Gangs of high school students: their role on juvenile delinquency and their impact on school and society

Gangs of High School Students; Their Role on Juvenile

Delinquency and Their Impact on School and Society

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements

for the Degree of S. Pd. I (Bachelor of Islamic Education)

By Wewen NIM: 106011000026

DEPARTMENT OF ISLAMIC RELIGIOUS TEACHING FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA 2010

Gangs of High School Students; Their Role on Juvenile

Delinquency and Their Impact on School and Society

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements

for the Degree of S. Pd. I (Bachelor of Islamic Education)

Approved By the Advisors:

Nurlena Rifa’i, M.A. Ph. D Ahmad Syauki M. Pd.

NIP: 19591020 1986032 001 NIP: 19641212 1991031 002

DEPARTMENT OF ISLAMIC RELIGIOUS TEACHING FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA 2010

ENDORSEMENT BY THE EXAMANATION COMMITTEE

The “skripsi” (Scientific Paper) entitled “Gangs of High School Students; Their Role on Juvenile Delinquency and Their Impact on School and Society” written

by W e w e n, student’s Registration Number: 106011000026 was examined in the examination session of the Faculty of Tarbiyah and Teachers Training, State Islamic University of Syarif Hidayatullah Jakarta on (June/23/2010). The “Skripsi” has been accepted and declared to have successfully fulfilled one of the requirements for the degree of S. Pd. I. (Bachelor of Islamic Education) in Department of Islamic Religious Teaching.

Jakarta, June 2010 Examination Committee:

Chairman : Bahrissalim, M. Ag. (__/__/____) ( ) NIP: 19680307 199803 1 002

Secretary : Drs. Sapiudin Shidiq, M. Ag. (__/__/____) ( ) NIP: 19670328 200003 1 001

Examiner I : Dr. Suparto, M. Ed. (__/__/____) ( ) NIP: 19710330 199803 1 004

Examiner II : Rusydi Zakaria, M. Ed. (__/__/____) ( ) 19560530 198503 1 002

Approved by

Dean of Faculty of Tarbiyah and Teachers Training

Prof. Dr. Dede Rosyada, M. A. NIP: 19571005 1987 03 1 003

Declaration

I hereby declare that the “skripsi” entitled “Gangs of High School Students; Their Role on Juvenile Delinquency and Their Impact on School and Society”

submitted to Department of Islamic Religious Teaching, Faculty of Tarbiyah and Teachers Training and for academic title S. Pd. (Bachelor of Art) in Islamic Religious Teaching is my original work and the skripsi has not formed the basis

for the award of any degree, fellowship or any other similar titles.

Jakarta, June 2010 The writer

Abstract

Wewen, 2010. Gangs of High School Students; Their Role on Juvenile Delinquency and Their Impact on School and society. skripsi, Department of Islamic Religious Teaching, Faculty of Tarbiyah and Teachers Training, State Islamic University of Syarif Hidayatullah Jakarta.

Advisors : Nurlena Rifa’i, M.A. Ph. D : Ahmad Syauki M. Pd.

This skripsi reports the results of a four-month long study focused on describing and coming to understand the phenomena of gangs among high school students including their role and dominancy on juvenile delinquency and their impact on the school regarding with the school itself and students’ performance and society concerning the society itself, gang-members’ family, and the gang members themselves. The study was conducted using explanatory design under mixed-methods. Participants included students, teachers, and number of societies who were distributed mostly throughout all State High Schools located in South Tangerang. Methods of data-collection included: participant observation, semi-structured interview (conducted with eleven counselors, twenty-two students and twenty-two numbers of societies), open-ended questionnaires (distributed to 209 students), and documentations.

In preparation for the study, a comprehensive literature review was performed. It covered the discussion of group, peer group, gangs, juvenile delinquency, adolescence, school, and society. The literature review informed the theoretical framework which guided the study. Additional literature, where needed, was introduced through the data collection and analysis processes.

The study reported the existence of gangs at each State High School, that is to say that every State High School has gangs there. Besides that, the study also uncovered the factors of gang appearance, the motives of students joining in gang, the types of delinquency gang affects such as gang-fight, bullying, playing hooky, and so on, gang’s bad impact on school included school activities and its student performance and society around the school concerned with society’s tranquility and orderliness, family’s tense, and gang-members’ image among society.

Key words: Gang, Juvenile delinquency, Peer Group, Adolescence, Gang-Fight, Bullying, and Playing hooky.

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Acknowledgement

All praise be to Allah Almighty, the Omnipotent and Omniscient, the Lord of the world. In the former and the latter, praises be to Allah Almighty, the Creator of the Heaven and the Earth, who created the man, taught him the utterance, honored the human being and perfected them above many of creatures with marked performance. The writer offers his humblest thanks from the deepest core of his heart to the holy Prophet Muhammad (peace be upon him) who is forever a model of guidance and knowledge for humanity.

My affectionate and loving parents, and all members of my family, who are everything in this world and whose inspiration, encouragement, affection, sacrifices, moral and financial support, guidance, experience, wisdom and knowledge made this skripsi possible and successful, Amen.

I especially want to offer thanks to Nurlena Rifa’i, M.A. Ph. D, Ahmad Syauki M. Pd. and Djunaedatul M. Ag., who always welcomed my curiosity and provided guidance at every step in doing my research.

I also say many thanks to Ebtanto Putro Meynandi, my classmate, who always accompanied me in doing my observation, interview, questionnaires, and making documentation.

Last but not least I must admit that he is thankful to all whose names cannot be written individually and pay my deepest thanks.

Jakarta, The writer

Table of Contents

Endorsement ...iii

Abstract ...v

Acknowledgement ...vi

Table of Contents ... vii

Chapter I Introduction A. Background of Study ... 1

B. Statement of Problem ... 2

C. Limitation of Study ... 3

D. Objectives of Research ... 3

E. Significance of Research ... 4

F. Definition of Terms ... 5

Chapter II Theoretical Framework A. Group ... 7

B. Peer ... 7

1. Peer Group Function ... 8

2. Friendship ... 8

3. Adolescent Groups ... 10

C. Gangs ... 10

1. Definition ... 10

2. Joining Gangs and Getting out of Gangs ... 11

3. Characteristics of Gangs ... 13

a. Organization ... 13

b. Leadership... 13

c. Turf ... 14

d. Cohesiveness ... 14

e. Purpose ... 15

1. Definition ... 15

2. Correlative Factors of Juvenile Delinquency ... 16

a. Family ...16

b. Socioeconomic Class ...17

c. Educational Experiences ...18

3. Types of Delinquency ...19

E. Adolescence ... 19

1. Definition ... 19

2. Psychology and Development of the Adolescent Self ... 19

3. Major Tasks of Adolescence ... 20

4. Impacts of Parents on the Adolescent’s Growing Self ... 21

5. Impacts of Peer Relationship on the Adolescent’s Growing Self ... 21

6. Personality Development ... 22

7. The Adolescent at School ... 23

8. Theories of Adolescent Development ... 23

a. Biological Theory ... 23

b. Sociological Theory ... 24

c. Physiological Theory ... 25

F. School ... 25

G. Society ... 26

1. Definition ... 26

2. Socialization ... 28

3. Forms of socialization ... 30

a. Primary Socialization ... 30

b. Secondary Socialization ... 31

c. Anticipatory Socialization ... 31

4. Characteristics of society ... 32

H. Review of Past Studies ... 33

1. Gangs in the Schools ...33

2. Characteristics of Gangs ...33

3. The Impact of Gangs on Schools ...34

4. Why Gangs Develop and Why Students Join Them 35 5. Gangs and School Response ...36

6. Effective Interactions for Combating School Gangs 36 Chapter III Research Design and Method A. Overview ...38

B. Type of Research ...38

C. Research Design ...38

D. Population and Sample ...39

1. Population ... 39

2. Sample and Technique Sampling ... 39

E. Data Collection Methods ...39

1. Observation ... 39

2. Interviewing ... 40

3. Questionnaires ... 41

4. Documentations ... 41

F. Research Time and Location ...41

G. Data Resource ...42

H. Data Analysis Techniques ...42

I. Variables of research ...42

Chapter IV Results and Discussion A. Introduction ...43

B. The Existence of Gangs at School ...43

D. The Motives of Students Joining Gang ...46

E. Types of Delinquency Gang Mostly Affect ...49

F. The Impacts of Gangs on School ...53

1. School ...53

2. Students’ Performance ...53

G. The Impacts of Gangs on Society ...56

1. Society ...56

2. Gang Members’ Family ...57

3. Gang Members Themselves ...57

H. The Dominancy of Gangs on Juvenile Delinquency .58 I. The Handling of Delinquency Caused by Gangs ...59

Chapter V Conclusion and Recommendations A. Conclusion ...60

B. Recommendation ...61

C. Recommendations for Further Studies ...61

Bibliography ...62

Appendix A ...67

Appendix B ...68

Chapter I

Introduction

A. Background of The Study

It is well-known that there have been numerous delinquencies conducted by Students over the years either at school or among society such as gang fighting, smoking, using drugs, playing hooky, and so on. And weirdly the students did those bad behavior or delinquencies in a group; they fought, smoked, used drugs, or played hooky together with their friends.

