense of injustice for grievous wrongs. Exploitation of the poor
and disadvantaged person is continued due to failure of justice delivery
system.
Item no 14 which states the factor to be ‘No law for voting’ has been
given as eighth important factor by the perceived high moral deviance
120
group assigning position nine. Though It is also included in the list by the
perceived low moral deviance group its importance is reduced to tenth
position.
These findings are in agreement with the findings of Helwig, Charles C and
jasobedzka, Urszeela (2001). It seems that if only few person, cast vote
the election is thought to be valid.
Item no 15 which states the factor to be ‘Delay in judgements’ has
been given as ninth important factor by the perceived high moral deviance
group assigning position nine. Though It is also included in the list by the
perceived low moral deviance group its importance is increased to first
position
These findings are in agreement with the findings of Helwig, Charles
C. and Jasobedzka, Urszeela (2001). People feel frustrated and lose
confidence in judicial judgements because culprits move freely for long
period in want of final judgement. During this period witnesses are mislead
and terror is created for aggrieved persons.
However, following items are given importance by only one group. In
the case of perceived high moral deviance group Item no. 13 ‘No
punishment to leaders for criminal acts ‘ is on the fourth place while for the
121
perceived low moral deviance group this item has not been considered so
important.
In the case of perceived high moral deviance group Item no 7 ‘Materialistic
glamour’ is on the fifth place while for the perceived low moral deviance
group this item has not been considered so important.
Like this, Item No 8 ‘Protection of criminals by empowered’ is on the sixth
place by the perceived high moral deviance group. This item has not been
considered as so important factor for moral deviance by the perceived low
moral deviance group.
Item No. 9 ‘Pressure of criminals’ is on the tenth place by the perceived
high moral deviance group. This item has not been considered as so
important factor for moral deviance by the perceived low moral deviance
group.
Like this, Item No 11 ‘Encourage violence’ under protection of political
leaders, item no. 2 ‘high expectations from children’, Item no 18 ‘Less fear
of justice for criminal acts’ and Item no 4 ‘Continuous failures’ is
considered as a important factor of moral deviance by the perceived low
moral deviance group but these items are not considered as so important
factor of moral deviance by the perceived high moral deviance group.
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A close look at the table 4.6 and 4.7 reveals that Item No 14, 15, 16, 17, 19
and 20 have been considered as important factors responsible for moral
deviance by both groups but there is difference in the preferential order.
Item no 15, 16 and 17 are factors related to law enforcing authorities have
been considered most important factor by both Perceived high and low
moral deviance group. Item No. 19 and 20 are factors related to economic
area have been considered second important factor by both group. Item no
14 is factor related to political area have been considered as third
important factor by both group of respondents. Psychological and social
factors are less important factor for moral deviance.
123
SUMMARY
The purpose, procedure and findings of the present study are
summarized in this chapter. On the basis of the aims of the study put forth
in chapter 1 certain conclusions are drawn. Educational implications of the
study and suggestions for policy makers, parents, teachers and
researchers are also discussed. The present endeavor concerns with the
study of moral deviance of female under-graduate students. Also an
attempt is made to explore the relationship of certain variables with the
perceived moral deviance of the female under-graduate students. The
study has unique importance from the educational and social point of view
as in this rapidly changing materialistic world there is hardly any place for
moral values. A situation of chaos and confusion has gripped almost whole
of society.
Moral deviance is a challenge to the world. Continuous degradation
of moral values like truth, honesty, character and credibility is causing great
trouble to the humanity. The consequences of moral deviance are being
faced by society in the form of violence, terrorism and over all malpractices
in all spheres of life like politics, education, business, human relations and
so on. So it is necessary that children should get proper moral education
from the beginning and moral education should get an important place in
the context of education.
124
The objective of the study is to study perception of under graduate
female students regarding prevailing morally deviant practices in the
society. The study also aims at comparing the level of perceived moral
deviance of rural and urban students, different streams of study, first year
and third year under graduate female students, different socio-economic
levels and different intelligence groups. The study also aims to know, what
factors, female student hold responsible for the moral deviance of the
people. These aspects are covered in the chapter I of the study.
