Social Deviance: Testing a General Theory PDF
Preview Social Deviance: Testing a General Theory
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To DSK, SCK, REK -HBK To LNT, EAJ, HJJ -RJJ Preface Inthisvolume wereportaseriesofanalyses ofpaneldatadesignedto testaspects ofacomprehensivetheoreticalstatementaboutthesocialandsocial-psychological processesthatplayapartintheonsetandcourse(includingcessationandcontinu ation at increased, decreased, orconstantlevels) ofdeviant behavior. In PartI we outlineourtheoreticalandmethodologicalapproachtothestudyofdeviantbehav ior.Chapter I presentsacomprehensivetheoreticalstatementthathasevolvedover aperiodofmorethantwodecades(Kaplan, 1972, 1975b, 1980, 1982, 1983, 1984, 1986, 1995, 1996) out ofa consideration ofthe theoretical and empirical reports ofothers and in response to ourownearliertests ofthe general theory (Kaplan & Damphousse, 1997; Kaplan & Fukurai, 1992; Kaplan & Johnson, 1991; Kaplan, Johnson,& Bailey, 1986, 1987, 1988;Kaplan,Martin,& Johnson, 1986;Kaplan& Peck,1992).Thestatementisorganizedasaresponsetofourinterrelatedquestions: What social and social-psychological factors (1) influencethe socialdefinition of deviantbehavior; (2) motivateindividualstoperformdeviantbehaviors; (3) facili tatetheperformanceofdeviantbehaviorindependentlyoforininteractionwithfac tors that influencemotivation to engageindeviantbehavior; and (4)influencethe stability ofdeviant behavior, independently of or in interaction with factors that influence the initiation ofdeviant behavior?This statementprovides aframework andrationaleforthemultivariatemodelsweestimateandreportinlaterpartsofthe volume. Chapter 2 provides details ofthe panel design and multivariate analytic techniques. The sample, a random halfofthe 1971 cohortofseventh graders in a large urban school district, was tested up to four times betweenearly adolescence and young adulthood. The theoretically informed multivariate models are tested using the LISRELVI program (Joreskog & Sorbom, 1986) to estimate the struc turalrelationshipsamong latentvariables. In Part II we estimate several models that account for variation in deviant behaviormeasuredin the ninthgrade in terms ofconstructsmeasured in the sev enthandeighthgrades.InChapter3weestimate,forallsubjectswhoprovideddata during the seventh, eighth, and ninth grade testings, a series offour increasingly elaboratedmodels in which anew variable is added to the immediatelypreceding model as playing common antecedent and/or intervening explanatory roles. The vii viii Preface mostinclusivemodelhasbeenpublishedpreviouslyinitspresentform (Kaplan& Johnson, 1991);thethreeless inclusivemodels haveappearedinsomewhatdiffer entform(Johnson& Kaplan, 1987;Kaplan,Johnson,& Bailey, 1986,1987;Kaplan, Martin, & Johnson, 1986).The presentversionsdifferfrom theearlierversions in termsofexogenousvariables,measurementvariables,samplesize,andinclusionof correlated disturbances in the models. The repetition ofthe most inclusive model andthereestimationoftheotherthreemodelspermitustodescribeandeasilycom municate the effects ofeach successive theoretical elaboration and to discuss the results in greater detail than publication in the periodical literature generally per mits. The reproduction ofthe most inclusive model also provides a base against which wecancomparethe modelsestimatedinthenexttwochapters.InChapters 4and5,respectively,weestimatethismodelforsubgroupsinordertotestassump tions about the equivalence of measurement models and structural invariance between the different social groupings. In Chapter 4 we estimate the model for malesandfemales. InChapter5weestimatethemostinclusiveexplanatorymodel for subgroupsdifferentiatedaccordingtorace/ethnicity. In Part III we report analyses that address the validity of the model as an explanation ofdeviant behavior that is measured and expressed in young adult hood. InChapter6theelaboratedmodelas anexplanationofdeviantbehaviorin young adulthood is estimated for the most inclusive grouping available, white malesandfemalesconsideredtogether.Whenwewereattemptingtoconductsub group analysis for groups differentiated according to race/ethnicity, it became apparentthat-unlikethesituationinpredictingdeviantbehaviorinearlyadoles cence-the measures of deviant behavior used for the young adult analyses formedavalidconstructonlyforthewhitesubjects.Themeasuresoftheconstruct were not sufficiently valid or reliable to permit estimation in a sample ofyoung blackadults. Further, forHispanic subjects the samplesize simply wastoo small toprovide stableestimatesrelativeto thenumberofparametersinthemostcom prehensivemodel. Hence, inorderto considerthe