Furqon, for instance, a student of SMK Alhusnah Tangerang, was dead wretchedly after being attacked by tens students of another SMK. Mrs. Andriyanti (35), his mother, was seriously shocked as just she knew her son’s misfortune. And she cried out as she saw her son lying on mortuary at Tangerang Regional Public Hospital (RSUD Tangerang). She didn’t stop calling her son’s name.1

it was recorded that 35 students were imprisoned in Tangerang Children Prison. The factors of their imprisoning varied; gang-fight, rape, theft, and so on. And at that time, 15 of them were doing General Examination (UN).2

Pos Kota reported three Middle School students were raped by two High School students in empty garden nearby their house in Kampung Buaran, Kandang Besar, Karawaci, Tangerang.3

And during this year, according to Center for Social Nuisance Control (Pusat Pengendalian Gangguanl Sosial), it was that there were 0. 08 % or about 1.318 students of Jakarta of 1.647.835 total relating to gang-fight. 4

The chairman of Center Board of National Movement in anti-drugs, gang-fight, and anarchy (Gerakan Nasional Peduli Antinarkoba, Tawuran, dan Anarkis/Genpeta), Amir Syam, stated that a gang-fight doesn’t only cause deaths, but also makes the gang-fight-committing-students imprisoned. And it

1_{www.detiknews.com., Shock Berat, 08/07/2009} 2_{www.vivanews.com., Ujian di Penjara, 21/06/2009}

3_{www.poskota.co.id, Anak SMP Diperkosa 2 Siswa SMA, 07/11/2009} 4_{www.beritajakarta.com}

also impacted social stress or tension i.e. disturbing society and causing material loss such as public utility damage, society’s broken cars, and smashed public transport.

Amir clarified the data of gangs fighting in Jakarta has increased from year to year. And he stated that the gang-fight committed by students was higher than that committed by society. And according to National Movement in anti-drugs, gang-fight, and anarchy and Dinas Pendidikan Jakarta observation, it was inferential that there were 137 gang-fight-often-committing-schools5 and it became something surprising and breath-taking because we know that students are the future holders of the country and are educated people.

Regarding with student smokers, a research showed that 64. 8% of Jakarta male students and 8. 8% Jakarta female students are active smokers and it stated 53. 2 % of them are 15 – 19 years old.6

Based on two informants the writer interviewed with, the informants stated that gang existed at their school and the possible acts of delinquencies students always did in group were smoking, bullying, playing hooky, using drugs, and fighting.

From the description above, therefore, the writer initiates to conduct the study related to student gangs that often commit delinquency, because he must strongly overcome any obstacle facing his country education in order that the education processes run as hoped and planned and achieve the optimal results.

B. Research Question

From the background of the study the writer presented, there are several research questions the writer inquires as mentioned below.

1. Do gangs play dominant role on juvenile delinquency?

2. How dominant do the gangs play their role on juvenile delinquency? 3. What delinquency do the gangs mostly affect?

5_{www.beritajakarta.com}

4. What are the impacts of gangs on school including students’ learning of the gangs and the school its self?

5. What are the impacts of gangs on society including their family and themselves?

C. Limitation of Study

To avoid misunderstanding, misconception, and unspecified study, the writer limits the study by:

1. Focusing on the gangs of high school students, their role on juvenile delinquency at their school, their impact on school and society.

2. Focusing only on State High School (SMA) located in South Tangerang. 3. Conducting the research of the gangs in some State High Schools, as

sample, located in South Tangerang.

D. Objectives of Research

The following points are objectives of the research in this study. 1. To know deeply the existence of gang at school

2. To indicate the factors of gang appearance

3. To interrogate the motives of students joining in gang 4. To know the types of delinquency gang mostly affects

5. To know and analyze the impacts of gang on school including school itself and students’ school performance

6. To know and analyze the impacts of gang on society including society itself, gang members’ family, and gang members themselves

7. To find the relationship between gangs and juvenile delinquency 8. To indicate the dominancy of gang on juvenile delinquency, and 9. To find the way to handle the delinquency affected by gang

E. Significance of Research

The study contributes to either individual or institutional as follows: 1. To School

a. Minimizing and preventing the delinquency at school

b. Doing its teaching-and-learning activity more effectively and more well-running

c. Achieving its education purposes in an optimal work d. Making school environment safe and more peaceful 2. To Parents

a. Controlling their children more carefully

b. Anticipating the chance of their children’s delinquency c. Caring of family more intensively

d. Supporting their children’s good desire 3. To Society

a. Doing their activity without any disturbance of gangs’ delinquency b. Anticipating their environment to be safe and more comfortable

c. Being no social loss such as public utility damage, society’s broken cars, and smashed public transport.

4. To Gangs Themselves

b. Making peers group in good ways and for good objectives

c. Joining teaching-and-learning activity more intensively and seriously d. Supporting the school activities

e. Chasing their dreams and future of education

f. Being kind, nice, and friendly to friends and people outside g. Being no student is dead or imprisoned

F. Definition of Terms

1. The gang is a friendship group of adolescents who share common interest, with a more or less clearly defined territory, in which most of the members live. They are committed to defending one another, the territory, and the gang name in the status-setting fights that occur in school and on the streets.7

2. Delinquency is any act, course or conduct, or situation which may be brought before court and adjudicated whether in fact it comes to be treated there or by some other resource or indeed remains untreated. 8

3. Juvenile delinquency is adolescent who conducts bad behavior that in adults would be judged criminal under law. And according to John W. Santrock, the term Juvenile delinquency refers to a broad range of behaviors, from socially unacceptable behavior (such as acting out in school) to status offenses (such as running away) to criminal acts (such as burglary).9

4. Role is the actions and activities assigned to or required or expected of a person or group; "the function of a teacher"; "the government must do its part"; "play its role".10

5. High School is a school that is intermediate in level between elementary school and college and that usually offers general, technical, vocational, or college-preparatory curricula and includes grades 9 or 10 through 12.11 6. Juvenile delinquent is a person who is under age (usually below 18), who

is found to have committed a crime in states which have declared by law

7_{Joan Moore, “Gangs and the Underclass: A comparative Perspective,” in People and} Folks: Gangs, Crime and the Underclass in a rustbelt City, 2nd _{Edition (Chicago: Lake View}

Press, 1998), p. 5.

8_{Robert M. Degoli and John D. Hewitt, Delinquency in Society, (New York: The}

McGraw-Hill Companies, 2006), Sixth Edition, p. 25.

9_{John W. Santrock, Adolescence, (New York: McGraw Hill, 2005), Tenth Edition, p. 522.} 10_{Cambridge Advance learner’s Dictionary, (New York: Cambridge University Press,}

2009), Third Edition, p. 1.237.

11_{Department of Public Instruction, Clarifying Information for the Definition of a School,}

that a minor lacks responsibility and thus may not be sentenced as an adult.12

7. School is an administrative unit dedicated to and designed to impart skills and knowledge to students and organized to efficiently deliver sequential instruction from one or more teachers.13

8. Society is the manner or condition in which the members of a community live together for their mutual benefit. By extension, society denotes the people of a region or country, sometimes even the world, taken as a whole.14

9. Adolescence is the period of time in a persons’ life when they are developing into an adult.15

12_{Nancy J. Cobb, Adolescence; Continuity, Change, and Diversity, (California: Mayfield}

Publishing Company, 2001), Fourth Edition, p. 508.

13_{Department of Public Instruction, Clarifying Information for the Definition of a School,}

(Madison: dpistats@dpi.wi.gov), 5/13/2010.

