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-ITABLE OF CONTENTS

MODULE 01 - POPULATION STUDIES

LESSON #-I PAGE

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What is DemograPhY ... I

How Population Differs Between Developed and Dev6loping

The Malthusian Population Theory 7

The Neo-Malthusian Population Theory """:"""""""" l0

The Demographic Transition Theory 13

The Marxist Population Theory 16

Sources of Population Statistics .'...

The Population Composition of the Caribbean 21

Caribbean Population Growth Rate - Lt+

Population Fyramid 2()

Population Control PolicY 31

Development ....\

MODULE 02 - SOCIAL ORDER, SOCIAL CONTROL AND DEVIANCE

LESSON #

01

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03

04

05

06

07

08

09

10

11

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15

16

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What is Social Order

What is Deviance

The Functionalist Perspective on Deviance ' '. ..

The Conflict Perspective ...

The Interactionist Perspective on Deviance .....

What is Official Punishment ......ll 19 Social Distribution of Crime

20 The Issue of Deviance/Crime -. i r .. '

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MODULE 03 _ SOCIAL DEVELOPMENT AND POVERTY

LESSON #

21

22

23

24

2s

26

27

28

29

Concept and Development 63

Theories of Development and Underdevelopment 66

The ModemizationTheory 6q

The World System Theory ...' 73

The GlobalizationTheory 75

What is Industrialization 7 6

What is Bureaucracy ... ffiThe Problem in Defining PovertY 82'

The Culture of Poverty Approach on the Causes and Persistence

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of Poverty .. . ' .: . \.'" "30 Socio-economic Conditions that lead to Poverty

31 Approaches used to Develop Poverty Alleviation Policies

APPENDIX

2007 PastPaper 02 ....

2008 Past Paper 02 ....

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This is the scientific study of population. Demography focuses on the cornposition

gror,r,th and movement of population and their implications'

1. Crude Birth Rate ^,\,\ -r-^-..-,^+:^ffiberof1ivebirthsperl000ofpopulationinag1\renyear.

CBR: # of live births * 1000

Total PoPulation

2. Crude Death Rate- ffideaths per 1000 of population in a givenyear'

CDR: # of deathg * 1000

Totd PoPulation

3. Fecunditv- Th"Tth-'tiologieal abilrt--v of a r,voman or nun to produce a live child'

4 Fertili8This refers to the actual reproductive pertbrmance of an individual. couple, a group

or a PoPulation

5. Gener+l Fertilitv Rate . r . i* ^ .,:_.^-.,oo. rnr a theThis refers to tneffiIE of live births in a given year for every 1000 women ln

age group 15 - 49yrs- [n some cormtries the age group 15 - 44yrs is used'

GFR: # of l2irths * 1000

f. poPulation l5-49

6. Aee - SPecific FertilifY RaJq

Tfi, ,"fe.t to the number of live births

specific age grouP.ASFR: # of births * 1000

# of women in a sPeci{ic age group

Z.N4lgral hlcreas€This is an increase in the population u'here total

given courtry for a particular year' Natural decrease

8. Life ExoectancYThis is an estimate of the average number of .vear a person ma-'v expect to lirre in a

given country.

9. Infant iVlortalitY RafeThis refers to thei--U*, of deaths to infants less than one -vear of age per 1000

live births in a given Year.IMR = # of deatirs to infants < ll'r * 1000

Total live births

in a gil.en year per 1000 rvomen in a

births exceeds total deaths m a

is the opPosite.

10. Dependency RatioThis ratio compares the number of dependents with the number of peoplc in tltc

working population. Dependents comprise those over 65yrs old plus those less tlranl5yrs old.

DRO: Po-r+ * or, * 100P rs- o<

I 1. Popqlatisn Growth Rate JThis refers to the rate at which the population changes due to the number of births. I

deaths and migration, in a given year.

"H;::"-::,:j:rPoPura'[iongrow'1h: r

Pr : population at an earlier time. iB : births that occurred since Pr tD : deaths that occurred since Pr

I : those who joined the population since prE : those who moved out ofihe population since pr

fOne way to calculate the population growth rate (PGR) is by using the lbllowirrg

formula: :-,: :*"^ ::::";'"'rQLw

\r ur\/ rD L'J uDr,B L,IE rL .'

fPGR:(B_p)+0_E)* 100Total Population

f'fo ascertain the present population size of a country you can use the formula:p:-p, I (B_D)+fl_E) _l12. Migration t

)This refers to the movement of a people across a specific geographical bounclaq Jfor the purpose of establishing a new residence. The can be-peimanent or scpri -, Ipermanent.

J13. Types of Migration tr External or international migration which is the movenrent o1' pcoplc - |

between countries. -INB. External migration is categorized as in - migration and out - migration. L_.,

o Internal Migration refers to the movement of people within a country. II

International migration is comprised of immigration and emigration. I

Immigration refers to the number of people coming into a parlicular country in a L_gir en year'.

IEmigration refers to the number of people moving out of a country in a givcn

Iyear.

Net migration is the difference between the figure fbr immigration unrl L -emigration' It can be positive or negative r=,l Je

Net migration (M) : I - E. In a more complicated form net migration cau bc

calculated using the formula: (Pz - P,) - (B - D).

RESEARCH ACTIVITIES

Candidates will be required to:

L Calculate the relevant population statistics e.g. CBR, CDR, Net Migration.II. Discuss some possible socio - economic conditions that these population

statistics may be indicators of. (implications)ill. Define the terms -

o Populationo Population change. Doubling time

IV. Discuss some of the main push and pull factors why Caribbean people arcmigrating to places such as the U.S.A, Canada and the U.K.

V. Explain how fertility, mortality and migration relate to population grow'th.VI. Complete the 12 multiple choice items in the Mustapha's book P. 15 - 18.

LESSON TARGET

Lesson #01 targets objectives #01 and 02 of Module 1.

RECOMMENPED READINGS

1. Sociology For Caribbean Stuclents Vol.2, by Mustapha (2006) P.7- 15.

2. Sociology, A Global Introduction by Macionis/ Plumm er (2002)P. 594 -- 601.

3. Modules In Social Studies With SBA by Ramsawak/[Jmraw P. 188 -- 192.

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LESSON #02

Develoning Countries

Developed countries are those that are most industrialized and technologicaliy

advancerl. This takes in countries suoh as the u.s.A-, Canada, England, Japal

and the member states of the European union' Developing countries refer to the

poorer countries such as the Caribilean, South and Central America, Africa and

parts of Asia.

Fofrtutio, statistics differ between developed and..developing countries' A few

quantitative measures will be used to dissuss the differences-

r crude birth rate - this tends to be much lower in the developed '

countries. This is often due to the relatively higher level of education'

the wider use of contraceptives, Sreater ernployment opportunities etc'

. Crude death rate -This is relatively lower in the developed countries' A

number of socio-economic factors have contributed to this, such as

better quality food is avarlable,the higher level of education, cleaner

physical *n,i,on*"nt and gteater health eonsciousness.

o Life expectancy rate at birth - This is higher in the developed

countries due to better health care, houses, food, clothes, lifestyle

choices, avaiiability of more and better paying jobs, and a higher level

of general sanitation,o Migration - Developed countiies report a much higher level of in-

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milation than develtping countries. This may be due to various pull

fu"to.. such as better *d.,"utio.t and job opportunities, higher wages,

better infrastructure, l0wer violent crime rate, better health care'

o Dependency ratio - The overall dependency ratio tend to be much

higher in thi developing countries. In the developed countries the

delendency ,Jlo is hgf,e. at the over sixty five years age category but

lower at.th; under fouiteen years age catggory thy those of the

developing countries. This is due to a higher level of life expectfficY,

low fertili!, rate, better health care facilities and programmes for the

aged.o Infant mortality rate - This tends to be much lower in the developed

";*iri"r due to a more comprshensive immunization programme' better

pre-nataland ante-natal healih care, low level of malnutrition etc'

o General fertility rate - This tends to be much lower in the developed

countries than in the developing countries' This is due considerably to

greaterjob opportunities, thl people are more educated, the wider use of

contraceptives among oth'er factors'

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RESEARCH ACTIVITIES

Candidates will be required to :

I.AnalyzethepolicyofanamedCaribbeanterritorytoaddressitfertility

. II. frll;,r* a set of policies that a named caribbean territory c.uld usc trr

curb its high level of out-migration'

IlL Assess ,ori" of the likely "oir"qr"rrces

that may affect a caribbean

territory *f iJ-"V be having a hig! crude birth rate'

1y. Evaluate trr. "rr""tiveness oitrr" health programmes being currently

used in a named caribbean territory witir special focus on the

dependentsorthosemostvulnerablewithinthesociety.V. Explain *flyit'" J"pendency ratio may be misleading'

Population Statistics Across The Wo'rld

S6urce: rvu,n,.prb.tlIg (MID 2001)

I'op'I'ersqLlarcmilc

Totalfertilityrate

Life I

E,xpecta I

ncy at I

Birth

M F

COI]NTRIES Pop I

Mid I

2oo1 i

(mill l

ion)

BirthPer1 000Pop.

Death I

Per I

1000Pop.

09

Rate of II

Natural I

Increas I

e o/o

Infant I

morta I

lityRate

0.6 7.1 2.1 l4 80 77

08USA 284.

