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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 1 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, 2 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. 3 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 4 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 5 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”. 6 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”. 7 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) 8 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 9 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) 10 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” 11 “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. 14 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). 15 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 . 16 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. 17 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 18 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 19 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 20 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 21 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. 122 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. 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