14_{Daniel E. Hebding, and Leonardo Glick, Introduction to Sociology; A Text with Readings,}

(New York: McGraw-Hill, Inc., 1996), Fifth Edition, p. 57.

Chapter II

Theoretical Framework

A. Group

Human are social animals who tend to group; that is, by nature, people are group-oriented.1 Adolescents (juveniles) are possibly more social than adults and certainly are attracted to social groups, including play groups, cliques, adolescent peer groups, and gangs.

In our society, every person is a member of many different social groups. It means that a person couldn’t live alone. He needs another to help, care of, and protect him.

Social groups are divided into psychological groups and social organization. Psychological groups are persons who influence other members’ behavior and share an ideology, a set of beliefs, values, and norms. The ideology is developed as the members of the group work together and it sets their group apart from the other group. And social organization is a group of people who work together in an organized or a structured way for a shared purpose(s).2

B. Peer

When we think back to our adolescent years, we may recall many of our most enjoyable moments as being spent with peers ─on the telephone, in school activities, in the neighborhood, on dates, or just hanging out. In this discourse we will explore many aspects of peer relations, especially focusing on the developmental changes that they undergo. Adolescents have a larger number of acquaintances in their peer network than children do. Beginning in early adolescence, teenagers also typically prefer a smaller number of friendships that are more intense and intimate than those

1

George Vold, theoretical Criminology, (New York: Oxford University, 1997), Fourth

Edition, p. 56. 2

David Krech, et al., Individual in Society; A textbook of Social Psychology, (Tokyo:

of children. Cliques and crowds take on more importance as adolescents “hang out” together. And dating and romantic relationships become part of most adolescents’ lives.

Peers are children or adolescents who are about the same age or maturity level. Age grading would occur even if schools were not age graded and adolescents were left alone to determine the composition of their own societies. After all, one can learn to be good fighter only among ages-mates: the bigger guys will bully you and the little one are no challenge.3

1. Peer Group Function

One of the most important functions of the peer group is to provide a source of information about the world outside family. From the peer group, adolescents receive feedback about their abilities. Adolescents learn whether what they do is better than, as good as, or worse than what other adolescents do. Learning this at home is difficult because siblings are usually older or younger.

2. Friendship

Earlier we indicated that peer individuals who are about the same age or maturity level. Friends are a subset of peers who engage in mutual companionship, support, and intimacy. Thus, relationship with friends is much closer and more involved than is the case with the peer group. Some adolescents have several close friends, others one, and yet others none.

The functions that adolescents’ friendships serve can be categorized in six ways:4

3

John W. Santrock, Adolescence, (New York: McGraw Hill, 2005), Tenth Edition, p. 351.

4

J.M. Gottman, J.G. Parker, Conversation of Friends, (New York: Cambridge University

a. Companionship. Friendship provides adolescents with a familiar partner, someone who is willing to spend time with them and join in collaborative activities.

b. Stimulation. Friendship provides adolescents with interesting information, excitement, and amusement.

c. Physical support, friendship provides resources and assistance. d. Ego support. Friendship provides the expectation of support,

encouragement, and feedback that helps adolescents to maintain an impression of themselves as competent, attractive, and worth-while individuals.

e. Social comparison. Friendship provides information about where adolescents stand vis-à-vis others and whether adolescents are doing okay.

f. Intimacy affection. Friendship provides adolescents with a warm, close, trusting relationship with another individual, a relationship that involves self-disclosure.

However, the quality of friendship varies. Some friendships are deeply intimate and long-lasting, others more shallow and short-lived. Some friendships run smoothly, others can be conflicted. One recent study focused on conflict with parents and friends.5 Parent-adolescent conflicts were more likely to be characterized by a combination of daily hassle topics, neutral or angry affect afterward, power-assertive outcomes, and win-lose outcomes. Friend conflicts were more likely to involve a combination of relationship topics, friendly affect afterward, disengaged resolutions, and equal or no outcomes.

Not only does the quality of friendships have important influences on adolescents, but friend’s character, interests, and attitudes also

5

R. Adam and B. Laursen, The Organization and dynamics of Adolescent Conflict with

matter.6 According to Dishion’s and his colleagues’ research, they have found that delinquents adolescents often have delinquent friends, and they reinforce each other’s delinquent behavior.7 Other research has indicated that nonsmoking adolescents who become friends with smoking adolescents are more likely to start smoking themselves.8 By the same token, having friends who are into school, sports, or religion is likely to have a positive influence on the adolescent.

3. Adolescent Groups

During our adolescent years, we probably were a member of both formal and informal groups. Examples of formal groups include the basket ball team or drill team, The Scouts, the student council and so on. A more informal group could be a group of peers, such as clique.

The group functions are to satisfy adolescents’ personal needs, reward them, provide information, raise their self-esteem, and give them a identity. Adolescents might join a group because they think that group membership will be enjoyable and exciting and satisfy their need for affiliation and companionship. They might join a group because they will have the opportunity to receive rewards, either material or psychological. 9

C. Gangs

1. Definition

Gang is frequently associated with groups in socially disorganized or deteriorated inner-city neighborhoods; it was applied to juveniles who engaged in a variety of delinquencies ranging from truancy, street

6

B.B. Brown, Adolescent Relationships with Peers (New York: Wiley, 2004), pp. 54-56

7

Dishion, T.J. et. al. Antisocial Boys and Their Friends in early Adolescence: Relationship

Characteristics, quality, and Interact ional Process (Journal of Child development, 1995), pp. 139-151.

8

K. Urberg, Locus of Peer Influence: Social Crowd and Best Friend (Journal of Youth and

Adolescence, 1992), pp. 439-450. 9

brawls, and beer running to race riots, robberies, and other serious crimes.10

The image of gangs increasingly focused on large groups of urban boys engaged primarily in violent conflict, fighting each other in battles, or rumbles. The gang, from this perspective, suggests a slightly broader definition: “The gang is a friendship group of adolescents who

share common interest, with a more or less clearly defined territory, in which most of the members live. They are committed to defending one another, the territory, and the gang name in the status-setting fights that occur in school and on the streets.”11

Police, politicians, and many criminologists began to emphasize the organization and illegal activities of Gangs. According to Walter Miller, a youth gang is a self-forming of peers, bound together by mutual interests, with identifiable leadership, well-develop lines of authority, and other organizational features, who act in any occasion to achieve a specific purpose or purposes which generally include the conduct of illegal activity and control over a particular territory, facility, or type of enterprise. 12

2. Joining Gangs and Getting out of Gangs

Some youths grow up in families in which older brothers, sisters, fathers, or possibly even grandfathers were or are gang members, and thus their entry into gang life is essentially just a part of adolescent socialization. From a very young age, it is expected that they will eventually become gang members. Most youths who join gangs are influenced or encouraged by forces external to the family.

10

Frederic Thrasher, the Gang: A Study of 1.313 Gangs in Chicago, (Chicago: university of

Chicago Press, 1962), Second Edition, p. 3 11

Joan Moore, “Gangs and the Underclass: A comparative Perspective,” in People and

Folks: Gangs, Crime and the Underclass in a rustbelt City, 2nd Edition (Chicago: Lake View Press, 1998), p. 5.

12_Walter

Miller, “Gangs, Groups, and Serious Youth Crime”, in Critical Issues in Juvenile

Martin Jankowski has identified six reasons for joining a gang. They include material incentives (gang membership increases the likelihood of making money); recreation (gangs provide entertainment and a chance to meet girls); refuge or camouflage (the gang offers anonymity); physical protection (gangs provide personal protection from predatory elements, including other gangs, in high-crime neighborhoods); a time to resist (the gang provides opportunities to resist living lives similar to their parents); commitment to community (gang membership provide the opportunity to demonstrate a form of local patriotism and dedication to protecting the neighborhood).13 Making money also appears to be related to gaining the social “respect” that having money produces. Whether a youth first joins a gang to gain respect or to make money, the two often quickly become intertwined with each other.14

Motivations of joining gangs vary by sex. Boys may join a gang for getting excitement, having an own territory, being protected, having community, earning money, and possessing a sense of belonging. Not like boys, girls, on the other hand, may join a gang because their family members or friends were member of gang. Besides that, they want someone to protect them and want to get good reputation, being popular among others.15

Not only when entering a gang do youths get tension, but also leaving the gang may be risky and dangerous, especially for them who know the gang’s secret. Leaving the gangs bring the youths into risky

13

Martin Jankowski, Island in the Street: Gangs American Urban Society (Berkeley:

University of California Press, 1991), pp. 40-47. 14

Martin Jankowski, “Gangs and Social Change,” theoretical Criminology, 7th Edition

(Berkeley: University of California Press, 2003), pp. 191-216. 15

Cheryl Maxson, Monica Whitlock, “Joining the Gang: Gender Differences in Risk

Factors for Gang Membership,” in Gangs in America III (Thousand Oaks, CA : Sage, 2002), p. 32.

situations: first, the police or court may still treat them as a gang member. And second, rival gangs are probably not aware whether tey quit the gang or not.16

3. Characteristics of Gangs

When Walter Miller asked the police, Juvenile officers, social workers, and other experts to define gangs, they agreed that gangs had the following traits: organization, leadership, turf, cohesiveness, and purpose. 17 And the explanations of these terms described below:

a. Organization

The organizational structures of gangs have varied widely over time, from city to city, and even within cities. An example of a highly organized gang can be found in the vice lords in Chicago in the 1960s.