5

31 .0

15

11 0805

0.3 5.5 1.4 '76 81

CANADA1.5 24 ', a. 7A t_\ 624

I^I\/ATr-A 2.6 201.6 70 75 1(r20

I]ABADOS 0.3 T4

t409 0.5 14.2

07 o.7 7 6 t3 77 lb+cUsA -l 11-3

t.7 68 It 65608 0.6 17.1'I'RINDAD/

TOBAGO1.3 t4

1.8 80.0 4.7 47 5l 650

I-IAI'I'I 7.0 -)J

24132

05 1.9 25 2.8 IJ 78MEXICO 99.6 72 76 r00

05 2.0 r7PANAMABRAZIL

2.9 z52.4 65 72 52

171I

22 07 1.5 35

40 2.5 62 6tt 0ti21 08 1.3GI]YANA 0.7

3.5 65 68 i8169.8 28 07 2.1 44

E,GYPT 153 6.3 42 47 196

SIERRAt,h,ONE

5.4 47 20 2.7

5.9 51 5344 15 2.9 97

ETHIOPIA 65.4

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II. Critically assess the relevance of the Neo-Malthusian theory to the

current Caribbean society.

III. Compare and contrast the Malthusian and the Neo-Malthusian theory

with regards to a named Caribbean territory.

IV. Discuss any recent Caribbean study on population control policies rvith

reference to a named Caribbean territory.

LESSON TARGET

Lesson #04 targets objective 04 of module 01.

RECOMMENDBD READTNGS

Population, an introduction To concepts and issues by John weeks I)

72 -76.Sociology for Caribbean students by Nasser Mustapha (2006) p. 33 -35.

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ANGOLA 12.3 50 25 2.5 198 6.9 37 39 26

SOUI'IIAFRICA

43.6 25 14 1.1 57 2.9 s2 54 92

ISRAEL 6.4 22 06 1.6 5.3 3.0 76 80 791

AFGHANISTAN

26.8 43 19 2.4 154 6.0 46 44 r06

.IAPAN t27.1

09 08 4.2 3.4 1.3'77 84 872

NOR'I'HKOREA

22 21 07 1.4 88 L.J 67 a1t) 472

T-]NIT'EDKINDOM

60 12 11 0.1 5.7 11 75 80 635

ROMANIA 22.4 10 l2 -0.2 18.6 1.3 67 74 243

RUSSIA 144 09 r5 -0.6 16 t.2 59 72 22

AUSTRALIA 19.4 13 07 0.6 5.7 1.1 76 82 06

Lesson Target

Lesson # 02targets objective # 03 of Module 1

RECOMME,NDE,D READINGS

1. Population- An Introduction To Concepts And Issues by John Wecks

P.165-206.

2. Modules In Social Studies by Ramsawak/umraw (2001) P. 193-206.

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LESSON #03

.TheMalthusiantheoryisbasedontheworkofThomasRobertMalthus.an

Englishman (1766-1834). ',lEhis theory'expl.ains the coneerfl''of lvtralthus wisr

ffiEewffii* relationship between population growth and'food supplye

Malthus purported that the world's population tends to grow more rapidly than

the fbod supply nesded to sustain it'

Malthus claimed that the world population would increase exponentially (2' a'

tl, l6) while fbocl supply would increase arithmetica]tly (2,3,4,5). [{e argucd

that if this trend is allowed to continue, it would lead to widespread misery lor

the ma.iority of people. This misery would manifest itself in various tbrms sucit

as t-amine' malnutrition and diseases'

Malthusarguedthatmanisrationalandwillputinplacethenecessary

measures to control population growth. Malthus made mention of two typcs ol-

illeasures that will contribute to the control of population growth' These arc

positive chechs and preventive checks'

What Are These Positive Checks

Malthus believed that the threat of starvation would give rise to adverse social

practices that may kiil off the people even before starvation of itself does stl'

These measures will prematurely weaken and destroy the hrtman fianre ' 'l'hese

fiteasures are referred to as positive checks by Malthus' These checks includc

wars, strenuous work, epidernics, and ove! indulgences eg' alcoholisrrr. .I-hcsc

measures will increase the death rates'

What are these Preventiie ChvYnaL Arq f,uE'., r rvrvr'"-' - --- leory, preventivc chccl<sThese checks u.. O.,ig*O to lower the birth rates' In tt

would include all possible means of birth control such as abstinence,

contraceptives and abortion. Malthus objected to the use of birth oontrol

measures within marriage. He argued that the use of contraceptives' aborti<tti

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and adultery is immoral, Ir{althus focused fully on rRoral restraint as the only

acceptable means of reducing population growth. He recommended celibacy,

delaying marriage and the spacing of children further apar1.

Ivlalthus strongly objected to the 'poor laws" which had granted welfare

bendfits to the poor. He thought this would only encourage poor people to

reproduce at a more rapid rate.

Malthus proposed certain measures to eradicate poverty. These include

r create jobs instead of welfare

o reduce family size

r increase foodproductron

o increaseeducationopportunities

. delay marriage until you can afford it

r abstinence

Criticisms of Malthus

FIe farled to realize the positive effects of technology to increase

food supply considerably - mass production.

He refused to accept other forms of birth control apart from moral

resfraint

He confused moral and scientific issues with regards to preventive

checks.

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RESEARCH ACTIVITIES

Candidates will be required to :

I. Explain the basic differences between positive and preventive checl<s.

II. Discuss the relevance of the Malthusian theory to a named Caribhban

territory.

ilI. Malthus' theory on population growth is not suitable for the Caribbean

society. Discuss this statement, making reference to any caribbean

study.

moral restraint

the increases in food supply

the negative effects of overpopulation

LESSOI{ TARGET

Lesson #03 targets objective#4 of Module 1.

RECOMMENDED READINGS

1. Sociology For Caribbean Students Vol.2 by Mustapha (2006) P. 2tt-31"

2. Sociology, A Global Introduction (2002) by Macionis/Plurnrner P. 602.

3. Population An Introduction To concepts And Issues by .lohn weeks

(1 ee6)

P. 63-68.

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LESSON # 4

The Neo-Malthusian Theory On Populatign

'l'he Neo-Malthusian theory is more or less a revised version of the Malthusiarr

thcory" It agrees in some points but diftbrs in other points.'[he'Nco-Malthusian theory supports two main ideologies-

L sclective procreation

2. planned parenthood.

Se.lgctive Procreation

'['hc Eugenicist movement ernerged in the nineteenth century. It prornotecl thc

world view that only certain races should be allowed to have children eg. thc

r,vhitcs. Undesirable races such as blacks and Chinese shoulcl be prel,cnted lr"r:rrr

having children, so that over time only whites woulel inhabit the earth.

Planned Parenthood'fhis cclncept was promoted by Margaret Sanger and Annie Besant in the c:arl),

twentieth century in the [J.S.A. 'Ihis proposal received significant llnancial

support fiorn rnany firms and foundations to promote birth control espcciiil!_v

fbr peoplc in places such as Africa, L,atin America and the Caribbcan. -l-his

proposal rvas.justified by the claim that these countries sufTer the rnost fiorlr

rrassrve unernployfllent, poverty and malnutrition.

'l'he planned parenthood policy was met with sorne success in China since

1970, where the fertility rate fell fiom 5.9 births per wornen to I .9 in 1912.

In India it was rnet with less success as the people opposeil the use ol'condorrs

and other birth control measures. Instead fertility increased. Anrong those

people was T'harnan Singh who believecl that lnany children rneant richcs.

In the 1960's and 1970's Garrett Har<iin and Paul trhrlich ll,ere the oncs \,r,lrr)

prornoted thc Neo-Malthusian thcory on population.

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Similarities Between Neo-Malthusians And Malthusians

l. That population control is inevitable.

II. That rapid population growth is connected to poverty'

How Do.Thev Differ

I. 'I'he Neo-Malthusians accept other fonns of birth control apart tionr

rnoral restraint.

'l'he Neo-Malthusians proposed ttrat only certain races should bc

allowed to have children.

The Neo-Malthusians do not support Malthus' ideas of positive checks

where the forces of war, famine, diseases and overindulgences wcrLr

seen as means of controlling the population grorvth rate.

Criticisms Qf The Ngo-Malthusian Theory

L Some heads of governrrents ofthe developing countries including cl-litia

i1 the 1960's opposed the idea of planned parenthood and selective

procreation as an attempt to keep down the population oI'these coutrtricr

fbr fbar of being overthrown.

Il. 'l'hc {eveloping countries have been exploited by population conlrol

policies. Since 1925, Puerto Rican women have been used as guinca

pigs for testing the effectiveness of various birth control tueasures. .l

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has reportedly pushed up the rate clf wornen suff'ering fi'on-r cervical

cancer.

IIl. It is claimed that South Aflica during apartheid, had inrpose-d

sterilization of hundreds of young black women since the 1950's.

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RESEARCH ACTIVITIES

Candidates are required to:L l)iscuss the differences between the concepts * selective'

planned parenthood.

procrcation ancl

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LESSON #05

,qThe Demographic transition model (DTM) describes a transtbrmation in

human condition associated with a decline in both birth and death fates' This is

linked to the levels of social and economic advancement that a country or

regionrnaybeexperiencing.Asacountryexperienceseconomicdeveloprncnt.

the lit-e expectancy and the standard of living of its people increase' This theory

statesthatwhenthishappensthesizesoffamiliesstarttodecline.Someclfthc

reasons for this are as follow:

I. The delaY in mariage

IL More and more women becoming career oriented

III'Anin;reaseintheavailabitityanduseofbirthcontrollneasures.

