Download Running head: SOCIAL PROBLEM Social Problem Social Problems

Running head: SOCIAL PROBLEM
Social Problems
Diannia Robinson
Professor Gardner
January 16, 2016
Social Problem
1
Social Problem
Understanding the approaches for the social problems in the sociological sphere is
always theoretic and pragmatic. The sociological approaches rely on theory, but they are also
depended on the methodological processes like basic and applied researches in order to
measure the social problems. It is evident that social problems affect society and every aspect
of the society even an individual itself. Social problems according to the many sociologists
refer to the certain pattern of behavior that can influence negative consequences in the social
world and physical atmosphere. It should be noted that social problems are not equal for
every individual of the society. Sociologists indicate that social problems can be a privately
held value that is threatened circumstantially. Social problems typically are subjective or
objective social construction of the reality, however, social problems are mostly depended on
the perspectives, approaches and measuring methodology of the problem (Guerrero, 2011).
Under the sociological sphere, the sociological approaches primarily define the
relationship between society and individuals in order to elaborate the causes and outcomes of
the problem. In the same manner, social approaches primarily work on four major
perspectives which are Functionalist, Conflict, Feminist and Interactionist, but certain
approaches lie with people themselves. Under such consideration, there are many social
problems that present themselves to the society and create certain negative consequences for
the community and every individual. The most prevalent social problems generally start with
gender, race, and sexual preferences and even ethnicity. Such social problems present
negative consequences according to the magnitude of the influence. However, the social
problem discussed in the paper is adolescents school debts (Felsted, 2009).
The college or school debts are the most recognized social barriers for the many
students in getting accessing or completing the educations especially for the low incoming or
Social Problem
2
minority individuals. According to the research, it has been estimated that families are
increasing depended on obtaining financial assistance for children’s education because
college or school costs has been increasingly elevated by the authority that the income or
savings are insufficient for covering the total cost. Furthermore, upon shedding light on the
social problem, it should be noted that college or graduation debt or financial problem for the
adolescents are mostly observed in the Western countries in over the period of time. Under
the sociological imperative, adolescent school related debts for the college or graduate is
typically not categorized under race, gender, ethnicity or even sexual preferences, yet it
affects the society directly (Field, 2009).
It has been observed that certain micro level problems eventually convert into macro
level dilemma and under the context of social problem discussed, the social problem of
school debts has typically become objective reality because this social problem is now
acknowledged in almost every society rather than prevailing only in one society. According
to the sociological sphere, researchers indicated that social problems need to be discussed
under at least one perspective to be known as a social problem. So, the problem of
adolescent’s school debts has been argued under the interactionist perspective. The concepts
of the interactionist perspective in the social problem illustrates that school related debts are
mostly categorized into two potential motives i.e. intrinsic motivation and extrinsic
motivation. The symbolic interactionism argue the question that why student prefer to select
the interest that can potentially results in overstrengthed occupation. The significance of the
school related debts are widely elaborated under the symbolic interactionism typically
because of figurative concepts for the perceivers (Guerrero, 2011).
The school related debts directly affects the college student especially graduates of the
various field for the completion of their education. The magnitude of the social problem can
Social Problem
3
be illustrated under the statement of Doctor of veterinary medicine and certified public
accountant Karen Felsted that graduates mostly cover the average education related debt of
$120,000 whereas almost 90% of the students drop out of school due to expensive education
and lack of debt coverage. Another research study concluded the same results as Dr Erica M.
Field of Harvard University elaborates that law students mostly cover $90,000 to $100,000 in
a decade whereas public implication of school related debts is rather a controversial issue.
Much research report that public university students incur an average 62%, private university
upheld 72% of debts whereas for profit institutions student are under 92% school related
debt. Under such statistically illustration, it is evident that school related debts are the most
prevalent social problem of almost all the western countries because it has the great potential
to affect the macro level society such as taxpayers and government (Field, 2009). The
prevalence of the school related debts has been advocated in the mass media whereas certain
innovative programs can provide practical solutions for the students.
The various sociological perspectives have a range of opinions on the social issue of
the massive debt that students incur in the pursuit to become educated. Those that hold the
functionalist concept feel that low income people are all a part of the social makeup of our
country (Guerrero, 2011). Student debt is necessary to be able to achieve the long awaited
degree on the wall. They tend to look less at the process of making the debt and more at the
outcome of the student being an educated productive person in society.
The conflict opinion feels similar to the functionalist except they feel that the powers
that be continually set roadblocks to keep social issues in place (Guerrero, 2011). Conflicts
feel that the rising cost of education and the possibility that low income student will have to
take out numerous loans to pay for this costs are inevitable and can’t be prevented. The
Social Problem
4
problem that conflicts see is that the only benefactor of the high cost of the schools is the
school itself.
The Feminist propose the question why the rising cost of education affects females,
and minorities more than others. It is a known fact minorities come from lower income
families, so feminist feel that these high school tuition and the constant need to take out loans
are systematically set up to keep the minorities under power.
Finally, the interactionalist view their opinion in symbols (Guerrero, 2011).
Interactionalist want to know that this education that they are going into huge debt for is
worth it.
On the general note, government needs to tackle the social problem through
regulating the policies for the student debts and can be legitimized and address under better
conditions (Hoeve, et al., 2014).
Social Problem
5
References
Felsted, K. (2009). Student debt: Why it's your problem too. Veterinary Economics, 50(1),
26-35.
Field, E. (2009). Educational Debt Burden and Career Choice: Evidence from Financial Aid
Experiment at NYU Law School. American Economic Journal: Applied Economics,
1(1), 1-21.
Grant, K. L. (2011). Student loans in Bankruptcy and the Undue Hardship Exception: Who
should foot the Bill? Brigham Young University Law Review, 3, 819-847.
Guerrero, A. L. (2011). Social Problem: Community, Policy and Social Action. Thousand
Oaks: California: Pine Forge Press.
Hoeve, M., Stams, G. J., Zouwen, M. v., Vergeer, M., Jurrius, K., & Asscher, J. J. (2014). A
Systematic Review of Financial Debt in Adolescents and Young Adults: Prevalence,
Correlates and Associations with Crime. PLoS ONE, 9(8), 1-7.