The most important element in the new organizational scheme was the creation of an administrative body called the “board” to deal with matters affecting the entire Vice Lord Nation. Further, regular weekly meetings were instituted with representatives from all the subgroups present. Finally, membership cards were printed with the Vice Lords’ insignia

─a top hat, cane, and white gloves.18

b. Leadership

Most gangs have clearly established leaders although it varies over time and location. The top of authority is originated firstly from individual who has first rank in the gang. The gang chain of command system is analogous or quite similar to that of the highest rank officer in a military unit. Below the officer are lieutenants,

16

Laura Caldwell, David Altschuler, “Adolescents leaving Gangs: An Analysis of Risk and

Protective Factors, Resiliency and Desistance in a Developmental Context,” (Journal of Gang

Research8, 2001), pp. 21-34.

17

Walter Miller, “American Youth Gangs,” in Currents perspective on Criminal Behavior

(New York: Knopf, 1981), pp. 291-320. 18

sub-lieutenants, and so on. It’s the most different part between gang and peer group that has no such this organized structure.19

c. Turf

According to Irving Spergel, turf involves two components: identification and control.20 Many urban gangs identify their territory by marking graffiti. Other gangs are not allowed to cross or enter the territory boundaries. They are absolutely in danger if they try to do that. In addition, the urban gangs also monitor and protect their territory from stranger’s hands.21

Furthermore, according to Jankowski, Gangs operate in a given area because that location is the only place they are strong enough to feel secure and in control, not because that particular territory is fundamental to their self-definition.22

d. Cohesiveness

Thrasher depicted gangs as filled with happy-go-lucky youngsters, with the gang performing positive functions such as providing status for members.23 Malcolm Klein says that the gang members he observed were dissatisfied, deprived, and making the best of an essentially unhappy situation.24 James F. Short, Jr. and Fred Strodtbeck say that gang members fail at school and elsewhere; these failures, along with other social disabilities, make gang members anxious and insecure about their status, and such

19

Walter Miller, “American Youth Gangs,” in Currents perspective ………, p. 297.

20

Irving Spergel, Youth Gangs: Continuity and Change (Chicago: University of Chicago

Press, 1990), p. 208. Alexander A. Schneiders, Conseling the Adolescents, (California: Chandler

Publishing Company, 1996), p. 14-15. 21

John Hagedorn, People and Folks (Chicago: Lake View Press, 1998), p. 135.

22

Martin Jankowski, Island in the Street: Gangs American ……… p. 199.

23

Frederic Thrasher, the Gang: A Study of 1.313 Gangs ……….. p. 32

24

Malcolm Klein, Street Gangs and street Workers (Englewood Cliffs, NJ: Prentice Hall,

insecurities are heightened by constant challenges and insults by other gang members.25

e. Purpose

Researchers have found that gang members spend most of their time to have excitement other than committing crimes. They just want to take some time to leave their usual and boring life.26 Hagedorn confirms this perception of gang activities and notes that primary gang activities are just having party and hanging out.27 Geoffrey Hunt and his colleague’s study also reported that hanging out and drinking were common action in gang members’ everyday life.28

D. Juvenile Delinquency 1. Definition

Juvenile delinquency is a young person who is not yet old enough to be considered an adult and commits crimes.

The appearance of delinquency or crime acted by youths is an identification of moral decline in a country, therefore youths crime receives more attention from the government of the country, because if such a young person commits crime such as fighting, stealing, or raping, it will set moral panics.29

Theories on the causes of youth crime are very important among criminologists to resolve. This is, according to Eadie and Morley,

25

Ames F. Short, Jr., Fred Strodtbeck, Group Process and Gang Delinquency (Chicago:

University of Chicago Press, 1965), p. 24. 26

Malcolm Klein, Street Gangs and street ……….. p. 123.

27

John Hagedorn, People and ……….. pp. 94-95

28

Geoffrey Hunt, et al., Drinking, Kicking Back and Gang Banging: Alcohol, violence and

Street Gangs (Free inquiry in Creative Sociology 24, 1996), p. 126. 29

Eadie, T. & Morley, R.,‘Crime, Justice and Punishment’ in Baldock, J. et al. (eds) Social

because crime which is committed by those aged between fifteen and twenty-five is disproportioned.30

For Brown, theories on the causes of youth crime are also important because they could indicate whether a young person has mental disorder or behavioral issues such as conduct disorder, schizophrenia, or post traumatic stress disorder.31

According to John W. Santrock, the term Juvenile delinquency refers to a broad range of behaviors, from socially unacceptable behavior (such as acting out in school) to status offenses (such as running away) to criminal acts (such as burglary). 32

2. Correlative Factors of Juvenile Delinquency

According to Edward Eldefonso, the correlatives of delinquency are: age, sex, poverty, social class membership, primary group

(family), and school.33

According to Martin, juvenile deviance is influenced by a number of factors. Among these are family, socio-economic class, and educational experience. The following is the explanation for each:

a. Family

Family background is the most potential influences on juvenile development, because juvenile starts his first life there. Norms, values, modes behavior, and other imprints emanate from the family which therefore creates child’s personality. It is within the family unit that children receive most of their information about how to interact with other people and society. Healthy and nurturing families instruct members on how to interact using

30

Walklate, S, Understanding Criminology – Current Theoretical Debates, (Maidenhead:

Open University Press, 2003), Second Edition, p. 87. 31

Brown, S Understanding Youth and Crime (Listening to youth?), (Buckingham: Open

University Press, 1998), p. 67. 32

John W. Santrock, Adolescence ……….., p. 522.

33

Edward Eldefonso, Law Enforcement and The Youthful Offender, (Canada: John Wiley &

functional norms of behavior, whereas unhealthy family environments instruct members on how to interact using dysfunctional norms. Thus, dysfunctional families transfer dysfunctional norms to their children.34

If anti-social and criminal norms such as stress, estrangement, coldness, and unhealthy boundaries exist in family, the children may copy and implement it into the world outside family. Such as this family may produce disproportionately high incidence of delinquent behavior in children who grow up there.35 In addition, families that disintegrate into divorce can also produce dysfunctional children. The important thing is whether family iss healthy or not.36

b. Socioeconomic Class

Experts argue that class background is a significant explanatory variable for delinquent propensities.37 Youths who are born into poor family are more likely to involve in delinquent behavior.38

The poor family is not the only reason for delinquent behavior, middle-class children may also commit crimes because of parental pressure, peer pressure, uncertainty for the future, experimentation

34

For a critical review of research on the intricate relationship between family background

and teen delinquency, see C. A., Smith, and S. B., Stern, Delinquency and Antisocial Behavior: A

Review of Family Processes and Intervention Research (Social Service Review, September, 1997), p. 71.

35

See Gorman-Smith, D., Tolan, P. H., Loweber, R., & Henry, D. B., Relation of Family

Problems to Patterns of Delinquent Involvement among Urban Youth (Journal of Abnormal Child Psychology, 1998, October), p. 26.