Most of these social changes occur over the last one hundred and fifty yc-ars'

The worlil population increases by about 75 million pef year' However' it is

projected to fall to about 33 million by 2050. significantly' most of this r'vill

occur in the developing countries'

The demographic transition theory is based primarily on the interpretation ol-

warren Thompson, (an American demographer) in lg2g ' Five stages of social

transformation will be discussed in light of this theory'

t*t nis refers to the pre_industrial society where the birth and death rales

are corresPondinglY high' ,.,,

Stage2At this stage the birth rate remains high but there is a rapid fall in the

deathrates,duemainlytoimprovementinfoodsupply,sanitation,healthcarc

and education. The developing countries fall into this stage where they

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experience a rapid increase in population growth'

Stage 3At this stage birth rate starts to fa, significantly arong with the death

rates' The decline in the birth rates is due mainly to access to contraception. thcincrease in wages, urbanization, increase in the status of women and theincrease in parentar investment in their children,s education.The caribbean is mainry at this stage of the transition

Stage 4At this stage both the birth and death rates are low, resulting in a sta6le

population growth' The Total fertility rate (TFR) in 1997 is less than 2.5 Ibrcountries at this stage such as the u.s.A ., canada,china, Brazir,Trinidad andmost of Europe.

Stage 5At this stage the birth rates fall below the replacement level resulting in

depopulation. The popuration growth rate goes berow zero insome instanccs.Some of the countries incruded in this category or stage are Germany. Itary. theU.K and Japan.

I. It cannot necessariry predict the future as it is only a rnodure.II' The DTM makes no comment on change in popuration due to migration.

III' It is too simpristic as it sees sociar changes in a predictabre rnanner.However, social changes may be inhibited by various unforeseeablL,events such as war, famine. diseases or naturar disasters.

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RESEARCH ACTIVITIES

Candidates are required to:

I. Explain how the following concepts contribute to a decline in tbrtility ratcs:

o technology

o urbanization

o the increase in the status of women

o education

II Assess the extent to which the DTM can be applied to a named,Caribbean

territory.

LESSON TARGET

Lesson #05 targets bbjective # 04 of Module 1.

RECOMMENDED READINGS

1. Population, An Introduction To Concepts And Issues by John Wecks

P.77 *83

2. Sociology For Caribbean students by Mustapha (2006) P. 36 44.

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LESSON # 06

This theory is based mainly on the work of Karl Marx and Friedrich lingcls.Marx argued that population growth is class related. He argued that capitalaccumulation is dependent upon the supply of labour. The working class isencouraged to have many chirdren to create a great suppry of rabour for thecapitalist.

Marx clairned that areserve army of labour was necessary for the rnaintenanccof the capitalist system. when there is an influx in the suppry of labour, theprinciple of demand and supply wiil be applied. That is, wages wilr be chcaperwhen there is an influx in the suppry of rabour. As a result there wiil be acompetition for scarce positions. To Marx, fhis will keep wages low anclenhance worker,s productivity levels.

l-he Marxist population theory was in response to the work of Malthus. Marxwas critical of Malthus in several ways.

L Marx saw nothing wrong with birth control.II' Marx belie'ed that with the use of technorogy food suppry can keep

pace with population grou,th.

Ir. Marx did not believe that poverty should be blamed on the poor, butinstead on the capitalist system.

IV. Marx rejected Malthus's claim that world population growth was rhecause of social ills, but that social ills resulted fiom capitalism.

v. Marx opposed the idea of morar restraint. He argued that if society isfairly organizedthen popuration rerated problems wilr disappear.

I. He gave the impression that no real population problems exist undercommunism.

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LESSON #07

Sources 0f Population Statistics

I. census III. immigration

II. surveys IV. Official statistics eg. births and death registration

Uses Of Population Statistics

I. It indicates the level of human development in a particular country.

II. It assists with the evaluation of various social policies and programmes

with respect to their effectiveness.

III. It allows for comparison to be made between countries w-ith similar

population related policies.

IV. It helps to identifz social trends eg. murder,rape HIV/AIDS etc'

What Is Census

A census is a systematic survey designed to find out demographic data about

the whole population of a given country at a giventime. Census is usually done

every ten years.

Information That May Be Obtained Through a Census

I. sex ratio IV. age distribution

II. population size V. types of households

III. income levels VI. types of employment

Some Reasons Why Census Might Not Be Accurate

I. Some persons may not be seen by the census takers for various reasons.

IL People may submit false infonnation.

IIL Some data may not be recorded at all.

IV. Some persons may refuse to cooperate with the census exercise.

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II. He down played the fact that rapid population growth can promote

' various social ills.

III. Marx ignored the fact that a person's lifestyle can contribute toward

poverty on his part.

The relevance Of The Marxist Perspective to The Caribbean

l. The use of technology can increase the supply of food considerabl-v.

Il. Birth control is necessarY.

lll. Social inequalities can promote social unrests, industrial actions and

poverty.

IV. There should be equal rights for all classes of people regarding

population issues.

RESEARCH ACTIVITIES

Candidates are required to:

l. Assess the relevance of the Marxist perspective on population gr<lwth to

a named Caribbean territory.

II. Explain what Marx meant when he said that population growth is class-

related.

LESSON TARGET

Lesson # 06 targets objective#A4 of Module 1-

RECOMMENDED READINGS

Population, An lntroduction To'Concepts And Issues by John Wecks. l'

69 - 72.

Sociology For Caribbean Students (2006) by Mustapha. P. 3l * 33'

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How Does Census Differ From Other Surveys

surveys are based on a sample of the population while a census is usually

based on the entire population. Surveys are done at any time while census is

usually done everY ten Years.

The Human Development Index

This is a composite index that measures average achievement in three basic

dirnensions of human development. These three dimensions are:

I. a long and healthY life

II. a decent standard of living

IIL a sound education

These have to do with the development of the human capital.

HDI :

The HDI helps to determine the quality of life the people in a given country

may be experiencing.

RESEACH ACTIVITIES

Candidates are required to :

1. Identify four organizations or places that provide population statistics in

a named territory.

II. Discuss how population statistics is important to any three organizations

within a named territory.

III. Discuss iwo main advantages that surveys Savs g{Ncensus.

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LESSON TARGET

Lesson #07 targets objective 3 of Module 1.

RECOMMENDED READINGS

Population, An Introduction To Concepts And Issues by John Weeks P.

4 _ 28.

Sociology For Caribbean Students by Mustapha (2006) P. 19 - 27 .

I.

II.

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I

I

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LESSON # 08

This lesson will focus on the following social elements - age,sex, ethnicity.religion and occupation

Asc

The Caribbean has a relatively young population with over 25o/o under tificcnyears of age' The life expectancy rate for most territories has significantlyincreased to an average oYZO years.

COLINTRIES 04 under 15 %t5-64 o/o 65+ANTIGUA 28 64 08BARBADOS 2t 69 10CTIBA 22 68 10GUYANA 31 64 05HAITI 41 55 04JAMAICA 31 62 07MARTINIQUE L.) 67 IOST. LUCIA 32 62 06THE BAHAMAS 30 62 08TRINIDAD 25 65 10

Table showing age distritrution in the cariuuean zOot

Source- wwtv.prb.org UNdp.org.

N/B See Mustapha (2Wfr6)P. 47 for the 2015 projections for these Caribbean

territories.

Sex

Sex is determined basically by biological characteristics, as it distinguishes

male from female. sex composition significantly assists demographers topredict population growth rates. The higher the percentage of females in thc I 5

- 49 aga category, the more likely the population growth rates will increase

rapidly.

The 2001 population census in Jamaica shows that females to males ratio isapproximately 50:50. The ratio is basically the same throughout the Ctaribbeap.

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Ethnicitv

Ethnicity is not to be confused with race. Race is basically detennined by

physical characteristics while ethnicity is determined mainly by cultural

characteristics. It is socially constructed. One race can be associated with a

number of ethnic groups. Most of the English Speaking Caribbean territorics

are predominantly of afro Caribbean descent. flowever, Guyana and Triniclatl

are different as they have roughly the same number of lndo Caribbean People

as Afro Caribbean. This prornoted much racial tension between these twcr

groups. Many of these indo Caribbean people adopt the culture of the mainland

- India. Therefore, ethnicity becomes a serious issue in both Guyana and

Trinidad.

Religign

This refers to the existence of some supernatural being that has a controlling

influence on life. Christianity is the dominant religion in the Caribbean. Some

of the other religions practiced in the Caribbean are Islam, Hinduism and

Rastafarianism. Syncretism is a distinct feature of Caribbean religion.

Syncretism ref'ers to the fusing of beliefs, practices, attitudes and values frorn

diverse religions. Some of the main syncretic religious groups in the Caribbean

are - Voodoo in Haiti, Pocomania in Jamaica, Shango and spiritual tsaptist in

Trinidad and Grenada.

Occunations

During the early history of the Caribbean, occupation was defined according to

sex and race. Men controlled most of the jobs, while the women focused lrorc

on domestic work. With the over three hundred years of white occupational

dominance, the class system was based significantly one one's occupation. T'he

whites had all the top jobs and the blacks had the menial jobs. Derek (iordorr

argued that not much has changed in Jarnaica since the end of the white

supremacy regime. He claims that despite the expansion in education, blacks o1'

the lower class origin were not represented in top middle class positions- 'Ihc

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situation in Trinidad and Barbados are similar to that of Jamaica according to

C.L.R. James. James stated that "Our West lndian classes are for the rnost part

coloured people of some education in a formerly slave society." However. witlr

the tremendous strides that our women are making in pursuit of education and

professional careers, the picture is changing somewhat. A number of top

rniddle class jobs are now taken by women and men from humble beginning.

It is still clear, however, that most of the unskilled or semi-skilled jobs are:

occupied by people frorn the black lower classes of the society.

RESEARCH ACTIVITIES

Candidates are required to:

L Write shorJ notes on -

o primary occupation

o secondary occupation

o tertiay occupation

r quaternary occupation

II. Discuss the main transformations that are occurring in Caribbean

occupations.