Chapter II deals with the review of the literature related to the work
done in the concerned area. This helps in knowing various aspects related
to present study and also provides some guidance for further research. In
all five hypotheses are formulated and put to test. All the hypotheses are
stated in null form and given in chapter II.
Chapter III deals with the methodology. An attempt is made in this
chapter to describe sampling procedure, construction / selection of tools,
procedure for collection of data and plan of data analysis.
For sampling, in the first stage, out of the three districts of Allahabad,
Varanasi and Gorakhpur, two have been selected randomly. These were
Varanasi and Gorakhpur. In the final sample 486 female students were
selected. The sample is a representative sample in the sense that different
125
rural and urban backfrounds, various streams of study, levels of undergraduate female students, various socio-economic status and intelligence
levels are included.
For assessment of variables both dependent and independent, a
number of tools have been used. For the assessment of dependent
variable of moral deviance a questionnaire was constructed by the
investigator. A check list was also prepared by the researcher to ascertain
the factors associated with moral deviance. Socio-economic status
questionnaire by Dr. Shagufta Sheraj (2003) and Raven’s progressive
matrices test were used to assess socio-economic status and intelligence.
Information about demographic variables including general information
was collected with the help of a proforma prepared by the investigator.
Data was collected in normal class-room setting. This was done by
the investigator. For this purpose the researcher visited each group of the
students twice. On the first day, respondents were asked to complete
general information sheet, the socio-economic status questionnaire and
Raven’s progressive matrices. On the second day ‘Moral deviance
questionnaire’ and checklist for ascertaining the factors of moral deviance
were administered. A third visit was also made to each institution to
complete information from those respondents who were absent on any two
sessions.
126
The analysis of data was done after completion of scoring of various
response sheets with the help of scoring keys. These scores were
tabulated and subjected to statistical analysis using Chi Square, and ‘t’ test
RESULTS:
Testing of hypotheses, results and discussions are presented in Chapter
IV. Infact, the chapter is divided in three sections. Section I deals with the
demographic variables including background information. Section II deals
with perceived moral deviance and socio-economic status and perceived
moral deviance and intelligence and section III with factors considered
responsible for moral deviance.
Rural and urban backgrounds: The results show that the level of
perceived moral deviance is independent of Rural and urban backgrounds
(x2=0.10). Thus the null hypothesis pertaining to Rural and urban
backgrounds is sustained.
Streams of study: To find out the relationships between perceived moral
deviance and streams of study, the sample is divided into three different
streams of study, Science, Arts and Commerce. The results show that
obtained value of x2 is 7.12 which are significant beyond 0.01 level of
significance. Thus null hypothesis is rejected and results clearly indicate
127
that there is a difference in the streams of study of perceived high moral
deviance and perceived low moral deviance groups.
1st year and 3rd year under-graduates: For the assessment of relation
between perceived moral deviance and 1st year and 3rd year levels of
study, the sample is divided into 1st year and 3rd year under-graduate
students. It is found that there is no difference in the levels of study of
perceived high and low moral deviance groups of female under-graduate
students (x2=0.55) . Thus the null hypothesis is sustained.
Socio economic status:
The results reveal that association between
socio-economic status and perceived moral deviance is significant. The
obtained value of ‘t’ is 2.11 which is statistically significant so the
hypothesis is rejected. Thus socio-economic status of perceived low moral
deviance group is significantly higher than the level of perceived high
moral deviance group.
Intelligence: The results reveal that intelligence level of perceived low
moral deviance groups is significantly higher than those of perceived high
moral deviance group. The obtained value of ‘t’ is 3.03 which is statistically
significant beyond 0.01 level of significance. Thus null hypothesis is
rejected.
128
Factors responsible for moral deviance: The results indicate that item
no 14, 15, 16, 17, 19 and 20 have been considered as important factors
responsible for moral deviance by both perceived high and low moral
deviance groups but there are differences in the preferential order. Factors
related to law enforcing authorities have been considered most important
factors by both groups. Factors related to economic area have been
considered second important factor by both groups. Factors related to
political area have been considered as third important factor by both
groups. Psychological and social factors are less important factors for
moral deviance.