36

For a groundbreaking study of the effects of divorce on children and parents, see

Wallerstein, J. S., & Kelly, J. B., Surviving the Breakup: How children and Parents Cope With

Divorce (New York: Basic Books, 1996), p. 143. 37

R. G. Shelden, Controlling the Dangerous Classes: A Critical Introduction to The History

of Criminal Justice (Boston: Allyn & Bacon, 2001), pp. 65 – 68. 38

R. A. Cloward and L. E. Ohlin, Delinquency and Opportunity: A Theory of Delinquent

with intoxicating substances, and experimenting with alternatives lifestyle.39

Research on inner-city middle-class has found that large numbers of the urban poor are in chronic generational cycle of poverty, low educational achievement, teenage parenthood, unemployment, and welfare dependence. And underclass theorist argues that anti-social behaviors tend to improvise inner-city environment. Therefore, delinquency and criminality are the facts of their life.40

c. Educational Experiences

Educational experiences also influence on juvenile development, along with family and socio-economic factors, because schools, as educational field, can shape the way juvenile behaves. For instance, when students are dropped out or have academic performance, they will probably exhibit delinquency or commit crime, because academic achievement is considered to be one of the steppingstones toward success.41

In an ideal environment, the opportunities for education should be equally available for all children. Hence, a teacher is not allowed to differentiate the youths based on their appearance, gender, race, and socio-economic class.42

39

W. J. Wilson, The Truly Disadvantaged: The Inner City, The Underclass, and Public

Policy (Chicago: The University of Chicago Press, 1987) p. 143. 40

R. J. Bursik and H. G. Grasmick, The Effect of Neighborhood Dynamics on Gang

Behavior, In J. Miller, C. L. Maxson, M. W. Klein (Eds.), The Modern Gang Reader, (Los Angeles: Roxbury Publishing, 2000), Second Edition, pp. 156-159.

41

D. F. Alwin and A. Thornton, Family Origins and the Schooling Process: Early Versus

Late Influence of Parental Characteristics (American Sociological Review, December, 1984), p. 49.

42

See Blair, S. L. and Legazpi Blair, M. C., Racial/Ethnic Differences in High School

Students’ Academic Performance: Understanding the Interweave of Social Class and Ethnicity in Family Context (Journal of Comparative Family Studies, Summer, 1999) p. 30.

3. Types of Delinquency

Every country has different idea or consideration in determining the types of delinquency. Based on my pre-interview, the delinquencies high school students always do at school are truancy, smoking, using drugs, free sex, bullying, and gang-fight.

E. Adolescence 1. Definition

Adolescence is the period of time in a persons’ life when they are developing into an adult.43

According to Adam, adolescence can be defined as a holding period in which education, maturation, and waiting is the principal tasks to be faced, so that it is not appropriate to tie adolescents with age. And according to him, the concept of adolescents is best considered as the total development of individual. When children begin to feel less need for familial protection and supervision, their psychological and hormonal developments to reach adult maturity, and they begin to be responsible among society, those signs are indication of adolescence appearance.44

2. Psychology and Development of the Adolescent Self

Adolescence is a collage of emotional happenings, intellectual changes, and psychological maturity. It could be considered a very special period in human life, because it is the end of finishing the tasks of growing and the beginning for starting the business of growing away.

This period is exhilarating, scary, and confusing for adolescents, because in physical side, their height and weight may double and hair

43

Cambridge Advance learner’s Dictionary, (New York: Cambridge University Press,

2009), Third Edition, p. 19. 44_James

F. Adams, Understanding Adolescence; Current Developments in Adolescent

begins growing all over their body as well as acne and blackheads appear. In emotional side, the adolescents feel ups and downs, with ups being very up and with downs being very down. For them, for instance, nothing is more exhilarating than being in love at the first sight, and nothing is more disappointing than falling out love at the first sight.45

3. Major Tasks of Adolescence

The adolescents do not mature simply. In their development, they should fulfill some particular tasks. If they fail to complete them, they are likely to have difficulties in facing the next stage of development. It means that failure to master the tasks associated with a particular stage of growth can lead to disapproval by society and difficulty with later tasks.46 The following are major tasks that adolescents should fulfill: a. Accepting one’s physique.

b. Accepting an appropriate masculine or feminine role.

c. Achieving emotional and economic independence from parents and other adults.

d. Selecting and preparing for a vocation.

e. Developing intellectual skills and concepts necessary for civic competence.

f. Desiring and achieving socially responsible behavior and preparing for marriage and family life.

g. Achieving new relations with age mates of both sexes.

h. Acquiring a set of values that are in harmony with the social environment.

45

James F. Adams, Understanding Adolescence; Current ………, p. 79.

46

R. J. Havighurst, Developmental Tasks and education, (New York: David Mackey, 1972),

Third Edition, p. 127. Guy R. Lefrancois, Adolescent, (California: Wadsworth Publishing

Company, 1981), Second Edition, pp. 113 – 118.

4. Impacts of Parents on the Adolescent’s Growing Self

The fact that most of parents do not easily let their children go has both positive and negative side. The positive side is that the adolescents must strive and work harder to prove that they can be responsible in doing anything. While in the negative side, if parents hang on too tightly, it can cause the adolescents struggling to be free.

As Douvan and Adelson point out in the results of their study of a large number of adolescents, either too much or too little involvement can inhabit the adolescent’s achievement of independence. If parents are too little involved, the security necessary for self-direction is underdeveloped. On the other hand, too much involvement may generate independency needs which interfere with the growth of autonomy.47

5. Impacts of Peer Relationship on the Adolescent’s Growing Self

We may recall from our experiences that relationship to our age-mates become increasingly important during our adolescent years. In those periods of time, we really needed friends to overlap with even sometimes we were in bad or hard condition.

There is little question about that the peer group has an enormous impact on an adolescent’s developing sense of self, why does the adolescent peer culture succeed in having such and influence on the behavior and self attitudes of young people? Medinnus and Johnson think it may be for some of the following reasons:48

Because it is dangerous and exciting and it requires real skills; because it is not based on such things as class distinctions which are contrary to our expressed-adult values system but not to our actual behavior; because it is based on the idea that the individual should be judged in terms of personal attributes and accomplishments; because it is many ways more humane and accepting individual differences than adult culture values; because

47

E. Douvan, J. Adelson, The Adolescent Experience (New York: Wiley, 1996) p. 88.

48

G. R. Medinnus, R. C. Johnson, Child and Adolescents Psychology (New York: Wiley,

kit is concerned with expands self-awareness at a time with when people have few means of discovering themselves; because it is against sham; and because it fulfills the needs of young people better than does adult culture.

Ausubel has listed seven basics functions the peer group serves during adolescence.49 In some what modified form, in view of research which has appeared since Ausubel wrote, these functions are as follow: a. A replacement of family

b. A stabilizing influence c. A source of self-esteem

d. A source for behavioral standards e. There is security in numbers f. Opportunities for practice by doing g. Opportunities for modeling

6. Personality Development

Personality develops as the adolescents actively deal with five specific development tasks. And according to Hill and Steinberg, there are five developmental tasks face the students of today as follow: a. Adjustment to physical changes experienced in adolescence and the

new feelings associated with sexual maturity. b. Transformation in the relationship with parents.

c. Development of effective relationship with peers of the same and opposite sex.

d. Preparation for a vocation.

e. Development of a sense of identity.50

49

D. P. Ausubel, Theory and Problems of Adolescent Development (New York: Grune and

Stratton, 1954), p. 95. 50

J. P. Hill and L. D. Steinberg, Social Cognition and social Relations in early Adolescence

7. The Adolescent at School

The high school has powerful influences in shaping or forming adolescents’ concepts of who they are and who they will be. This kind of feeling occurs in persons’ life in their transition from childhood to adulthood. The youth who is successful in high school, their future remains open but if they fail and leave school, their doors to future have been closed.

According to Arthur, the high school is in a more strategic position than the home to influence the lives of adolescents. The school has more access to and can exercise more authority over the peer group. Also, high school teachers and counselors are freer than parents to view adolescents (other than their own children) objectively. Teachers are not as emotionally involved with the adolescent as are his parents. If he or she confides an aspiration, or has a problem, or confesses a weakness, the high school teacher has less reason than the parent to feel personally responsible for the adolescent’s state of mind.51

What adolescents bring to their high school experience will have an important influence on what they get from it. With the exception of those few whose lives have been blighted almost beyond repair, each adolescent student is still teachable and malleable, each is still in a condition to be inspired, or restored, or impaired.

8. Theories of Adolescent Development a. Biological Theory

The biological theories of adolescent development explain adolescent in terms of biological changes. In other word, the

51

Arthur T. Jersild, The Psychology of Adolescence, (USA: The Macmillan Company,

characteristics of the adolescents period are assumes to result more from hereditary forces more than environmental conditions.