III. Discuss why a country's population composition is important with

regards to its population growth rates.

LESSON TARGET

Lesson #08 targets objective 5 of Module 1.

SUGGBSTED READII{GS

Population - An Introduction To Concepts And Issues by .lohn Weeks l>. 257

-260.Sociology For Caribbean Students by Mustapha (2006)P. 46 - 6A.

l.

2.

@

.Iamaica, Haiti, Guyana and the Turks & Caicos are the territories that tend tt-r

have the highest levels of out-migration, where economic factors form the

basis.

Natural disasters have also influences out-migration on the part of a few

territories such as Montserrat and St. Vincent. Volcano threats have lbrced

many people to migrate frorn these places. Political instability and violent

crimes has forced many people to migrate from Haiti, and to a lesser extent

from Jamaica and Trinidad.

N/B It is important for students to be acquainted with the various socio-

economic implications of Caribbean migration.

2. Urbanisation

Urbanisation refers to the movement of people from rural areas to towns and

cities, or the transformation of the rural areas to corrrnercial centers.

The U.N. Report of 1990 stated that 47oh of the Caribbean population live in

urban areas. This has further increased to 56oh in 2001 ,

Most of Caribbean Urbanisation took place after independence with the coming

of the multinational corporations. According to Lloyd Best of Trinidad, the

rnultinational companies brought a false sense of hope to the region as they

failed to provide the level of employment for the local people as was projected.

Instead the process of industrializrtion by invitation created several social

problems for the region.

3. Age

The life expectancy at birth for most Caribbean territories is steadily improving

to about 70 years at present. Ho*.r..,'*ith the exception of Barbados ancl

Cuba, most territories have less than 10% of their population over 65 years ol'

age. Despite the various population control measures in place, the Carihbean

population has over 20% of its people under l5 years of age.

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LESSON #09

Some of the territories with the lowest population growth ,it" ur" Grenada 0.1,

Barbados 0.3, Cuba 0.7, St. Kitts 0.7, and Guyana 0'l '

Those with the highest population growth rate are Belize 2'l,Haiti 2'0,The

Bahamas 1.9 and St. Lucia 1.4'

Population change refers to the increase or decrease in population caused by

migration or natural means.

In addition to natural means (births and deaths) there are other factors which

affect the population change of a particular society. These factors are-

1. Migration

Migration has been a historical process that has helped to shape the

composition and size of the Caribbean population. Migration has been driven

by several pull and push factors. Histori cally, it is evident that economic factors

provide the main basis for rnigration' The push factors are more likely to

tri gger off out-rni grati on .

The Caribbean demographic structure is shaped by the large influx of

Europeans, followed later by the Africans and Asians. The 'Tews, Syrianqand

the other races frorn the Middle East followed'

By the 1940's many Caribbean people started to migrate to Panama, Costa

Rica, the U.K., Canadaand the U.S.A. In the 1970's a number of people

migrated between the caribbean territories, with the Bahamas and the cayman

Islands being the main destinations'

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4. Health

The state of health of the people for most Caribbean territories has improved

steadily for the past two or three decades. The level of malnutrition has

declined considerably for most territories. However, a2002 LNDP Report has

revealed that over 40 million people were living with HIV/AIDS world widc.

and that the Caribbean region is a high risk area where HIV/AIDS is

concemed. Caribbean women are out living their male counter parts rnainly

because they are more health conscious and lead a more restricted lifestyle. It is

also established that people from the lower social class tend to die earlier lhan

those from the middle class. This is so because of several economic reasons

which tend to influence one's lifestyle.

RESEACH ACTIVITIES

Candidates are required to:

I. Discuss conditions that may give rise to voluntary and forced rnigration.

IL Critically assess the pros and cons of international migration.

ilL Apalyse some basic problerns caused by urbanization in a named

Caribbean territory.

IV. Explain how health and nutrition contribute to the population trends in a

named Caribbean territory.

V. Discuss some basic population trends of the Caribbean society.

LESSON TARGET

Lesson #09 targets objective #5 of Module 1.

RECOMMENDED READINGS

Sociology For Caribbean Students by Mustapha (2006) P. 6I - 73.

Modules In Social Studies by Ramsawak and Umraw- P- 206 - 207 .

1.

2.

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age group rryith the other aqe groups;ust atrove

itl {riecreasrng birttr rat'e is characteristic of

most deveioped countries' Such countries

sonietinies depend upon itrtrrigrants to fully

r-rtilise titeti physicai resoui'ces

Fyran'lld C rel-rresenG a situatic'it \ryltert:

i.he birrli rat-e i:j ncither iricreasing tltrr il(rcreas-

!nq sigrtificartiy. -l'he lrifth rate over tlte years

iE alrnost constant.It is intel'estincl to trcte tire percentaqc of

popuiation over sixiy years of age in Pyranridt

A,'B and C. lt ra;ii} be seen that Fyramid A

(ieveloning countries vuith high birt.h rales) has

a smalier percentage c.if pnpulation in these

age groups than Pirranrids B and t" it ls'lhe

r6spinsit,lliry* oi governniertts tc ntake special

provisioris fcir the aged. Thiis, -Qovernrnentsof deveii:peo countries, where I'here is a higiler

standaro' of iivilig, has a iarger pcpulaLion in

these age grouBS to cater- for than rJevrrlopirrg

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The age: sex information obtained from

a census is put in the form of a population pyra-

mid. A population pyramid is a graphical rep-

resentation of the composition of a given popu-

lation.The pyramids A. B and C represent the

age : sex distributions of different populatiops.

Fyralirid.Arepresents a country with an

increasing birth rat€. T[is c]n be seen be-

cause the 0 - 4 year age group has a larger

population than any of the other age groups'

This charasteristic of a high bitth rate is common

to developing countries such as the Caribbean'With a high birth rate governments must

concem themselves with providing ed99g!9!9!and feqfeational facilities ful

;#;1.i6". Ii rnust be understooiltF-a-IJhE--VO-.-*g people will soon be joining the labour

force, Strategies tn creato more-job larQe-

entrants into the labour force must also be con-

sidered,Pyramid B represents a country where

the birth rate is decreasing, This inferencecan be drawn by comparing the 0 - 4 year

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The PoPulation

Lesson # l0

Thisisalsoknownastheage-sexpyramid'Itisaspecialbarchartthatshows

the distribution of the various age groups in a population. The males are usually

shown on the left side of the pyramid vshile the females are shown on the right

hand side.

pyamid will represent the specific population growth of the

Mostpopulationpyramidswillreflectoneofthefollowingtypes

The population

given country.

of growth:

t. Bgpid-GroytL amid has a broad base and a narrow apex. It indicates high

birth and ieath-.ates and a low life expectancy rate'

2. Slow Growth- frIirJdt. *ction of this PYramid

decline in fertility and an increase in

typical of this PYramid'

3. Negative Gro\dh . . . *-.^L,,,iror rLqn flThemiddlesect,onoftheplramidismuchwiderthanthebase.TheapexlS

also getting wider d;;;; i;t**ed life expectancy. Birth^rate is low and the

death rate is *ro ro*. c"rr"*v is includei in this type of plramid.

A population pyramid maybe concave or convex in shape'

ApyramidthatrepresentsabroadbaseandnalTowapexconstitutesaconcave plramid. il;;;;; ptramid has a smaller base and a wide middle

section. The apex is also expanding d.o"lroped countries are represented

by convex pv.u-iirir,i];,il";# developing countries are represented by a

concave PYramid.

RESEARCU.CTIVTTIES

Candidates are required to:

\ L write short notes on stationary, expansive and constrictive pyramids'

II:... Identify four pieces of information that maybe revealed by a population

pyramid.

is wider than the base' This indicates a

life expectancy at birth' The U'S'A is

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IV.

Discuss any three factors that could cause a country's population

pyramid to shift from rapid growth to slow growth.

What challenges could be posed to the government of a country which

population pyramid is expanding at the apex?

LESSON TARGET

Lesson #10 target objective 5 of module 1.

RECOMMENDED READINGS

t. Module in Social Studies by Ramsawak and Umraw (P. I88-190)

2. Sociology For Caribbean Students by Mustapha (2006) (P.

122-123)

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LESSO]Y #11

Population Control Policy

This is a set of measures designed by the government to influence changes

within the population e.g. the fertility rate and migration.

Despite all the modern technology that is now available and the socio-

economic advancements that have been achieved, the concems expressed by

Malthus for urgent population control policies are still relevant today.

The world is presently faced with unprecedented dernand for:

o oil

. food - especially corn and rice.

r potable water

o the control of toxic waste and other pollutants

o jobs

o proper affordable health care

o adequate housing

o friendly physical environment.

AII these critical demands only serve to increase the growing need for

fundamental population control policies to be drafted and implemented.

Africa and Latin America are recording the highest population growth rate in

the world. Almost 50oh of the Sub-sahara Africa population is under age I 5

yrs. This region is reported to have the highest incidence of the lowest lif-e

expectancy rate in the world.

This lesson will briefly take a look at some of the population control policies iri

India, Singapore, China and Jarnaica.

INDIA

Since the 1960's, India has been ernbarking on a number of population policie:s.

Some of these are:

I.

II.

III.

A thorough family planning education in school and health clinics'

The reorganization of primary health care facilities in urban slum areas'

The reserve of specified number of hospital bed for tubal ligation

operations

The renovation of intra uterine device (l.U.D.) rooms in rural fanrily

welfare centers attached to primary health care facilities.

Incentives are given to males who take the vasectomy operation.

IV,

V.

SINGAPORE

I. Between 1969-1972. population disincentives were administered against

parents who had more than two children. They would lose certain

welfare benefits, tax rebates etc.