differentialexplanatorypower ofthe elaborated model in accounting for deviant behavior in young adulthood and early adolescence, respectively, we used the models for white subjects as points ofreference. InChapter 7 we apply the elaborated model to the explana tionofdevianceinyoungadulthoodformalesandfemales consideredseparately. In Part IV we summarize the analyses and offer conclusions about the significance ofthis work. Chapter 8considers the usefulness ofthe comprehen sive theory in explaining some of the variance in deviant behavior at different points in the life cycle and specifying the nature of the relationships among explanatory variables. In closing, we offer illustrative subsequent studies that buildontheearliertheory andanalytic strategies. Acknowledgments This work was supported in part by research grants ROI DA02497 and ROI DA04310and by aResearch ScientistAward (K05 DAOOI36) to thefIrst-named author, allfrom theNationalInstitute onDrugAbuse. We are pleased to recognize the unwavering dedication of"Sam" McLean, HollyGroves,andJeffersonRogerstothetechnicalproductionofthemanuscript. Where werecognizethe originsofourideas,weacknowledgethesesources by appropriate textual citations. However, many of our ideas-particularly as these are synthesized in ourcomprehensive theory ofdeviant behavior-are the productsoflifetimesofscholarlyactivityandtheprecisesourcesororiginalityof theseideascannolongerbedetermined.Thus,oftenwemustleaveittoothersto makejudgmentsaboutthehistoricalroots, originality,orindependentcreationof the theoretical statements inthis volume. ix Contents PARTI.THEORETICALAND METHODOLOGICALAPPROACHES TOTHE STUDYOFDEVIANTBEHAVIOR 1.Toward aGeneralTheoryofDeviantBehavior 3 TheNatureofDeviance ....................................... 3 Motivationto CommitDeviantActs thatViolateMembership Group Norms ................................. .. .......... 6 Motivationto CommitDeviantActs thatConformto MembershipGroup Norms.................................................. 9 ActingOutDeviantDispositions 10 ContinuityofDeviantBehavior .. ............................... 17 2.Method ................................................. 25 SampleandDataCollection ...................... ..... ......... 25 Analysis ................. .................................. 26 MeasurementModel 26 StructuralModel 30 SubgroupComparisons 36 PARTII. DEVIANT BEHAVIORINADOLESCENCE 3.An Elaboration Strategyfor the StudyofDeviantBehavior 41 ModelI: Self-RejectionintheExplanationofDeviance ............... 43 ModelII: ContinuityofEarlyDeviance ..... .. ................ .... 47 Methods. .................................................. 53 xi xii Contents Results. ................................................... 58 DiscussionofModelsIandII 63 ModelIII: DeviantPeerAssociations andDeviantBehavior 66 Theory.................................................... 67 Methods................................................... 73 Results. ................. ........................ .......... 75 DiscussionofModelIII ....................................... 79 Conclusion ................... .. ............................ 86 ModelIV: Negative SocialSanctionsfrom theLabelingPerspective 87 Empirical Support 88 TheoreticalIssues 89 Elaborating aModelofDeviantBehavior 96 Method 100 Results .................................................... 103 DiscussionofModelIV .................................. ..... 108 Appendix .............. .................................... 119 4. Genderasa ModeratorinExplanationsofAdolescentDeviance •.• 123 GenderandDeviance:ACritiqueoftheLiterature 124 TheoreticalModel 127 Method 135 Results .... ................................................ 136 Discussion 145 5. MultigroupAnalysisoftheGeneralTheoryofDeviantBehavior: Three-Wave PanelAnalysisbyRace 149 Race/Ethnicity andDeviance:ACritiqueoftheLiterature 149 Method 153 Results 154 Discussion ................................................. 165 PARTill.DEVIANT BEHAVIORFROMADOLESCENCETO YOUNGADULTHOOD 6.DeviancefromAdolescencetoYoungAdulthood:TheExperience ofWhite-AngloAdolescents ...............................••.. 173 Method 173 Contents xiii Results. ................ .. .. ...................... ......... 174 Discussion .............. ........................ ........... 179 7. DevianceandGender: AdolescencetoYoungAdulthood .......... 183 Method 183 Results 184 Discussion .... ............ .. ...................... .. ....... 190 PARTIV. SUMMARYAND CONCLUSIONS 8.The StudyofDeviantBehavior: Retrospectand Prospect ......... 201 Summaryand Evaluation 201 Building onPastStudies 207 References 215 Index 221
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