The first of the major biological theories of adolescence was formulated by G. Stanley Hill. He was heavily influenced by the work of Charles Darwin and sought to apply the principles of evolution to an understanding of human development. His most fundamental belief, derived directly from evolutionary theory, is expressed simply in the phrase “ontogeny recapitulates phylogeny”. Ontogeny refers to the changes that individuals within a species undergo from conception to maturity. Phylogeny refers to the series of changes through which species passed as they evolved from primitive life forms to those forms presently known.52

Like Hall, Arnold Gessel based his developmental theories on the belief that biological factors were largely responsible for the personality characteristics of children at various stages in their development. Unlike hall, however, he gave environment an important role in accounting for variation among individuals. These differences, he felt, would be due first to genetic factors that determine not only the sequence of maturation but also the “constitution” of the individual. Second, they would be due to environmental factors ranging from home and school to the total cultural setting.53

b. Sociological Theory

Whereas the biological theories are concerned primarily with the role of genetic and evolutionary factors in development, the sociological theories are concerned with the role of society and

52

Guy R. Lefrancois, Adolescent …………, pp. 107 – 109.

53

A. L. Gessel, L. B. Ames, Youth; the Years from Teen to Sixteen (New York: Harper,

culture. Sociological theories generally maintain that adolescence varies from culture to culture and is not due primarily to genetic factors. Chief among sociological approaches is that advanced by Robert Havighurst.

Among the developmental tasks that Havigust lists for adolescents have been already mentioned above on point major

tasks of adolescence.

c. Physiological Theory

One of the most influential physiological theories, particularly in personality theory, clinical psychology, and developmental psychology, is that advanced by Sigmund.

According to Sigmund Freud, personality is mostly established by the age of five. Early experiences play a large role in personality development and continue to influence behavior later in life.

Freud's theory of psychosexual development is one of the best known, but also one of the most controversial. Freud believed that personality develops through a series of childhood stages during which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behavior.54

F. School

School is an administrative unit dedicated to and designed to impart skills and knowledge to students. A school is organized to efficiently deliver sequential instruction from one or more teachers. In most cases, but not always, a school is housed in one or more buildings. Also, multiple

54

Alexander A. Schneiders, Conseling the Adolescents, (California: Chandler Publishing

schools may be in one building. By statute, a home-based private educational program is not a school.55

To help clarify the difference between a school and a program and to review the accountability reporting that is required at the school level, please see the following:

1. A school:

a. Has an assigned administrator/principal responsible for all personnel actions

b. Has a unique identification code assigned by the dpi (referred to as a school code)

c. Provides or directly supervises the primary pk-12 educational services received by students in one or more pk-12 grade groups. d. Has one or more teachers to provide instruction or care

e. May be located in one or more buildings; multiple schools may be in one building

2. A school is not:

a. A program for students enrolled in another public school b. A home-based private educational program

G. Society

1. Definition

Society or human society is the manner or condition in which the members of a community live together for their mutual benefit. By extension, society denotes the people of a region or country, sometimes even the world, taken as a whole.56

55

Department of Public Instruction, Clarifying Information for the Definition of a School,

(Madison: dpistats@dpi.wi.gov), 5/13/2010.

56

Daniel E. Hebding, and Leonardo Glick, Introduction to Sociology; a Text with Readings,

In the sense of association, the society allows its members to achieve needs they could not fulfill alone and it allows them to share different culture and institution.

According to Hewitt, Society is one of the most commonly used words in all of sociology. Despite that (or more likely because of that), there is no single definition found in all sociology textbooks. Generally, however, sociologists apply the term to any fairly large group of people who (1) share a common culture, (2) think of themselves as having inherited a common set of historical traditions, (3) interact with other group members frequently, and (4) see themselves as being associated with a particular geographic area. The term society is often applied to nations. It can, however, be applied to subgroups within nations, or to group that cut across national boundaries.57

For other definitions of society, the following citation is retrieved from wikipedia.

According to wikipedia, a society, more broadly, is an economic, social or industrial infrastructure, made up of a varied collection of individuals. Members of a society may be from different ethnic groups. A society may be a particular ethnic group, such as the Saxons; a nation state, such as Bhutan; a broader cultural group, such as a Western society. The word society may also refer to an organized voluntary association of people for religious, benevolent, cultural, scientific, political, patriotic, or other purposes. A "society" may even, though more by means of metaphor refer to a social organism such as an ant colony.58

57

W.E. Hewit, et. al., introduction to Sociology, (Canada: Pearson Prentice Hall Inc., 2008),

Ninth Edition, p. 40. 58

2. Socialization

There are possible definitions of socialization. Most generally, socialization refers to the processes by which someone is taught to live among the other humans. The socialization processes are intended to ensure both the physical survival of individual members and the survival of the group or culture. This means that when someone is socialized, he or she has the motivation, skills, and knowledge necessary to live with others in group relationships. When any of these three factors (pro-social motivations, social skills, and cultural knowledge) is missing or deficient, a person can experience difficulties in getting along with others. 59

According to Lorne Tepperman and James Curtis, socialization is a life-long process. Almost from birth, children begin to learn the basics of social interaction. They adjust to daily routines and they learn to conform to adult expectations about a wide range of behavior.60 And Peter Berger stated the same way; he defined socialization as the process by which people learn to become members of society. For every individual, this process starts at birth and continues throughout life.61

The most intense period of socialization is infancy and early childhood. Almost from the moment of birth, children begin to learn the basics of social interaction; they learn to recognize and respond socially to parents and other important people in their lives. In the process of interacting with parents, siblings, and other caregivers, children typically acquire the necessary cognitive and emotional skills to get along in their society. Moreover, as they adjust to daily routines, they learn to conform to adult expectations about a wide range of behavior:

59

W.E. Hewit, et. al., introduction to ……., p. 62.

60

Lorne Tepperman, James Curtis, Principles of Sociology; Canadian Perspectives

(Canada: Oxford University Press, 2006), p. 59. 61

Peter Berger, Brigitte Berger, Sociology; A Biographical Approach, (New York: Basic

where and when to sleep and eat, what to wear and play with, what is funny and what is serious, and so on. At the same time, children develop an individual identity, a self-concept.62

That socializing experiences continue beyond early childhood will be shown by any examination of the agencies of socialization; family,

play group, adult neighbors, school, community, and mass media. While the child interacts with other, he learns the values and expectations of various groups and the behavior appropriate to different social situations. Through language, gesture, reward, and punishment, persons in group inculcate cultural values to others. The child also begins to discover many values and ideas through his exposure to the mass media. From stories and cartoons he learns about the types of behavior which are rewarded and punished in our society. And the child in school is also exposed to, and subsequently learns to cope with, the socially accepted forms of punishment.63

Language is an important aspect of socialization. As children learn to understand words and later to use them, they simultaneously learn to categorize their experience. Children also begin at early age to evaluate their own behavior and that of others. Indeed, one of the first words many children say is No!

In time children to identify social roles— first the roles of family members, and later, as their experience broadens, those of others with whom they interact. They begin to identify consistent patterns in how they should act around relatives, teachers, doctors, religious leaders. They also develop an understanding of status differences, and the ways in which roles interact with race, class, and gender to create a complex social structure. When children respond appropriately, conforming to

62

Lorne Tepperman, James Curtis, Principles of ……….., p. 60.

63

social expectations, they are said to have internalized behavioral

norms.64

Socialization patterns vary with class, ethnicity, family structure, gender, and birth order. The way people are socialized is therefore affected by whether they grow up in urban or rural community; whether the speak Bahasa or English at home; whether they worship a mosque or a church; whether they grow up in a single-parent or a two-parent household; and whether their parents are strict or lenient in their discipline, among many other factors.

According to Eleanor Maccoby, for example, as a result of socialization, most people acquire a package of attitudes, skills, and behaviors that enable them to avoid (a) avoid deviant behavior; (b) contribute, through work, to the economic support of self and family; (c) form and sustain close relationships with others; (d) be able to rear children in turn.65

3. Forms of socialization

Socialization is complex and multi-dimensional. In many ways, “socialization” is an umbrella concept; it takes in all social contacts and continues from birth to death. This section will consider the various forms of socialization experienced throughout life.

a. Primary Socialization

Primary socialization occurs from birth to through adolescence. Family is the most important agent of primary socialization. The socialization in family is about intentional and unintentional, imposed or reciprocal. Parents socialize their children intentionally in countless ways as they teach them how and what to eat, what to wear, what to play with, what is funny, what is sad, how to address and treat others, which behaviors are rewarded and which punished,

64

Lorne Tepperman, James Curtis, Principles of ……….., p. 60-61.