II. Family life education was introduced.

III. The "Stop At Two" policy was promoted-

IV. Voluntary sterilization and abortion was promoted'

V. In 1986, the "Stop At Two" policy was abolished and was replaced by

the "Have Three Or More if You Can Afford It" policy. This was

necessary as the fertility rate fell to 1.44 children per woman, below the

replacement rate of 2.L This prompted the government to promote a

public campaign to inform the people of the joy of marriage and

parenthood. Material incentives were offered to parents who were

having their fourth child. A $20,000 tax rebate was offered to parents

who have their fourth child after January 01,1978.

CHINA

I. The government introduced the one-child policy in 1979. Fines were

imposed on those who violate this policy. They could also lose their

bonuses at the workplace. However, Chinese nationals returning fi'onr

overseas can have a second child.

II. There is now a family planning programme which involves the

distribution of free contraceptives and free pre-natal classes for wolnen.

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III. There is health care assistance for pregnant women'

JAMAICA

l. The promotion of family life education in school'

II. Two-children policy under the slogan two is better than too many'

lII. A public education campaign promoting the availability and use of

various forms of contraceptives through the National family Planning

Board.

IV. A national campaign on HIV/AIDS'

V. The promotion of primary health care services

VI. Migration Policies

vII. National health and welfare programmes for the elderly eg' NI{F and

PATH.

vIlI. The upgrading of the Registrar general Department to provide greater

accuracy in national records'

RESEARCH ACTIVITIES

Candidates are required to:

I. Population policies are critical to the development of the Caribbean'

Discuss this staternent in light of a named Caribbean territory'

il. Explain some of the basic population control policies of the U'S' A'

IIl. Assess the effectiveness of the population control policies of a named

Caribbean territory.

IV. Explain why people may not be willing to participate in some bith

control Programmes'

Lesson # 11 targets objective#06 of Module l'

RECOMMENDED READINGS

I.ModuleslnSocialstudiesbyRamsawakandUmraw.P.lg3_199.@(

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IIL There is health care assistance for pregnant women.

JAMAICA

I. The prornotion of family life education in school.

II. Two-children policy under the slogan two is better than too many.

III. A public education campaign promoting the availability and use of

various forms of contraceptives through the National farnily Planning

Board.

IV. A national campaign on HIV/AIDS.

V. The promotion of primary health care services

VI. Migration policies

VII. National health and welfare programmes for the elderly eg. NI{F and

PATH.

VIII. The upgrading of the Registrar general Department to provide greater

accuracy in national records.

RESBARCH ACTTVITIES

Candidates are required to:

L Population policies are critical to the development of the Caribbean.

Discuss this staternent in light of a named Caribbean territory.

il. Explain some of the basic population control policies of the U.S. A'

II. Assess the effectiveness of the population control policies of a narned

Caribbean territory.

IV. Explain why people may not be willing to participate in sorne birlh

control programmes.

LESSON TARGET

Lesson # 11 targets objective #06 of Module l.

RECOMMENDED READINGS

I. Modules In Social Studies by Ramsawak and Umraw. P.1g3 - 1gg.

Il.sociologyForCaribbeanStudentsbyMustapha(2006)P.82_83.

III. Population - An Introduction To Concepts And Issues' John Weeks P'

127 - 163.

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LESSON # 12

Development

This can be defined as the progressive process of cultural, political and socio-

economic change which shapes people's lives- Development generally leads to

improvement in the quality of life of the people within the country'

Population Density

This refers to the average number of people living on every square kilorreter in

a country.

Population density : Total population

Area

This refers to the number of people that a country or area can support witl-rout

adversely affecting its ability to support future generations.

Overpopulation

This refers to the condition where the economic resources in a given area are

not enough to support the population of that area'

Population and development In The Caribbean

It is evident that the population statistics of a country can affect its

development and the vice versa. The general level of education of the people

nray determine significantly the level of economic development that a

particular country may experience. Agricultural activities are on the declinc in

the rural areas due to rural-urban migration. The caribbean also suffbrs I'ron]

bfain drain due to the migration of several of its professionals to places like tlrc

u.s. A., canadaand the U.K. This significantly affects labour productivity

adversely. Wl--

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The caribbean has been experiencing a decline in its fertility rate and an

increase in its life expectancy at birth rate' However' the relatively high level of

unemploymentandcrimeposeaseriousthreattodevelopmentinanumberclf

territories such as Jamaica, Haiti and Trinidad to a lesser extent' The threat of

HIV/AIDS and the increase in substance abuse also provide great hindrances to

caribbean development. This is especially so as these victims are mainly tiorn

theunderfortyyearsagegroup.Thesepeopleareintheprirneoftheirwork

lif-e.

The general lack of relevant technical skills among the people of the caribbean

tomeetthedemandsoftheworkplaceisalsoposingathreattothe

develoPment of the region'

However, the recent strides being made by the region,s women in education

andprofessionaltrainingarehavingapositiveimpactonCaribbean

develoPment. .

The lack of the father figure and male margitalization among many Caribbean

farnilies is also hampering the region's development' Too many of the regiou's

children are being deprived of a sound education due to the lack of financial

support from their fathers or the indiscipline caused by their frequent absence

in the home.

The most important resources of any country is its people, and whatever

development that will occur depend heavily on the development of the human

capital.

Candidates are required to:

I.Discussthestatement-..FertilitycontrolisthekeytoCaribbean

development" with reference to a named territory'

II.Ana|yzetheimplicationsofoverpopulationtoanamedCaribbean

territory.

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Irsson #l2tatgets objective 7 0f Module 1'

1. Modules In Social Studies by Ramsawak and Umraw P' 194-200'

2.Population-AnlntroductionToConceptsAndlssuesbyJohnWeeks.

P.429 - 450.

3. Sociology For Caribbean Students by Mustapha' P' 82 - 85'

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LESSON #13

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What Is Social Order

This refers to a situation in which the rules and regulations of a society arc

adhered to by its people. In other words, it is the stability within the society.

Here, the different social institutions carry out their functions effectively and

cooperatively.

How Can Social Order Be Maintained

. Primary socialization

. Sanctions

o Education

. Force

. Religious values

Threats To Social Order In Caribbean Societv1

. The fonnation of violent gangs. - t'r "i *-o |' -'t'.'f;

. Truancy in schools. *''t'-i**'ii' !'-' {'" '' 1". I '{ E I

l1i ild-n,r r''t h''ol ' {; "J;' J""!: 'stk

. Labourunrest.-k!!'rr!x;;!;t " '-11- I i

. High level of unemployment. *

. The widespread use and trafficking in drugs.

. PoliticalinstabilitY.

o The break down in familY values *

. Widespread government corruption

. Iqf ustice rneted out by certain state officers e.g. police and the count. ?l::: ,

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What Is Social Control

This refers to measures used to ensure that people act in accordance with the

expectations of the society.

Agents Of Sociat Control

. The Farnily

. Education

. Religion

. The Legal System

. The Government

What Are Norms

These are guiderines or rures for behaviour within a sociery or group.

What Is Sanction

This is areward,or punishment used to enforce sociar norms.

Formal Sanction

This type of sanction foilows a set procedure e.g. so,eone beingexpelled from school.

fnformal Sanction

. This type of sanction does not folrow a set procedure e.g. a stern rookfiom a teacher to a student.

Positive Sanction

' This refers to the offering of rewards for conforming to the nonns of asociety e'g' the awarding of aprizeto a student for good perfonnance atschool.

Negative Sanction

This refers to a punishment given for not conforming to the nonxs of thesociety or social group, e.g. a parent denying his/her child some privirege fornot doing his/her homework

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What Are Values

These are things that people in a particular society or group consider good and

u'orthwhile e.g. freedom, education, peace and family.

It is irnportant to note that norms are based on values held by the society or

group.

RESEARCH ACTIVITIES

Candidates will be required to:

. Explain how the school and church can help to promote social order.

. Discuss the statement - "The police and the court have failed the people

of Jamaica as agents of social control.',

. Discuss the statement - the application of negative sanction on

Caribbean children is becoming increasingly futile.

LESSOI\I TARGET

Lesson #13 targets objective 2 of Module 2.

RECOMMENDED READINGS

. Module In Social Studies by Ramsawak and Umraw (p. 79-80)

. sociology: Themes and Perspectives by Haralambos (p. IX-x) sixth

Edition.

. sociology For The caribbean students by Mustapha (p. 162-166).

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Deviance [s Relative

Devianceisusuallydefinedwrthinaparticularcontextataparticulartime.

Devianceisculturallydetermined.Devianceisrelativeinthesensethatan

activrtythatmaybesociallyacceptableinoneplacemaynotbesoinanother

place.Takeforexarnple,acommonlawunionmaybesociatrlyacceptablein

Somesocietiesbutmaybedeemedsociallyunacceptableinothersocieties.The

same may be said of same sex union' etc'

Deviance can be dysfunctional for the

LESSON # 14

What Is Deviance

Deviancedescribesanyactivitythatdoesnot

expectations of a particular society'

conform to the norms and

followrng reasons - It maY'

I. threaten the social order'

II.underminetrust,makingpeople'sbehaviourfarlesspredictable'

m. createconfusion as to what is right and what is wrong'

rv.leadtounnecessaryusingupofvaiuableandlimitedresourcesofthe

societY.

Deviance may be useful to society as foilows - It may'

IPromotesocialsolidarity.Suchwastheeasetnglllterroristattackon

,n"*onoTradeCenter.TheAmericansocietysoughtunitytoputm

placemeasures that may prevent any such future attack'

II. Act as a s1'mptom in the sense that it may reveal significant personal or

socialproblems.Taketruancyforexample,itmaybepointingtosome

problem the child is having at home or at school'

III. Promote social change. The persistent efforts of freedorn fighters such

as Nelson Mandela and Desmond Tutu have resulted in the disrnantling

of apartheid in South Africa.

