THE IMPACT OF PERCEIVED YOUTH CULTURE ON THE SOCIAL ORIENTATION OF UNDERGRADUATE STUDENTS

CHAPTER ONE

INTRODUCTION

Background of the Study: The examination of each constituent of a social structure inevitably culminates in an exploration of the interplay among its constituent components. As per the scholarly work of Rummer (1996), social interactions encompass the deliberate engagement between two or more individuals, wherein their actions, behaviours, or practices are directed towards acknowledging and influencing each other's subjective experiences and intentions. This implies that the participants involved in the social interaction must possess a mutual consciousness of one another, taking into consideration each other's individuality, as exemplified by the adolescents belonging to the cultural cohort of young individuals being examined. In educational establishments, the adolescent demographic engages in multifaceted interactions and is subject to diverse influences pertaining to various facets of existence. These encompass sartorial choices, encompassing the adoption of similar clothing styles and hairstyles, dietary preferences, social circles, sexual conduct, employment of shared colloquial expressions, recreational activities, and attitudes towards figures of authority as well as academic endeavours. The collective known as "youth" typically comprises a cohort of individuals, often of a single sex or a diverse assemblage, who are united by a shared emotional disposition. Such a group is commonly encountered within the confines of educational institutions, youth organisations, religious establishments, or places of worship. In each instance, the adolescent encounters his peers, thereby initiating prompt social interactions.

The youth culture fosters profound sentiments of camaraderie amongst its constituents, facilitating the cultivation of social aptitude that is instrumental in the youth's navigation of social, emotional, and personal spheres. Furthermore, the act of social interaction necessitates a shared sense of direction and purpose. Hence, it can be deduced that peer acceptance holds immense significance and is of utmost importance during this particular developmental phase, as corroborated by the findings of Osarenren (2005). According to her assertion, individuals in the adolescent stage who garner favour and acceptance from their peers tend to exhibit greater psychological well-being and self-assurance compared to those who experience social isolation and rejection. This aligns with the perspective put forth by Nwadinigwe (2004), wherein it is posited that in instances where an adolescent encounters difficulties in establishing meaningful connections, they may exhibit signs of withdrawal, experience feelings of rejection, depression, and a sense of frustration. Additionally, he expounded upon the notion that his cognitive focus within the educational setting, his intrinsic drive to acquire knowledge, and his overall academic prowess inevitably experience a deleterious decline. In instances of such nature, it is posited by Osarenren (2005) that it behoves an individual of advanced age, ideally possessing sagacity and empathy, such as a sage, therapist, progenitor, or pedagogue, to intercede. The ensuing interaction has the potential to initiate the commencement of a significantly more constructive and beneficial interpersonal relationship for an adolescent who has experienced rejection. However, according to the scholarly work of Sokan and Akinade (1994), it can be argued that the phenomenon known as the generation gap syndrome frequently gives rise to conflicts between parents and adults due to inherent differences. Inevitably, this leads to a lack of harmony in perspectives, ideologies, and even dispositions. As per the scholarly work of Anusiem (1987), it has been duly noted by certain observers that contemporary youth exhibit heightened proclivities towards rebellion, emotional turmoil, sexual promiscuity, diminished idealism, heightened critique of societal values and norms (thus giving rise to the commonly referred to "generation gap"), and a greater sense of detachment from the prevailing cultural ethos when compared to preceding eras. These astute observers additionally reference manifestations and labour strikes, tumultuous events within university campuses and other esteemed centres of knowledge, purported disregard for duly established authorities, escalated prevalence of substance abuse, confrontations with law enforcement personnel, heightened incidence of teenage pregnancies, and a surge in school dropouts, all of which underscore the prevailing tumultuous nature of our era. In light of the aforementioned context, Siann and Ugwuegbu, as cited in Anusiem (1987), posit that in instances where society imposes an overwhelming burden on adolescents, fails to provide a coherent vision of the future, and undergoes rapid transformations that deprive adolescents of suitable role models, the phase of adolescence may occasionally manifest as a period characterised by turmoil and tension. This is not to suggest that adolescents are inherently emotionally unstable, but rather, it is due to the excessive expectations placed upon them. In light of this observation, it is imperative to comprehend and acknowledge the younger generation as they navigate the intricacies of their own existence. As expounded by Osarenren (2005), this journey, commonly referred to as "The crisis period," manifests itself through various manifestations of apprehension and preoccupation, including but not limited to the formation of identity, the cultivation of moral principles and values, and the relentless pursuit of independence. Consequently, the younger generation frequently establishes connections and relies upon their contemporaries who encounter comparable challenges, thereby fostering a sense of empathy. According to Hurlock's seminal work in 1993, the concept of socialisation can be understood as a cognitive process wherein individuals acquire the necessary skills and knowledge to assimilate into societal norms, values, and cultural practices. The acquisition of knowledge and skills through a systematic educational endeavour enables an individual to effectively engage and contribute within the confines of a social collective or broader society. Henceforth, the concept of social orientation delves into the extent to which the younger generation exhibits a sense of ease and adaptability in their interactions with a multitude of individuals within their daily lives. According to Nwadinigwe (2004), it can be inferred that individuals who undergo comprehensive socialisation are more likely to exhibit enhanced adaptability within their respective societies. This study aims to explore the impact of perceived youth culture on the social orientation of undergraduate students at the University of Lagos.