65

Eleanor Maccoby, Trends in the Study of Socialization: Is There a Lewinian Heritage

and so on. At the same time, unintentional socialization takes place as children learn about power and authority; gender, age, class, and ethnic differences; love, affection, and intimacy. Furthermore, the family’s status in the community will affect the responses of others to the child, as well as where and with whom the child will play or go to school.66

b. Secondary Socialization

Secondary socialization is ongoing process after primary socialization. In this socialization, the children interact with persons outside of the family. In this step, they may face some new experiences that they do not get from family.

In many ways, socialization is a reciprocal process; children learn from their parents, but parents also learn from their children. Thus, as children learn social interaction from their parents, parents learn how to parent. Reciprocal socialization is not confined to parents and children. Students learn from teachers, teachers from students. Family members, friends, and co-workers also socialize one another.67

c. Anticipatory Socialization

Robert K. Merton defined anticipatory socialization as the acquisition of values and orientations found in statues and groups in which one is not yet involved but he is likely to enter.68

According to Diane Bush and Roberta Simmons, “if individual is prepared ahead of time for a new role, in the sense of understanding the norms associated with the role, having the necessary skills to carry it out, and becoming aware of

66

Lorne Tepperman, James Curtis, Principles of ……….., p. 61.

67

Lorne Tepperman, James Curtis, Principles of ……….., p. 61.

68

Robert K. Merton, Social Theory and Social Structures (New York: Free Press, 1957), p.

expectations and reward attaches to the role, he or she will move into the new role easily and effectively”.69

4. Characteristics of society

Krench, Crutchfield, and ballachey in Elly’s note indicated society characteristics as follow:70

a. A set of group or people association b. Commonly old-formed

c. Possessing social system and structure

d. Possessing compromised values (beliefs), attitude, and behavior e. Continuous and defensive

f. Cultured

5. Factors of Human Change in Society

According to Pitirin A. Sorokin, there are three theories in analyzing social change, geographical theory, biological theory, and economical theory.71 And the factors of social change could be described in the following points:

a. Population raising or lowering b. Innovation/discovery

c. Society conflict d. Revolution/rebellion

And the factors influence the processes of the social change described below:

a. Having a contact with other cultures b. Possessing developed formal education

69

Diane Mitsch, Roberta G. Simmons, Socialization Process over the Life Course (New

York: Basic Books, 1981), p. 167. 70

Dr. Elly M. Setiadi, M. Si., et. al., Dasar Ilmu Sosial dan Budaya, second Edition

(Bandung: Kencana, 2006), pp. 79 – 84. 71

Pitirim A. Sorokin, Contemporary Sociological Theories (New York: Harper and Brother,

c. Appreciating one’s work and willing to move forward d. Tolerating deviancy change

e. Setting an open stratification f. Existing heterogenic society g. Orienting the future

h. Admitting that human being should strive to better life72

H. Review of Past Studies

Because I could not find previous researches related to gangs at school which were conducted by Indonesian researchers, I decided to take the previous researches conducted by foreigners’ research.

1. Gangs in the Schools

According to Bodinger-deUriarte’s research, Gang culture among young people, in itself, is nothing new. Indeed, youth gangs have been a major part of the urban cultural landscape since at least the 1830s.

In the late twentieth century United States, however, gangs have taken on a different character and have moved into areas unimagined by Dickens. Most significantly, they are spreading from inner cities to "edge cities"--cities at the outskirts of large urban centers--and to suburbs; indeed, while gang activity has been stabilizing in urban areas, it has increased significantly elsewhere. At the same time, gangs have become a growing problem in public schools, which historically have been considered neutral turf.73

2. Characteristics of Gangs

Researchers agree that most gangs share certain characteristics. Although there are exceptions, gangs tend to develop along racial and ethnic lines, and are typically 90 percent male. Gang members often

72

Soerjono Soekanto, Sosiologi; Suatu Pengantar (An Introduction to Sociology) (Jakarta:

Rajawali Pers, 2009), pp. 275 – 286. 73

Bodinger-deUriarte C., Membership in Violent Gangs Fed by Suspicion, Deterred

display their membership through distinctive styles of dress--their "colors"--and through specific activities and patterns of behavior. In addition, gangs almost universally show strong loyalty to their neighborhood, often marking out their territory with graffiti. All of these representations can be visible in the schools.74

3. The Impact of Gangs on Schools

Despite their high profile in the media, relatively few young people join gangs; even in highly impacted areas, the degree of participation has rarely exceeded 10 percent. In addition, it has been reported that less than 2 percent of all juvenile crime is gang-related.75

Such low numbers, however, may camouflage the impact that the presence of gangs has on a school. For one thing, they play a significant role in the widespread increase of violence in the schools, because school with gang, according to Gaustad, is at higher risk of suffering from violence rather than school with no gang.76

Because gangs, by definition, are organized groups, and are often actively involved in drug and weapons trafficking, their mere presence in school can increase tensions there. It can also increase the level of violence in schools, even though gang members themselves may not be directly responsible for all of it; both gang members and non-gang members are arming themselves with increased frequency. Students in schools with a gang presence are twice as likely to report that they fear becoming victims of violence as their peers at schools without gangs.77 Moreover, a 1992 Bureau of Justice Statistics survey reports that schools with gangs are significantly more likely to have drugs

74

J. Gaustad, Schools Respond to Gangs and Violence, Eugene, (OR: Oregon School Study

Council, 1991), pp. 78-79. 75

Bodinger-deUriarte C., Membership in Violent Gangs ………, p. 69.

76

J. Gaustad, Schools Respond to Gangs ………, p. 102.

77

K. S. Trump, Youth Gangs and Schools: The Need for Intervention and Prevention

available on campus than those without gangs.78 In Gaustad's words, gangs create a "tenacious framework" within which school violence can take root and grow.79

Erickson argues that school does not only suffer from gang-related violence, it’s also functioned as a place for recruitment, induction, and socializing.80

As an interview-based study conducted by Boyle, he reports that gang members see school as the best place to do recruitment and to commit crimes. Although they acknowledge the importance of the educational objectives of school, school is much more important to them as a place for gathering with fellow gang members.81

Finally, gangs can spread unexpectedly from school to school as students transfer from gang-impacted schools to gang-free schools, causing an unintentional spillover of gang activity in the new school.

4. Why Gangs Develop and Why Students Join Them

Gangs develop in school because they attract students to respond by giving some excitement. They also provide them with a sense of family and acceptance that they do not get in their lives, and it can maintain a strong ethnic identity.

According to William Gladden Foundation, there are four factors of juvenile gangs.82

First, youth experience a sense of alienation and powerlessness

because of a lack of traditional support structures, such as family and school. This can lead to feelings of frustration and anger, and a desire to obtain support outside of traditional institutions.

78

Bodinger-deUriarte C., Membership in Violent Gangs ………., p. 73.

79

J. Gaustad, Schools Respond to Gangs …………, p. 24.

80

R. Arthur, E. Erickson, Gangs and Schools (FL: Learning Publications, 1992), pp. 85-86.

81

K. Boyle, School's a Rough Place: Youth Gangs, Drug Users, and Family Life in Los

Angeles, Washington (DC: Department of Education, Office of Educational Research and Improvement, 1992), p. 90.

82

William Gladden Foundation, Juvenile Gangs (New York: PA Author, 1992), pp.

Second, gang membership gives youth a sense of belonging and

becomes a major source of identity for its members. In turn, gang membership affords youth a sense of power and control, and gang activities become an outlet for their anger.

Third, the control of turf is essential to the well-being of the gang,

which often will use force to control both its territory and members.

Finally, recruitment of new members and expansion of territory

are essential if a gang is to remain strong and powerful. Both "willing" and "unwilling" members are drawn into gangs to feed the need for more resources and gang members.

Taken together these four factors interact to produce gangs that become more powerful and ruthless as they work to maintain and expand their sway over territory and youth.

5. Gangs and School Response

Because gangs have bad influence on school, it is strongly recommended that school always monitor and supervise its pupil, and it should find a strategy to mobilize the gang appearance.