What Is Crime

Crime refers to activities that break the laws of the land and are subject to

official punishrnent by the court system.

Criure is relative to the time and place'

Categories Of Crime

L Crime against the person - murder, rape etc'

il. Crime against property - stealing, arson'

III. Crime against morality - prostitution, treason'

Crime Differs From Deviance

Deviance does not necessarily break the law but crime does. Therefore, crirnc

is punishable by law but deviance may be subjected to infonnal sanctions such

as peer pressure, ridicule or media reporting. All crimes are considered acts ol'

deviance but not all deviances are crime'

RESESARCH ACTIVITIES

Candidates are required to:

I. Analyzethe effects that crime is having on a named caribbean territory'

II. Discuss some of the main difficulties that crirne fighters are facing with

regards to a named Caribbean society'

III. Discuss some reasons crime statistics can be misleading with reference

to a named Caribbean territory.

1V. Explain how deviance promotes social change, with reference to a

named Caribbean territory.

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LESSON TARGET

I-esson #14 targets objective 4 of Module 2.

RE,COMMENDED READINGS

l. Sociology: Themes and Perspectives by Haralambos (P. 330-332) Sixth

Edition

2. Sociology for the Caribbean Students by Mustapha (P. 13 1- I 36)

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LESSON #I5

The Functionalists, perspective On f)eviance

Emile Durkheim

Durkheirn believes that high crime rates are dysfunctional to society. [Jorv5,cr.

he argued that deviance is nonnal and may be useful for the society to survivc

as a social system. Durkheirn claimed that deviance is functional for the

following reason:

I. It prornotes social change

II. It strengthens social solidarity

II1. It can be useful as a warning signal, indicating that aspects of the socict;,

are not functionally effective.

Robert Merton

Merton, an American sociologist, studied deviance with special relbrence to tlrcpredominantly middle class American society in the 1930's where there rvas

increased desire for material success. He suggested that all societies set clear

goals for people to achieve. These goals are based prirnarily on financial

success such as money, material possession, status, power and an affluenllifestyle.

According to Merton, society also prescribes approved means by which thr:sc

goals are achieved. These means include educational qualification. special

talents, hard work, determination and ambition. Merton sees nonnality as

confonnity to these prescribed and legitimate means. This con{bnnity depc,pds

prirnarily on one's success at school and on the-iob. Merton stated that not

everyone has equal opportunities to achieve success. He argued that when

people are denied the opportunify to achieve the approved goals, they nray

pursue alternative means. This could lead to a state of anomie. Anorrrie rclbrs

to a state of normlessness or social disintegration - a disregard for socially

approved behaviour. Merton argued that the American society coulcl respgnd l9

success goals in five possible ways:

Conformity - people accept the legitimate goals set by the society

along with the socially approved means of achieving these goals.

Innovation - These people accept the goals set by society but re.lccl 1hc

socially approved means of achieving these goals. These people arc

usually frorn the lower social class. They resort to crime to achieve thcsc:

goals eg. drug trafficking.

Ritualism - These people accept the goals set by society, but rnay

abandon these goals when they realize their jobs cannot allow thetn tcr

achieve these goals. They are usually frorn the middle class and woulcl

not want to resort to crime as a means of achieving these goals.

Retreatism - These people include the outcasts, vagabonds, chronic

drunkards and drug addicts. They fail to cope with life situation. As a

result, they reject both the goals set by the society and the means to

achieve them. These people drop out of society.

Rebellion - These people reject both the goals and the means of thc

society. They want to create a new society; therefore, they want to set

their own goals and the means to achieve thern. Political radicals.

religious fanatics, terrorists are some examples of this category ol-

deviants.

Criticisms of Merton

L He fails to explain why some people who are exposed to the efTecls ol'

anomie do not become crirninal or deviants.

II. He overemphasizes working class crimes and down plays white collar

crinres.

III. He does not explain why aparticular person chooses one fbrnr o{'

deviance over another.

RESEARCH OUESTIONS

l. Analyze Durkheim's claim that deviance is functional to socicty.

I.

II.

III.

IV.

V.

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II- Discuss the rerevance of Merton,s theory on deviance in right of.anamed Caribbean territory.

LBSSON TARGET

Lesson #14 targets objective 0l of Mod ule 2.

l. Sociology: Thernes & perspectives by Hararambos (p. 330 _ 33g) SixthEdition.

2' Sociology For caribbean Students by Mustapha (p. r37 - 143).

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LESSON # 16

The Conflict Perspective On Deviance

T'he conflict theorists view the capitalist society as one of conflict between tlrc:

ruling class and the working class as they compete for dominance. l'his

perspective claims that the people with the wealth and power make thc laws to

protect their own selfish interests. Therefore, what constitutes an ac1 of

deviance depends significantly on which class of people is under the

lnicroscope. The conflict theorists believe that street crime would be

highlighted far more for its seriousness than white collar crime in the capitalist

society. Those who control the rleans of production will influence the

govemlnent to pass laws that will protect their interests'

Karl Marx

Marx believed crime is functional with regard to the class struggle within

capitalist society. To Marx, the minority ruling class benefits the most fiorn

capitalisrn and is keen to maintain the norms and values of the society. 'l-hey do

this with the use of the ideology of false consciousness and the agents o1-social

control such as the police, the army, court and prison.

Marx argued that the capitalist society is responsible for creating crime. Marx

claimed that deviance occurs at every level in society but people from the

working class are referred to more often when crime statistics are quoted' ["lc

argued that it is the rich and influential who de{ine the behaviour of the }-}oor as

criminal. The court systetn also reflects bias toward the rich, as they get away

easily in the court while the poor is often subjected to harsh purrishrrent

including prison sentence.

RESEARCH ACTIVITY

Candidates are required to:

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- Discuss the relevance of the conflict perspective on deviance to thc

Caribbean society

LESSON TARGET

Lesson # 16 targets objective I of Module 2.

RECOMMENDED READINGS

1. Sociology For Caribbean Students by Mustapha (P. 143 - 141).

2. Sociology: Themes and Perspectives by Haralambos - Sixth Edition.

(P. 381 - 3e0).

LESSON # 17

The Iabelling TheorY

This theory investigates why a person,s behaviour is labeled as deviant and the

effects such labeling have on the person in question' The theory explores how and

whycertainactsaredefinedasdeviantandwhyothersimilaractsarenotso

defined. This theory views criminals not as evil people but as individuals who

have a criminal status placed on them by both the criminal justice systern and the

corrmunitY atlarge'

Labelling a primary deviant as a criminal may lead to secondary deviance' Thal is'

one labeled act may cause the person to commit other deviant acts'

HowardBeckercontributessignificantlytothistheory.ToBecker,nooneis

inherently deviant. Deviance results from labelling specific acts or persons' I le

feels that an act only becomes deviant when others perceive and define it as such'

In the western society a nude couple within their bedroom is considered nornral'

However,ifastrangershouldenterthebedroom,nudityinhisorherpresenco

u,ouldbeconsideredsociallyunacceptable'Beckerclaimsthathowanindividual

willbehavedependssignificantlyonhowheorsherespondstohowotherssee

hifir or her. Becker believes that the labelling of an act as deviant depends on tl"re

following:

I. Who performs the act eg' an adult or child'

II. When the act is committed eg' at work or at school

III'Wheretheactiscornmittedeg.atthebeachorinchurch.

IV. Who observes the act eg' a preacher or a tourist'

when it%ecornes known that aperson has engaged in deviant acts, he or she issegregated from society and,labelled a ..thief,, ..homosexual,, etc. When a personis labeled deviant, it mayresult im a self-furfiring prophecy as the individuarenters a eareff of deviance or becomes what others expect. pfimarydeviation

refers to the original deviant acts before they are publicly labelled. Secondarydeviation refers to deviant acts deveroped as a resurt of rabering.Becker uses the tenn 'Master status,,to describe how, once a laber is appried 10sorleone' then all the activities of that person are seen in light of that raber, even if.it is not so' That is why when cerlain crimes are committed the porice may warr tosuspect certain people due to the label they carry.

The Effects of labelling

I. It promotes deviant behaviourII. It maintains deviance

I,,' It interferes with other aspects of one,s socia] rife eg. familyrelationships and friendships.

IH ff* with a particutar rabel mavfind it difficur*o find a rife parrner or a

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1' overemph asizehow labeling create deviance whire payingrittre attention t.the effects of labeling.

' fl|:ffw "nd' to ignore the effects of sociery and sociar izationon thc

3 ' This theory tends to be biased against males from the rower socia.r crasscs insociefy' seeing thern as prime suspects for certain types of crinie.

Edwin sutherland introduced this theory in 1939' He claimed that criminal

behaviour is learned just like any other behaviour, through social interaction with

others. To Sutherland, criminal behaviour is best leamed in primary groups such

as the family, friends and peer groups' This involves learning techniques about

how to commit crime. According to sutherland, criminal behaviour is not

necessarily an expression of needs and values eg' not all alcoholics will steal in

order to buy alcohol. He claimed that a person is more likely to become a deviant

rvhen there are more factors favouring crime than those opposing it' People will

learn the values of others in the society and when their environment includes

frequent contact with crirninal elements'

l.Itdoesnotadequatelyexplainwhyeveryonewhocomesincontactwith

criminals does not become criminals'

2. It does not state how the first criminal came about

Social Control Theory

Travis Hirschi is the founder of this theory' He argued that everyone has the

potential to be law breakers. However, fear deters many people because they do

not want to destroy their social bonds with others' Hirschi tried to explain why

individuals choose to conform to the noffn' He presented four social bonds that

show the relationship between crirninal acts, socialization and confonnity' Llirschi

believed that the stronger that these four bonds are, the less likely one is to cotrrmit

criminal behaviours' These bonds are:

1. Attachment -this refers to one's interest in others eg' your parents' to

school and to one's Peers'

2' Commitment - this has to do with the individuars attachmenl to thc nroraland ethical code of society' Hirshi believes that arack of cornrnilmenl inthings such as life, properl y, andreputation may cause an individuar toparticipate in criminal acts.

