Abstract
M.Ed.
The purpose of this study was to find out about the delinquent subcultures
that exist in secondary schools and their effect on the culture of learning and
teaching.
By means of intensive investigation conducted through observation,
questionnaire and interviews, qualitative data about the existence of three
delinquent subcultures at Setjhaba-sohle secondary school was gathered.
From the data collected it was evident that there are delinquent subcultures
whose beliefs, norms, values and activities are working against the school
culture. Their existence is a result of a reaction to the frustrating situation
caused by the home, the school, the society and peer group during the
process of socialisation. The findings revealed that there are background
factors which force youths into delinquent subcultures. This suggests that if
the socialising stimuli to which a developing child is exposed could be
corrected, then the disorganisation caused by these subcultures could be
kept to its minimum level.
The interviews, observation, and questionnaire conducted at Setjaba-sohle
secondary school revealed the existence of three delinquent subcultures,
namely, Makoloane, Matariana, and Mapantsola. Under pressure from their
peer groups, together with background factors, these groups had formulated
their own values, norms and actions which are different from the school
culture.
The conclusion reached is that the type of delinquent subcultures at school is
determined by the type of community that the school serves. The existence of
these subcultures result as a reaction to malfunctioning and disintegration of
the community. If the community can re-integrate, unite and help one another,
the circular causality of contributing factors to delinquency can be kept to a
minimum.