6. Effective Interactions for Combating School Gangs

According to Triump, there are eight effective ways to monitor and combat school gangs.83

a. Target students vulnerable to gang recruitment for special assistance, particularly through the use of peer counselors and support groups. Mentoring, conflict resolution programs, and tutoring can be particularly effective.

83

K. S. Trump, Youth Gangs and Schools: The Need for Intervention …………., pp.

b. Establish moral and ethical education, values clarification, and conflict resolution as important components of the school curriculum.

c. Create an inviting school climate where every student feels valued.

d. Educate all school staff, including support staff, about how gangs develop and how to respond to them.

e. Offer special programs for parents on gangs and how to deal with them as a parent. Present information in a culturally sensitive way, and in a variety of languages, to reflect the diversity of the community.

f. Monitor youths who are not enrolled in school but "hang out" on or near school property. This can help school officials assess the existence of gangs in the neighborhood, and anticipate and prevent their formation in the school.

g. Offer educational programs for students about gangs, their destructiveness, and how to avoid being drawn into them, preferably in small groups where they can express their feelings comfortably.

h. Provide regular opportunities for students individually and/or in small groups to discuss their experiences in school and make future plans that offer hope and personal rewards.

Though the above steps offer no magical solution for eliminating gangs, they offer valuable interventions that may make gangs appear less attractive and prepare individual students to more effectively resist gang pressure to join with them.

Chapter III

Research Methodology

A. Overview

This chapter describes how the researcher conducted this study. After reminding readers of the research questions, this chapter first explains how he chose the methodology. Next, it explains how he chose the participants, performed the study, and analyzed the data. The chapter closes by explaining how the reliability and trustworthiness of the study was assured.

B. Type of Research

This study sought to understand the phenomenon and motives of gangs of high school students that often fight, cause deaths, and impact social streets or tension such as disturbing society and causing material loss. And it also focused on the role of gangs on juvenile delinquency among high school students.

The research techniques chosen therefore focused on collecting as complete a description of the phenomenon as possible and on exploration and detailed understanding of a central phenomenon. Combined quantitative and qualitative research techniques were most likely to do so.1 Because combining quantitative and qualitative data is best to understand and explain a research problem. And in the instruments used in study were combination between the two approaches, namely interview (qualitative) and questionnaires (quantitative).

C. Res

rese

earch Design

Under the umbrella of combined quantitative and qualitative research, the arch design the researcher utilized in this study was the explanatory design.

1_{James H. McMillan, Sally Schumacher, Research in Education, sixht Edition (USA:}

66 Soekanto, Soerjono. 2009. Sosiologi; Suatu Pengantar (An Introduction to

Sociology). Jakarta: Rajawali Pers.

Sorokin, Pitirim A. 1928. Contemporary Sociological Theories. New York: Harper and Brother.

Spergel, Irving. 1990. Youth Gangs: Continuity and Change. Chicago: University of Chicago Press.

Tepperman, Lorne and James Curtis. 2006. Principles of Sociology; Canadian Perspectives. Canada: Oxford University Press.

Thrasher, Frederic. 1962. The Gang: A Study of 1.313 Gangs in Chicago. Chicago: University of Chicago Press. 2nd _Edition.

Trump, K. S. 1993. Youth Gangs and Schools: The Need for Intervention and Prevention Strategies. Cleveland: Urban Child Research Center.

Urberg, K. 1992. Locus of Peer Influence: Social Crowd and Best Friend (Journal of Youth and adolescence.

Vold, George. 1997. Theoretical Criminology. New York: Oxford University, 4th Edition.

Wallace, Marc J. and Jr. Andrew D. Szilagyi. 1982. Managing Behavior in Organizations. United Kingdom: Glenview.

Walklate, S. 2003. Understanding Criminology – Current Theoretical Debates. Maidenhead: Open University Press. 2nd Edition.

William Gladden Foundation. 1992. Juvenile Gangs. New York: PA Author. Wilson, W. J. 1987. The Truly Disadvantaged: The Inner City, The Underclass,

and Public Policy. Chicago: The University of Chicago Press. www.detiknews.com., Shock Berat, 08/07/2009

www.vivanews.com., Ujian di Penjara, 21/06/2009

www.poskota.co.id, Anak SMP Diperkosa 2 Siswa SMA, 07/11/2009 www.indoskripsi.com, Merokok dan Kesehatan, 11/16/2009.

Yadav, Neelam. 2003. A Handbook of Educational Psychology, New Delhi: Anmol Publications.

Appendix A

The List of State High School of South Tangerang

Province Banten

Student Classes No School

X XI XII Sum X XI XII Sum

Number of

Teachers Administrative Number of

1. SMA Negeri 1 Tangerang selatan 357 315 313 958 8 8 7 23 56 18

2. SMA Negeri 2 Tangerang selatan 388 410 375 1173 11 11 10 32 66 26

3. SMA Negeri 3 Tangerang selatan 286 295 301 882 9 8 9 26 68 9

4. SMA Negeri 4 Tangerang selatan 380 350 343 1073 9 9 9 27 55 19

5. SMA Negeri 5 Tangerang selatan 197 174 158 529 5 5 5 15 39 9

6. SMA Negeri 6 Tangerang selatan 386 401 259 1046 9 10 6 25 33 7

7. SMA Negeri 7 Tangerang selatan 256 206 237 699 6 6 6 18 44 8

8. SMA Negeri 8 Tangerang selatan 191 179 204 574 5 5 5 15 39 5

9. SMA Negeri 9 Tangerang selatan 240 161 175 576 6 5 5 16 52 17

10. SMA Negeri 10 Tangerang selatan 160 107 98 365 4 3 3 10 35 5

11. SMA Negeri 11 Tangerang selatan 59 91 91 241 2 2 2 6 29 6

Sum 8.143

Source: Educational Main Data, Human Resource Development, State High School of South Tangerang, National Education Department of south Tangerang, Province Banten.

Appendix B

Blueprints of Interview

a. Blueprints of interview with eleven teachers

1). What do you think about gang of school? Does gang exist at your school? 2). What are the motives of gang appearance?

3). What does cause students join gang? What are the motives? 4). What are the influences of gang appearance?

5). What delinquency is often done by gang or gang members? 6). Does gang dominate the occurrence of juvenile delinquency?

7). Which one is more dominant between personal motive and gang/gang members motive on that students break school rule?

8). How is gang-joining-students’ performance at school?

9). What is the impact of gang-joining-students on their performance at school?

10). Besides influencing school, does gang have an impact on society particularly on society around school?

11). What kind of acts does school do in solving a gang?

12). Then, do you think we can assume that gang is the impact of juvenile delinquency?

b. Blueprints of interview with twenty two students

1). What do you think about gang of school? Does gang exist at your school? 2). What are the motives of gang appearance?

3). What does cause students join gang? What are the motives?

4). What are the influences of gang appearance?

5). What delinquency is often done by gang or gang members?

6). Which one is more dominant between personal motive and gang/gang members motive on that students break school rule?

c. Blueprints of interview with twenty-two numbers of Society

1). Do you often see students are around here at school time? 2). Is the student alone or along with his/her friends?

3). What are they often doing at that time? 4). How do you think about the acts?

5). If there is a gang-fight, what will be your loss/detriment related to material or immaterial things?

Appendix C

The blueprints of Questionnaires distributed to 209 students Questionnaire

Class : __________________________________ Sex : M / F (circle based on your sex)

1. Gangs exist at my school

Yes No

2. I am one of gang members (if your answer is “yes”, go on to the next question. But if it is “no”, go on to question number 7)

Yes No

3. My motives in joining gangs are mentioned below (your could answer more than one motive)

Willing to be safe

Willing to be respected (having power) Willing to be famous

Following friends

___________________________(fill out based on your motive) ___________________________(fill out based on your motive) ___________________________(fill out based on your motive) ___________________________(fill out based on your motive)

4. I often break the school rules with my gang or my gang members

5. Gangs have bad impacts on my performance or achievement at school

Yes No

Yes No

6. I regret for joining gangs

Yes No

7. Type of delinquencies gang members do (put your answer in the right order and number according to the frequency the delinquencies are done and leave what doesn’t exist at your school empty)

Being off class Being off school Playing hooky Smoking

Drinking disallowed drink Using drugs

Free sex Bullying Gang-fight

Bothering other students

Saying something embarrassing Contempting teachers

__________________________________ (fill out as you know) __________________________________ (fill out as you know) __________________________________ (fill out as you know)