CONCLUSIONS:
In the light of aims of the study it is possible at this stage to draw
certain conclusions:
The first aim of the study is to study perception of under-graduate
female students regarding prevailing morally deviant practices in the
society. A detailed picture is presented in Appendix X & Appendix XI where
samples (for combined rural, urban, science, arts and commerce and 1st
year and IIIrd year under-graduate females) are analyzed in the light of
quartile points. This show that,
129
1) All the cases falling at and below first quartile point form the
perceived high moral deviance group. The cases falling at and
above third quartile form the perceived low moral deviance
group.(Appendix X and XI)
2) 87 respondents have high perceived high moral deviance and 104
respondents have perceieved low moral deviance
Keeping in mind the specific objectives, some other conclusions are also
possible. These are given here briefly,
1) Background plays no role in perceived moral deviance.
2) Streams of the study play an important role in perceived moral
deviance. Stream wise analysis shows highest number of perceived
high moral deviance cases in commerce followed by ‘science’ and
‘arts’ in that order.
3) Levels of study in under-graduate level that is 1st year and 3rd year
do not play any role in perceived moral deviance as Ist year and IIIrd
year under-graduate females show almost same level of perceived
moral deviance.
130
4) Socio-economic status is inversely associated with perceived moral
deviance. Higher the level of socio-economic status, lower is the
level of perceived moral deviance.
5) Intelligence seems to be negatively related with perceived moral
deviance. Lower the level of intelligence, higher is perceived moral
deviance.
6) Factors related to the area of law enforcing authorities, economic
area and political area have been considered as first, second and
third important factors responsible for moral deviance by both
perceived high and low moral deviance groups. Psychological and
social factors are less important factors for moral deviance.
SUGGESTIONS:
Any research is hardly worthwhile unless the work has certain
generalizations that are helpful in future planning in the field. These
generalizations are often covered under suggestions emerging from the
study. On the basis of results and conclusions some suggestions may be
given to parents and teachers who come in close contact with the youth.
During developmental period their influence is the most profound on the
youth. Also some suggestions may be given to those who make policies
131
for formal education and for those who are interested in conducting
research work in the field of moral deviance
1. Education system should stress upon spiritual side of education in
colleges and universities. AS Radhakrishnan (1984) has said “A
university can give you great books, but it must also give you great
men”
2. Moral and value education should be included in the curriculum in
respect of discipline or course of study .This will humanize students at
this level and help to reduce cultism and armed robberies as well as
other campus and societal vices .
3. Religious or moral and civic education should be deliberately
emphasized weighted and taught more than any other academic and
vocational course. A man of good and high moral values would be
honest, compassionate, sympathetic, loving and caring and would also
respect high value for human lives.
4. Government establishments should organize seminars on moral
values and civic education at least once in every year to create
awareness on a sustained work ethics .There should be cherished
community values and respect for lives and properties as well as
accountability to man and God.
132
5. Parents have number one responsibility of training their children in
basic moral and value education as children follow their life style and
learn values from them.
6. Knowledge originates and resides in the minds of people .The young
and educated knowledge workers are the true assets of the nation
therefore scientific approach should be adopted and learning should be
a continuous process.
SUGGESTIONS FOR PARENTS, TEACHERS AND ADMINISTRATORS
Findings show that, there is no significant difference in perceived moral
deviance in the following variables
 Rural and urban backgrounds
 Levels of under-graduates (1st year and 3rd year),
The significant difference in perceived moral deviance is observed in the
following variables,

Streams of study ( Science , Arts & Commerce)
 Socio-economic status
 Intelligence
Streams of study and perceived moral deviance are related. In the
Commerce stream
students
with perceived high moral deviance
133
outnumber students of perceived low moral deviance followed by Science
and Arts streams. This clearly indicates that the commerce students
include relatively more bright students but are sensitive to moral deviance.
Next comes the science stream where Perceived High Moral Deviance
group outnumber Perceived low Moral Deviance group. However, in the
arts stream Perceived low Moral Deviance group outnumber the Perceived
High Moral Deviance group.
