assessing and Addressing Student Deviance at Tumaini Secondary School: A Survey-

Based Approach and Cultural Transmission Theory Perspective

Introduction

Over the past five years, Tumaini Secondary School has faced increasing cases of student

deviance, including absenteeism, drug use, bullying, and academic dishonesty. These

behaviours disrupt the learning environment, negatively impact academic performance, and

create safety concerns for students and teachers alike. To address this growing issue, it is

essential to first understand the root causes of deviance among students. A well-structured

survey method can provide valuable insights by collecting firsthand information from

students, teachers, and parents. Additionally, applying the cultural transmission theory of

deviance can help the school management understand how these behaviours spread among

students and why they persist. This paper explores how a survey can be conducted to gather

relevant data on student misconduct and demonstrates how cultural transmission theory can

be used to develop effective strategies to curb deviant behaviours.

Using the Survey Method to Collect Data

Defining the Research Population

To accurately assess student deviance at Tumaini Secondary School, the research must target

key stakeholders who interact with students daily. These include students, teachers, school

administrators, and parents. Each group provides a different perspective on the issue.

Students can offer insights into their experiences, peer influences, and pressures that may

contribute to deviant behaviour. Teachers and school administrators, on the other hand, can

shed light on trends they have observed, disciplinary measures in place, and possible gaps in

the school’s approach to behaviour management. Lastly, parents can help identify whether

home environments contribute to student misconduct. To ensure fair representation, the study
will use stratified random sampling, selecting participants from different age groups, class

levels, and backgrounds to avoid bias and ensure diverse viewpoints are captured (Babbie,

2020).

Designing the Survey Instrument

A well-designed survey instrument is crucial to collecting accurate and meaningful data. The

study will use a combination of structured questionnaires, interviews, and focus group

discussions to capture both quantitative and qualitative insights. The questionnaire will

contain multiple-choice questions, Likert scale ratings, and open-ended questions to allow

students and teachers to express their opinions freely (Fowler, 2014). For example, questions

could include: "Have you ever witnessed bullying in school?" or "On a scale of 1-5, how

strict do you think the school’s disciplinary measures are?" These structured questions will

help measure the prevalence of deviant behaviours and gauge perceptions of discipline and

peer influence. Additionally, interviews with teachers and parents will provide deeper insights

into the underlying causes of student deviance, while focus group discussions with students

will help explore how peer influence shapes their actions.

Data Collection Process

The method of data collection plays a crucial role in ensuring the accuracy and reliability of

responses. To encourage honesty, the survey will be conducted in a way that guarantees

anonymity for students. Some students may hesitate to admit to engaging in or witnessing

deviant behaviour for fear of punishment. To address this, anonymous surveys will be used,

allowing students to respond freely without fear of repercussions (Bryman, 2016). Teachers

and parents will participate in face-to-face interviews where they can discuss concerns about

student behaviour in detail. Additionally, informal discussions with school counsellors will be

conducted to gather expert opinions on behavioural patterns and possible solutions. By using
a mixed-methods approach, the study will ensure that both numerical trends and personal

experiences are considered.

Data Analysis and Interpretation

Once data is collected, the next step is to analyse and interpret it effectively. Statistical

analysis will be used to identify trends, such as how common certain behaviours are and

which student groups are most affected. For instance, if the data shows that a significant

number of students from a specific age group engage in truancy, the school can develop

targeted interventions for that group. On the other hand, qualitative responses from interviews

and focus groups will be analysed thematically to uncover patterns in student behaviour. For

example, if multiple students mention that they started skipping classes due to peer pressure,

it indicates the need for mentorship programs that promote positive peer influence (Neuman,

2019). The insights gained from this analysis will provide the school administration with

clear evidence of what is driving student deviance and which strategies are likely to be most

effective in addressing it.

Applying Cultural Transmission Theory to Understand Deviance

Peer Influence and Deviance

Cultural transmission theory, proposed by Edwin Sutherland, explains that deviant behaviour

is learned through interactions with others (Sutherland & Cressey, 1978). This means that if

students are frequently exposed to peers who engage in misconduct, they are more likely to

adopt similar behaviours. At Tumaini Secondary School, peer influence plays a significant

role in shaping student actions. For instance, if a student befriends classmates who frequently

skip classes, they may begin to see truancy as normal and acceptable. Similarly, if a student

spends time with peers who use drugs, they are at a higher risk of experimenting with

substances themselves. The survey will help identify specific peer groups that contribute to
deviant behaviours, allowing the school to implement targeted interventions such as peer

mentorship programs where older, well-behaved students guide younger ones in making

positive choices (Akers & Sellers, 2013).

Family and Community Factors

Aside from peer influence, family and community environments also play a crucial role in

shaping student behaviour. Cultural transmission theory suggests that behaviours—whether

positive or negative—are passed down from one generation to the next (Siegel, 2017). If a

student grows up in a home where dishonesty, aggression, or substance abuse is normalized,

they are more likely to exhibit similar behaviours at school. Similarly, community influences,

such as the presence of gangs or lack of role models, can contribute to deviance. The survey

will collect data on students’ home environments and parental involvement to determine

whether certain family structures contribute to misbehaviour. This information will guide the

school in engaging parents more actively through parenting workshops and counselling

services to create a supportive home environment that discourages deviance.

Role of School Culture

A school’s culture significantly impacts student behaviour. If students perceive that rules are

not consistently enforced or that disciplinary actions are biased, they may feel encouraged to

break rules. For example, if bullying incidents are frequently ignored, students may believe

they can get away with harassing others. Conversely, if teachers strictly enforce school rules

but also offer guidance and counselling, students are more likely to respect authority and

adopt positive behaviours (Hirschi, 2019). The survey findings will help identify weaknesses

in the school’s disciplinary approach and provide recommendations for improvement.

Recommendations for Addressing Student Deviance

be implemented to reduce student deviance at Tumaini Secondary School:

1. Strengthen Peer Mentorship Programs – Assign responsible students as mentors to

younger students to promote positive peer influence (Gottfredson & Hirschi, 2018).

2. Increase Parental Involvement – Hold workshops and meetings to educate parents

on their role in shaping student behaviour (Siegel, 2017).

3. Enhance Counselling and Support Services – Provide professional counselling for

students struggling with peer pressure, family problems, or substance abuse (Akers &

Sellers, 2013).

4. Ensure Consistent Discipline Policies – Establish clear, fair, and consistently

enforced rules to discourage deviant behaviour (Hirschi, 2019).

5. Promote Extracurricular Activities – Encourage student participation in sports,

clubs, and leadership activities to engage them in positive social interactions

(Neuman, 2019).

Conclusion

Student deviance at Tumaini Secondary School is a complex issue that requires a well-

researched and theory-based approach to resolution. Using the survey method, the school can

gather valuable insights into the root causes of misconduct. Applying cultural transmission

theory provides a framework for understanding how deviant behaviours are learned and

reinforced. By implementing targeted interventions such as peer mentorship, parental

involvement, counselling, and fair disciplinary policies, the school can create a more positive

and disciplined learning environment, ensuring that all students have the opportunity to

thrive.
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