1.1    Theoretical Background      

Several theories explain what influences social orientation of youths in our institutions of learning and the society at large. Some of these theories will offer the theoretical basis of this study. They include: consensus, conflict and interactionist theories of youth culture and symbolic interaction and social influence theories as related to the youths social orientation. The symbolic-interaction theory by Mead (1990) assumes that social interaction can best be understood by studying humans, because people evidently possess the ability to think, reason and plan, which is not possessed by other animals. Thus, the theory calls attention to cognitive processes and therefore has a psychological base. The approach is likewise very sociological in that one of its major concerns is to understand the cooperative dimensions of human social behaviour, which was the essence of society. The theory further suggests that people mentally explore the possible reactions of others to specific behaviours and uses this information to decide how to act toward other people. However, the self is a central concept here. People can interact with themselves just as they do, with others. This explains why we have the ‘crowd’ and ‘gang’ amongst the youth whose function according to Nwachukwu (1993) is its provision of a group identity for the individual adolescents – the ‘we’ feeling which separates him/her from the parents of the family.

Social influence theory – The Theory of Reasoned Action (TRA) according to Aaron (1994) proposes that human behaviour is influenced by two factors: -     attitudes towards the behaviour -                     

the influence of social environment and general subjective norms on the behaviour. Social norms are determined by examples that significant others set for us and by the attitudes they convey to us. However, according to Lewin in Turner (1991), group decision studies once showed how difficult it is to change individuals behaviour in isolation from the norms they share as group members. He further said that we develop attitudes toward behaviour and understand social, norms through learning. Social influence or interaction between people who are related to each other psychologically as members of positive reference groups or culture gives rise to shared social norms in relevant areas. Early studies in youth culture were mainly produced by functionalist sociologists, and focus on youth as a single form of culture. In explaining the development of the culture, they utilized the concept of anomie. Parsons (1994) argued that as we move from one pattern of behaviour to another (from the family to work, for example) the concept of ‘anomie’ comes into play. He further added that though the family group is the primary unit of socialization in the society, the behaviour learnt within the family group is unlikely to be considered appropriate in other social groups (such as education or work). This is because the values and norms we learn during childhood within the family are not totally appropriate to the norms we need to display in later life in other institutions. And this brings about an “anomic situation” – feelings of unhappiness, isolation, loneliness and uncertainties. Hence, to avoid to some extent the anomic situation, there is good evidence that youth in the process of interacting, from and conform to social norms and goals of the group (Turner, 1991). Conflict (Marxist-type) theories of youth culture generally see human behaviour in terms of the various ways in which the structure of people’s relationships broadly conditions the way they behave, writers in this perspective tend to focus on the complex nature of individual/social group responses to the social environment in which they live (Adamson, 2000).

The theory propounded by Allium (2001), tend to focus attention on categories such as social classes (upper, middle and lower working class) and possibly more importantly class-fractions rather than “Youth as a whole”. In this respect an individuals position in a system of social stratification affects, how they experience the social world and the benefits they develop about the nature of the social world and their relative prospects. It could be seen from the above that Marxist perspectives on youth sub-cultures develop around the need to explain how and why different social groups (abbeit predominantly male and working class groups) respond to the structural pressures that surround them (Almond, 1997). To achieve this theoretical explanation, two levels of analysis are frequently used -                     firstly, a macro level that seeks to understand the social structural pressures (economic, political and ideological) that surround and act on our choices of behaviour. -                     secondly, a micro level that seeks to understand the various ways that different groups respond to these pressures. In analysing this second level, Mc Robbie and Garber (1995) writing about female teenage subcultures attempted to explain why these female subcultures are expressed differently to male subcultures. The behaviour of teenage girls in society is more closely controlled by parents. Also young girls are far more likely than young boys to attract negative labelling for their behaviour. On the issue of class by Marxist, it should be noted herein, that youths in the undergraduate level are seen identifying with those who are popular academically or materially. To this, Eaton (1990) in a study found that student who were popular with their peers tended to be more successful in school work than those who were rejected by them. He also discovered that there was a stronger relationship between achievement in school and peer acceptance, than between achievement in other school activities and peer acceptance. However, Coleman (1991) in an earlier study had results that were not consistent with Eaton’s. The former found that boys valued athletic status while girls valued popularity and leadership in extra class activities more than scholastic achievement. Hence, like class, gender is not simply a social category but relative and relational: women and men as social groups are defined in terms of each other. Lastly, the Interactionist Theory of Youth Culture. One of the most significant concepts in interactionist approach and analyses of deviance is that in order for behaviour to be seen as deviant, there must be some form of publicly-stated response. Cohen (1994) argues that what is significant about youth subcultures is not that they are either functionally necessary or indicative of attempts by powerless youths to resist ‘hegemony’. Rather his basic argument is that youth subculture are effectively created, maintained and killed off by the mass media. He further argues that sociological attempts to explain youth cultures or subcultures in terms of structural pressures forcing a reaction amongst misconceived, since such attempts fail to recognise that youth cultures are not social groupings that arise “spontaneously” as a reaction to social forces. The crucial variable involved here is that of the mass media as a form of social reaction. The media in effect, provide an ideological framework which gives meaning to the behaviour of people that prior to the labelling process, may not have had any coherent meaning like the popularisation of a spectacular subculture such as the Hippy movement in the 1960’s. This was also confirmed in Cohen’s (1994) classic study where he illustrated the idea of media involvement in the manufacture of spectacular youth subcultures in numerous ways, the most striking being his analysis of the relationship between “mods” and “rockern”. These two groups, he argues came to see themselves as being implacably and violently opposed through numerous media references to their opposition. This could be likened to the present ‘Area Boys’ or ‘OPC’ in Nigeria today. However, it was noted by Ross Farelly (internet) that modern electronic media allow children and youth to live in a socially isolated, individualised world which is entirely a creation of the youth culture itself.