1. The
students
from
Science
and
Commerce
stream
are
disadvantaged on the literary front with no literature subjects in their
curriculum.
This has led to only cognitive development in these
students. Emotional domain which is related with human values is
hampered due to lack of literary subjects. Therefore value based
courses should be included in their syllabus. Besides professional
courses compulsory value education courses should be included in
their syllabus.
2. Teachers and parents must educate them on high morals in life.
Philosophy of Money cannot buy everything should be taught to
them.
3. The recent case of Sahara, Satyam etc should be shared with them.
The students should be made aware that the fraudulent cases gave
134
them embarrassment and humiliation in the society despite having
affluent background. Development of self esteem, self pride should
be given utmost importance.
4. Nationalism,
patriotism,
value
based
education
should
be
incorporated within the existing system of education so that students
also realize that the commercially motivated frauds give nothing but
disrespect and defame to the nation.
5. Students should be provided with sufficient knowledge of various
systems, rules governing the society to make them conscious of
their repercussions.
6. Students should be given varied social experiences which may help
them to interpret the surroundings in a right manner. To make this
happen students should be made conscious of feelings, motives and
values in themselves.
7. Human values based programmes should be organized specially for
Commerce and Science students.
8. The prescribed courses of study should be more meaningful and
relevant for students and in diversified form so that wider choice
opportunities may be available to them.
135
Socio-economic status and perceived moral deviance are seen inversely
associated. Higher the level of socio-economic status lower is the level of
perceived moral deviance. This clearly indicates that the students
belonging to low socio-economic status are more sensitive to moral
deviance and they need special attention of their teachers.
1. Schools must regularly organize parent teacher meetings to
appraise the parents about the well being of their wards. It is very
important to have a coordination between teachers and parents so
that they can together contribute to the all round development of
child.
2. Schools and colleges should counsel their children specially the one
who are from the low socio economic status group. These students
should be monitored with respect to the peer groups they flock with.
3. Parents should also counsel their children regularly so that they
don’t become diverts. Child Company should also be kept under
hawk’s eye.
4. Students should be made to learn the cultural background of the
family, appreciation of good points in traditional and progressive
aspects of cultures in their family.
136
5. Religious bodies should play their roles of moral teaching, while
guidance counselors should try new strategies to alleviate the
scourge of moral deviance.
Intelligence level and perceived moral deviance are negatively related.
Higher the level of intelligence, lower is perceived moral deviance. This
indicates that the students with low intelligence level are more sensitive to
moral deviance. Students with low intelligence level require regular
counseling by their parents and teachers as they often misinterpret the
events and activities happening around them.
1. The students of low intelligence level must be taught the meaning of
respect by respecting them first. The students should be talked
about the good moral behavior. Story books, plots or movies should
be used as a tool to convey them the difference between right and
wrong.
2. Before taking the disciplinary actions the parents must match them
to the child’s perception and reactions to the conflict situations. For
success of moral education in the students with low intelligence level
a loving and affectionate rapport should be made essential between
teacher and the student.
137
3. For the cognitive and emotional development restrictions should not
be imposed very often as it might decrease the student’s ability of
creativity and decision making. Students under lot of restrictions tend
to follow the instructions of the peers and society which might be
detrimental to them as far as their moral development is concerned.
4. Teachers training programme should be organized to teach them
about characteristics of development. They should know that the
development
occurs
in
orderly
sequence
through
different
developmental stages. They should be made aware of the fact how
minor immoral acts develop gradually into severe offences and how
can they modify at the incept of immoral behavior. Outside the
classroom to promote sense of responsibility, cooperation, equality
and self control, co-curricular activities should be organized. Dance,
drama, action songs, scouting, guiding and NCC may be very useful
in this context.
SUGGESTIONS
FOR
FACTORS
RESPONSIBLE
FOR
MORAL
DEVIANCE:
Findings show that Factors held responsible for moral deviance by the
perceived high moral deviance groups have been ranked as ,
138
1. Economic factor which is related with the poverty as well as the urge
for maximum money by hook or crook has been ranked first most
important factor
2. Law enforcing authorities has been ranked Second important factor.
3. Third important factor is related with political system.
Factors held responsible for moral deviance by the perceived low moral
deviance groups have been ranked as,
1. Law enforcing authorities has been ranked first important factor
2.