3' Involvement - this concerns a preoccupation with activities that pronrotethe interest of the society. Hirschi berieved that invorvement in schoor,farni,y and recreation wi, Ieave no time for idreness which can lead tocrirainal activities.

4' Berief - This invorves the respect for the laws, and the peopre andinstitutions which enforce the laws. If such beriefs weaken or disappear,one is,ore likery to engage in criminar acts. Adorescents who are strongryattached to their parents have been found to be less likery to engage incriminal behaviour.

This subculture theory is based on the work ofAlbert cohen. cohen berieved thatdelinquency is most common among the rower crass, and thatgang derinquency isits most colnmon fonn' cohen argued that derinquency is a coilective responsewhere individuars.ioin together in committing acts of deviance.The theory posturates that the lower-crass boy is judged by the rniddre_crassstandards' The lower-class boy accepts the goars of the middre-crass even thoughhe will not be able to achieve them' The whore matter of curturar deprivation isresulted' accounting for the lack of ed ucationarsuccess among members of the.Iower-class' This cultural deprivation reads;;;;uskarion, which refers 1o thclevel of frustration associated with low status in socieity. In response to thisfrustrarion' rower-crass boys deverop

".r;";;;."rn* r".,..rs rniddre crass varuesand to seek status in other ways' These lower-crass boys with simirar frustraliontend to fonn gangs.

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To Cohen, delinquency is a reaction to middle class values and judgrnents, where

the lower-class juvenile, unable to live up to these values, become frustrated.

Cohen proposes that gang behaviour does not serye any good purpose, not even tt-r

the betterment of the gang. It is done to destroy rather than to build up society.

Cohen states that the delinquent subculture takes the norms from the dorninanl

culture and turns them upside down eg. They place a high value on acts such as

stealing, vandalisrn and truancy. It must be noted that some of these deviant acts

gain recognition and praise from their peers. This, in a sense, addresses the

problem of status frustration, as some gangsters are seen as heroes or as a 'Robin

hood'.

Recommended Readings

1. Sociology: Themes And Perspectives by Haralambos (P. 356- 362) (P. 372-

379) Fifth Edition.

2. Sociology For Caribbean Students by Mustapha (p. 148-161).

E

LESSON # 18

What Is Official Punishment

This is a negative sanction imposed on individuals for the violation of the law.

T),pes Of official Punishment

Il. Corporal punishrnent * g,s /o-r'q boort','. I 9" Sta*i t" 1_) rr

III. Imprisonment * 6*in(.ilg -"f i-/r1rri,r, 1

ff. Fir" * \uu, l$.^*l go1 ,6ot!,_,,,,,), ,

V. Cornmunity services - J j

Alternatives To Corporal Punishment

I. Denialofprivileges - (nSdp6,d of teeetr"J l$*u*d..o..{,II. Counselling

IIl. Scolding F

IV. Grounding

V. Curfew

lo.rol

\ Q- * *-^A e"r.,\,'u " Iq$*.]'r ! k'rtl

VII. Writing of lines

VIII. Public apology

I. Probation *'II. Fine

III. communiry service -?b ulqvK ,h frr€d ;^ t* '*?nt } n re' Fux F

IV. suspended sentence - 60hauruqr 4o{t relue.- *\r N' rf4rar$' {ruun'v. Restitution -* Lhraq^er reftrencg G Cun rT r.rpue bo*,rrdr"J baat'lo{hae)

VL Refo,n camps \ Oir,n hol &h*oiVll. House arrest - I

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I. Corruption -

fi ,n*do 4,II' Political interference % c*""h'Uht bulb'?'i''5. Lxct-t'' *l

III. Poorpolice investigation - *f A*,lr*ord tasogfrj''f0*"' 3

IV' The lack of eye witnesses due to the fear of reprisar. *V. Lack of adequate court personnel. _

VI. People,s lack of confidence in the police force. .*_

RESEARCH ACTIVITIESPupils will be required to:

I' Analyze argument for and against corporar punishment.II. Discuss thoroughry the statement - .,Imprisonment

in the Caribbcan

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society is a waste of time,,.

III' Critically assess the effectiveness of the police force in a namedCaribbean territory.

IV' Discuss the statement - capitar punishment has rost its significancc..

LESSON T.ARGET

Lesson # 18 targets objective 3 of Mod ule 2.

Sociology For caribbean students by Mustapha p. 169 - 176.

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LESSON # 19

Social Distribution Of Crime

Does Age Have Anything To Do with Crime?

It is a globalphenomenon that criminal activity is more prevalent among

younger people for various reasons such as:

I. Unemployment rate is higher among young people.

II. Young people are more likely to break away from the tradition of

society and adopt a rlore radical approach to life

III. Young people tend to be more adventurous and willing to take chances.

How Does Class Contri.bute Towards Crime

In most rryestern societies, people from the lower class tend to do the least r.l,cll

in the education system. A number of factors could be responsible for rhis

outcome eg. The lack of affordability, discrirnination, forced absence frorn

school to support family work, etc. the relatively poor educational attainrnent

among the working class makes it difficult for them to obtain good paying.iohs

and other opportunities. As a result, a number of them turn to various forms of

crime. The general stigma affixed to working class people by the society seems

to impact on the justice system. People frorn the middle to upper classes seern

to be less labeled for certain offences such as street crirne, gangs, drugs-related

crimes, extortion and rape. Some of the depressed communities also seem tcr

pas on a culture of crime to its inhabitants as being socially acceptable. T'l-rcsc

youngsters are taught to be tough and to be part of gangs, as fileans of survival.

The above argument points to the assurnption that one's social class will

significantly detennine the level of crime that one may be involved in.

However, another school of thought,has it that crime may determine one's

social class. One's involvement in certain crime such as street crirne and gangs

may prevent one from attending certain schools and getting certainjobs. This

rvill eventually result in one rernaining in the working class.

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Ethnici8 And Crime

In rnost industrialized countries such as the U.S.A.-and the U.K., most ethnicminority groups tend to have far fewer life chances in comparison to theirwhite counterparts. They experience greater level of m arginalization wherceducational and job opportunities are concerned. Some of these ethnic*inorities include people of Asian, African and caribbean descents. T.he

poverty level is relatively higher among these ethnic groups. Social and racialprejudices, at times, impact on society's view of these people when it cornes tocrime' These ethnic groups are more easily labeled as crime suspects than thciru'hite counterparts. They corne under greater police harassment and courlin iustices.

In the caribbean society, most of the prison imates are people of Africandescent, especially males of dark complexion. They are targeted mainly for themajor violent ".i-", within the society.

why Do M"n T"nd ro co-*it Mor" vior.rt c.i-", Thu, F.*ur",I' Lifestyle choices - men are rlore involved in activities such as drinking.

smoking, and ga,rbling. These activities tend to promote crime and

violence.

II' Socialization - males are often exposed to a higher level of aggressio,during their childhood days than females.

IlI. our males are dropping out of schools at an alarming rate. At thetertiary level, over 75o/o of the enrollment are females. .rheir

lack ofeducational and job opportunities is leading several to tum to crime lbrsurvival.

IV' Males are more willing to take chances in illegal activjties such as

gangs, drug pushing and anned robbery.

I'he depressed inner city communities tend to suffer from many depri'""ations

eg. poor housing, poor roads, poor sanitation, poorly-runned schools' fiequent

water lock-off etc. these people suffer much discrimination. Their children are

often hindered from attending the more prestigious schools and from getting

good paying jobs. unemployment is usually high and the opporfunity lor

upward and social mobiiity is very limited'

In the inner city comrnunities a gun culture prevails' Here young boys are

introduced to gang affairs, Rivalry between these gangs resuits in frequent acts

of violence and crimes. The people fiom these communities are oflen sub^iccts

of police brutality and affest. This confrontation breeds further violence within

the communities.

RESEARCH ACTI\TITIES

Candidates are required to:

l. Analyze t}ree measures or strategies put in place to counter the\>\.\^()t:

q'"r-di.tribrrtion of crime in a named Caribbean territory' -*iV- ^, 2.-

IL Assess the effectiveness of the various security *"u*,rtis bein-e placed

' within the schools of a named caribbean territory' v9"'"",-'LIIl. Discuss the reasons that may be responsible for the high spate of

violence in the Jamaican schools.

LESf,ON TARGET

Lesson #19 tatget objective 3 of Module 2'

Mustapha {P. 177 - 179)

Sixth Edition bY Haralamhos' (P'Sociology

Sociology:

867).

For Caribbean Students bY

Themes & PersPectives -

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Drug AbuseDffi;sQeenaglobalproblemforthepastthreeormoredecades.Drug

abuse is fuelled by a combination of social, economic, and cultural factors'

Drug abuse is perpetuated by the following reasons:

Peer pressure

Economic- the monetary returns from the selling ganja and cocaine

o Leisure- people use drugs to get high

Cultural-Rastafarians use ganja for religious purposes

Personal problems-divorce lost ofjobs etc'

ln the Caribbean, there are harsh laws against persons caught trading in illegal

such as ganiaand cocaine. There is also the problem of drug-related crimcs rvhcrc

people are being killed for being police informers, for refusing drug dealers ol-1er

of being drug rnules etc.