1.2       Statement of the Problem

There are many problems associated with the youths who are found both in the post primary schools and tertiary institutions. The problems ranges from indecent dressing, emulating negative peer attitude, cheating, disobedience, promiscuity, drug abuse, use and addiction etc. According to Onyeuke (2002) adolescents in tertiary institutions adopt some cultures that are inimical to the ones acceptable in the society or community. Belonging to secret cults, challenging the laid down rules and regulations of the school authority, smoking and general indisciplinary behaviour, characterize the youths at school. According to him, this is as a result of borrowed culture by the youths. A situation where the adolescent discards the cultural values and norms with which he/she was brought up and cleaves to another culture and negative ways of behaviour due to the negative influence of peer pressure and all in the name of ‘civilization’. The negative attitude of youths is a problem because if it is not checked by the relevant authorities at home in school and the society at large, it could pose a great danger in the immediate society and the future generation.

 1.3       Purpose of Study

The major reason for this study is to investigate the influence of perceived youth culture on the social orientation of undergraduates. Specifically the study intends to find out whether -                  

1. The youth culture influences their social orientation.

2. Gender in the perceived youth culture influences social orientation..

3. Class/status of students in the perceived youth culture influences their social orientation.

4. Environment of students affects their social orientation. 1.4       Research Questions 

The study will be guided by the following research questions:

1. To what extent does the perceived youth culture influences social orientation of adolescents.

2. To what extent does the sex of students in the perceived youth culture affects their social orientation

3.  To what extent does the class difference of students in the perceived youth culture affects their social orientation.

4. To what extent does the environment of the youth influences their social orientation.

1.5 Research Hypothesis

HO1:  There is no  significant influence of perceived youth culture on social orientation of undergraduates at University of Lagos;

HO2:  There is no  significant gender impact in youth culture on social orientation of adolescents in schools;

H03:  There is no significant class difference in perceived youth cultural impact on social orientation of undergraduates

HO4:  There is no significant effect of perceived youth cultural impact on social orientation of undergraduates living in the hostels and those who do not live in the hostels.

1.6 Significance of the Study

 Findings from the study will be beneficial to the university community and stakeholders in the academic environment. The result of the study will enlighten them on the perceived gap of what need to be done in shaping the perceived youth culture and thereafter encourage student to align to what is acceptable to Nigeria environment in regards to mainlining societal decency and morality instead of copying the westernization to a fault at the detriment of social sanity. The result will further contribute to the general body of knowledge and serve as a reference material to both scholars and student who wishes to conduct further studies in related field.

1.7 Scope of the study

The scope of the study borders on the influence of perceived youth culture on social orientation of undergraduates. The study will further examine if gender, class difference and status of the perceived youth culture will have any influence on their social orientation. The study is however delimited to University of Lagos, Akoka Lagos State.

1.8 Limitation of the study

As every human endeavor is once faced with a constraint, the same was tenable during the period of this study. In the course of carrying out this study, the researcher experienced some constraints, which included time constraints,  attitude of the respondents and limitation on the sample size. On time constraint, the researcher was engaging in order academic activities simultaneously with the project, hence this prompted her to limit her sampled population to secondary school teachers alone. More so most of the respondent were bias in attending to the research instrument even when the research promised animosity of their identity. Additionally was Lack of previously conducted studies on similar topic and accessibility of sufficient current literature on the subject of youth culture and social orientation context which makes this study difficult. Regardless of the hurdles encountered, the researcher ensured that these factors were downplayed in order to produce the best result of findings.