Economic factor has been ranked as second important factor
3. Third important factor is related with political system
Economic stability, employment and anti-depressive infra-structure should
be provided as much as possible to the younger generation of society.
Political organizations have to be conscious about their activities
particularly influencing youth.
Judicial proceeding should be made effective and impartial with no delay in
judgments. Amendments should be made in the judicial system so that the
empowered people such as politicians, bureaucrats do not remain
protected despite corruption and frauds.
139
Some additional suggestions may also be given,
1. Zero tolerance policies and authoritarian discipline style should be
avoided and the administrators should try to understand the
students’ problems.
2. Rules and regulations established by the government authorities
should be made considering human welfare.
3. Infrastructure of the school, building may be developed convenient
and comfortable to fulfill the needs of students. Proper care should
be taken to maintain the things in apple pie order.
4. Besides co-curricular studies students should not only be made
aware of various social and economic injustices going on in the
society but should also be made to learn how to oppose them
by
expressing their views in various seminars and workshops organized
from time to time.
5. Self governance system should be implemented within the school,
as an attempt to ensure students participation to promote moral
development and to build positive and healthy climate.
6. To promote just and democratic atmosphere in the classroom
interpersonal issues to be settled on the basis of moral principles
140
rather than power. Moral education should be viewed as an
objective rather than an area of education.
7. Recommendations made by different committees and commissions
regarding value based education should be implemented from the
grass root level.
8. Self sacrificial behaviors of leaders contribute to important outcomes
as leader effectiveness, contribution to the public good, willingness
to extra efforts and group belongingness. Transformational leaders
are those who sacrifice for the common good. Sacrifice builds trust,
earns followers acceptance as a role model and helps in making a
leader transformational. Self sacrifice is an act of abandoning or
postponing personal interests, privileges and welfare. This would
lead to altruism which in turn would affect transformational
leadership.
SUGGESTIONS FOR FURTHER RESEARCH
Some suggestions may also be offered to those who are concerned with
the research in the area of moral deviance. In the light of present work it
may be helpful in planning of their studies. Some of these are as follows,
Present investigation is confined to only 486 students, two grade levels
and two cities. In addition to it students studying in rural and urban areas
141
with three streams have been taken into consideration. This study may be
replicated on large samples including metropolitan cities and sub-urban
areas.
The study is confined to undergraduate female students only. A similar
investigation may be conducted by taking school level and secondary level
students.
Many social factors like modernization, atavism and so on may be
examined for their effect on moral deviance.
Many psychological factors like self-esteem, self-concept, interest,
emotions, nationality and so on may be examined for their effect on moral
deviance.
Other significant factors like parental attitude towards morality, emotional
morality, parental commitment, parental behavior, child-rearing practices,
teacher’s behavior, teachers control, peer influence etc. may be studied for
their effect on moral deviance.
Experimental designs may be planned to examine the effective methods of
developing programmes and techniques of giving moral instructions to
children at various levels of schooling.
142
There are different types of families in the societies as single parent family
in which single mother or single father monitors the whole family. There as
some as father – stepmother or mother –stepfather or conflict marriage
families. Most of the families are intact families in which few mothers are
working. In some families both of the couple are working. Some are broken
home families.Children belonging to such families are disadvantaged in so
many ways. Cross-sectional studies may be carried out to study the factors
associated with moral deviance and anti-social behavior.
Morally deviated students studying in different institutions belonging to
different boards as U.P board, CBSE and ICSE board of education may be
targeted for study at different grade levels.
Climate of educational institutions plays very important and significant role
in the development of moral and disciplined behavior. It depends on the
total quality management of the institutions.
For total quality management personality of the head of the institution
should be transformational. For transformational or charismatic leadership
one should possess sacrificial attitude, altruism, punctuality, dedication
and so on that he may transform these qualities among their staff
members.
143
A study may be carried out regarding characteristics of transformation
leadership and its effect on the staff members. For development of these
characteristics among heads / leaders of the institution, training through
intervention programmes may be given.Seminars and workshops may be
organized for this purpose to achieve the desired goals.
In Daily news papers serious crimes committed by minors and other
offenders are reported. Some causative factors belonging to anti-social
activities as family structure, home environment, schooling, neighborhood,
community and peer associates may be studied. This type of surveys may
be helpful in reducing moral deviance in society.
EDUCATIONAL IMPLICATIONS:
A number of Psychologists like Piaget, Kohlberg, Loevinger Peck and
Havighrust , Freud , Durkheim and others have studied extensively the
problem of moral deviance among children and hence the students
potential upholders are already available to the teachers . But what is to be
done is that the teachers have to take up the responsibility of providing
moral instruction to the children, so that they can sharpen their sense of
discrimination.
The findings of the present research have raised some important questions
related to the educational needs of the children with special reference to
144
their moral development. The children have certain stages of moral
development ranging from good to bad. They get reward and punishment
for their acts considered moral or immoral before entering into the school
age. There seems to be an immediate need to develop various stages of
moral development, through certain specific programmes.
There is need to develop specific curriculum with inculcation of value
education for different grades of schooling, or within the school subjects it
should be placed.
Studies have shown that background in which the student is studying
appears to be the significant factor that determines the level of moral
deviance. Hence it is an essential need to change the moral atmosphere
where the students have exhibited moral deviance. Even the National
Policy on Education – 1986 emphasized the importance of moral education
as an integral part of the general educational system.
At present the system of education, forgets as its main task in fostering the
development of whole some personality among students because of a
sense of insecurity among the students. Hence in every school the
guidance and counseling centers need to be opened to mould the students
personality within the current techniques so that they can have a stable
mind.
145
The quality of the society is determined by the persons who are having
quality of intellectual and social values. The person who sticks on to the
values is regarded and acts as model to others. Value less people are
odorless flowers and may ruin the society.
In the present investigation, intelligence has been found to have significant
relation with moral deviance. Therefore, teachers have to take special
steps while dealing with students of varying intelligence levels.
In addition to this
 The syllabus should include moral stories, illustrations, Biographies
of great people.
 Literature from various religious and historical events related to our
own country, which leads to national integration, should be included
in the curriculum.
 The teacher should be encouraged to attend the seminars,
conferences, symposia, workshop related to value education and
value orientation programmes.
 Teacher provides the student criteria for good thought.
 Helps in developing study habits. Habit of self-evaluation and self–
participation.
146
 Importance needs to be given to yoga, social activities, NSS and
NCC.
 Compulsory physical education needs to be given to all students.
 The teacher with sound theoretical knowledge regarding values can
apply in practical life and become ideal teacher.
 Can become Practical and develop the concept of unity, integration
and international brotherhood in students.
147
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boys . J Am Acad Child Adolesc Psychiatry 35 : 1227-1236
 Waters E, Posadag, Crowell J, Ken-Ling L (1993) .Is attachment
theory ready to contribute to our understanding of disruptive
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 Watkins, T. J. (1997). Teacher communications, child achievement
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 Wikipedia the free encyclopedia (2013). Morality 1,2
 Wikstrom Po, Loeber R (2000). Do disadvantaged neighborhoods
cause well adjusted children to become adolescent delinquents? A
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Referred Websites
 www.jonathanhaidt.com
 www.app.org/advocacy/childhealthmonth/media.htm
 www.state.gov/documents/organization/86942.pdf
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 http://en.wikipedia.org/wiki/moralityjeanpiaget.htm
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Referred Journals
 Journal of family issues
 Americam Journal of orthopsychiatry
 Journal of humanistic counseling
 Journal of counseling and development
 Journal of child psychology and psychiatry
 Journal of emotional and behavioral disorder
 Journal of consulting clinical psychology
 Nigerian Journal of psychological research
 Journal of general psychology
 Journal of psychological research
 Journal of moral education
 Journal of Philosophy
 Journal of Educational research
 Journal of child adocloscent psychiatry
 Journal of personality and social psychology
 African journal of social sciences
 Journal of abnormal psychology
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