A number of social surveys are revealing that there is a link between users of hard

drugs and crimes eg murder, rape and armed robberies

The high level of unemployment, povefiy, and the constant absence of father

figure frorn the home are among the main push factors for young people to turn tcr

drugs and crime for survival'

mnmit more serious crimes within two years of their release from iuvenile

il*rrs. The U.K has a 70-78% a\erageand Barbados, a 38o/o average rvhere this

mcerned. The record shows that institutionalization does not act as a deterrcnl

since re-offendi -L r . .rng rates remain high for those who receive custodiar sentences.There has to be a review of the custodial sentence polices, as custodial punishmentdisrupts the-iuvenile's attachment to his family, comm*nity and education. whenthe juvenile is deprived of a good education this leads to fewer chances of himgetting a good job and increases the risk of him turning to crime. Further more, itcosts a lot to keep these juveniles in institutions. Barbados suffers a lot fromjuvenile crimes as the rest of the Caribbean.

It is obvious that caribbean governments need to put in prace prograrnmes thatwill address the issue of poverfy alleviation, educafion and unemproyment. Thefamily has a major role to play in helping with the rehabilitation of these juveniles.Professional counselling is also necessary.

Domestic Violence

This refers to violent crime committed against family members and otherpersonswho are close to or known by the perpekators. These offences incrude physicar,emodonal and child abuse' Domestic violence is a major sociar problem affectingthe caribbean society. It is responsible for a high spate of murder, w_o,nding andrape' It is more prevalent in the depressed inner city communities.The offenders are difficult to be prosecuted as they either bribe or threaten thevictims from even reporting the of,fences.

Edwin sutherrand defines white collar crime as crime commified by persons ofhigh social status and respectability in the course of their occupation. white colrarcrime includes bribery comrption, fraud, etc.

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o It involves complex' sophisticatec

The money involved is usually large

Itintermingleswithlegitimatebehaviouroti3htb.llb

I u.. t }L"-*g:-*t*1t#',.- -^ -^r.nnc .rf white collar/-45- B o The police finds it much harder to prosecute persolls of white

.^^airra , nrison SentenCe

The offenders of white collar crimrc rarely receive apnsonrt/},,/ a" a1?\e.)1)

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#;;;;; ;".s not atffact detailed media coverase as street crime

does.

Whitecollarcrimedoesnotbearthestigrnathatisassociatedwithstreet

crime.

gorporate crime J ber n !Fu^' t*$-{ ,, , _-.:

Corporatecrimeissimilarinoffencetowhitecollarcrime,onlythatitisthe

responsibilityofanorgalizattoninsteadofanindividual.Corporatecrimes

includetaxevasions,co{poratefraud,pricefixing,misrepresentationin

advertising, breach of nade reguration etc' ' * 'd ,^ { ' '' '

''s ..'fr *'?'$' ' *l't'

ddsffirffi,ffifij%ufnj;LffuuRESEARCH A

Candidalgs are required to: -t'('" !" ^r' rq ='a

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"**-1]r"-d**e impact the drug trade is having on a named Caribbean ':T*o ''.!.

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oDiscusstheeffectsthatdomesticviolenceishavingontheeconomic,.*.

development of a named Caribbean territory' ., - -

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. re,- . ,r :^r- -.,r-ir dversely affecting the

i .,) Analyze ways in which white collar crrme 1s a

econoilIlc development of a named Caribbean territory'

{

o Farniliarizethemselves with relevant Caribbean studies on domestic

violence, corruption and substance abuse.

LESSON TARGET

Lesson # 20 target objective 4 of Module 2

RECOMMENDED READINGS

Sociology For Caribbean Students by Mustapha Vol.2 P. 180-187.

Sociology: Themes and Perspectivq by H.arlarnbos (Siixth Edition) (P .3 43 -3 46)

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LESSON # 21

Concepts of Development

l. Development

predictable as there is no clear way of guaranteeing its outcome'

2. Under-development

Thisrefertothestateofacountrywhereitsresourcesareunderutilized'These

resultsinthepaceofdevelopmenttobeslowerthanitshouldbe.Sorneofthe

rnain evidence of under-development is the lack of: jobs opportunities' health carc'

drinkable water, food, education opportunities, housing and technology.

3. Modernization

This refers to the process of cultural' economic' political'

change within a society' that shapes the life of its people'

This refers to the economic and cultural transformation from a

to a modern one. This social change involves an irnprovement

new value sYstem, wbanizalion' etc'

technological and social

DeveloPrrent is not

traditional socictY

in technology. a

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4. Industrialization

Tlrisisaprocessofsocio-economicchangewhichinvolvesthetransfortrration

fiom a traditional society to an industrial society. The use of modern technology

and a change in philosophy forms the basis for industrialization'

l. Health care

l:::1-::rn rhe percentage of ehildren for irnmunization, the number of docrors

L,,,' l;llr*:::^:: rhe society, the tife expect ancy rate,rhe number ofpeoplellvine rvith HIV/ AID'. the percenrage of the popurations that can arr1 brd essenlialdrugs etc.

2. Education

This includes the teal:h-e-rpqpil ratio,,adult litera cy rate,thepercentage of prinraryand second ary teachers with the requireO qualifications.

3. Welfare

;::,:T:'.l,l::.r*.1ofpubric spending on education, heatth care, rhe needy, e1c..;;,;; ;;"i"*:;--;.*^ r:' 7,. v(,-t 0I

::::'*ting meapures and in providin g financiar assistance to vicrinis of vari.rus

rrrr)!I!IT

cflInes.

rJ- This takes in the percentage of the population accessing running water. tereprronc.internet services. erectricity, garbage coilection services, go.od roacis, seweragesysterns and recreation parks.

-lhis includes the Ievel of gender equa lity withrespects to education, prorbssio,,politics' etc' The availability of good job opportunities, the avairabilityof variety

@

volvement and

LESSON # 22

1. Early Evolutionary Theory

This theory argues that society becomes more complex and intricate as it develops,similarly to biological evaluation. Living organisms develop from simple tocomplex by adapting to their environment. The chance of complex organismsurviving in their environment is greater than that of simple organisms. The sameway the more complex societies tend to survive greater than simpler societies.

2. Social Darwinisryr

This theory is based on Charles Darwins theory of evaluation. Societies aredepicted as being in a struggle for the scarce resources available. The Westemsocieties have been to succeed in this struggle as they are considered to representthe highest stage of socio-economic and political progress. This theory was use tojust & white supremacy over the other social groups. By the 1930's it wascompletely discredited.

3. The Dependenclz Theorv

This theory is based on the work of Andre Frank and Samir Amin. It explains

global social inequalities in terms of historical exploitation of the poor societies by

thep richer societies. The poorer countries make up the periphery while the richer

countries forming the core. To Frank the wealthy nations of the world need a

periphery of poorer countries to remain wealthy. This theory states that the

poverty of ttre countries in the periphery is not because they are not integrated into

the world system but how they integrated. The poorer nations provide the cheap

nafiralresources, cheap labour, a destination for obsolete technology and a market

for the wealthy countries.

The richer countries that make up the core actively perpefuate a state of

dependency among the poorer countries, using various world policies and

iniiiative. Frank claims that the core societies would exploit the countries of the

periphery through unfair trade of good. and service, media control, politics,

finance, education, etc. .

,

After receiving cheap natural resources and cheap labour from the poorer

countries, the core countries sell their goods back to those of the periphery at

exorbitant prices.

,When they invest in the periphery they withdraw the bulk of the profit and send itI,

back to theu home land leaving those counties even more destitute than before any

attempt to resist the influence of these core societies on the periphery could result

in economic sanctions and/ or military invasion and occupation. The trade

embargo on Cuba and the invasion of kaq and Afghanistan by the USA are some

example of how core societies fiy to impose their influences on these poorer

countries. Samir Amin argues that for the peripheral countries to develop, they

must break their link with the core societies and expand regional cooperation.

Criticisms of the Dependency Thoery

o This theory ignores the economic effort of rich countries by claiming that

their wealth comes by exploiting the poorer countries.

1J-1

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whiletheCaymanlslandsarestillacolonyofBritain'Thesecounhesare

experiencing rapid economic growth and development'

oThistheoryfocusestoomuchoneconomicfactorsasthecauseofpoverty

among peripheral counties while ignoring political and cultural

malpractices such as comrption, crime, higfu fertil tty rate,lack of interest in

educationandtheneglectofwomenandtheilcontributiontosociety'

Candidates are required to:

o Discuss the statement - "The Caribbean Society Is Too Dependent On The

Core Nations For Survival'"

.ExplainwhatareSomeofthethingstheCaribbeansocietyneedstodoto

reduce it dependency on the core soclety'

LESSON TARGET

Lesson # 22 tatgets objective 2 ofModule 3'

RECOMMENED READINGS

.SociologyforCaribbeansfudentsbyMustapha,Vol.2P.Lg6-|91,200.203.o Sociology, A Global Introduc-tio"

"Jv r"r*ionis/ Plummer (Second Edition)

P.219 -221.

capital for investrnent and a sound education system. Middre incomecounfries such as Thailand and Indonesia are now at this stage3. Drive to technological matror . growth, i s wi dery "*.oII;Tffi:?Hi f#;, i. : ",:*,standard. M*y toaditions wscare quest ror educati"; ;r1J:ffir::ffi il: :ilffI,rnr84Q and rhe usA in r86oAt tlri, ,tug, ;ro.rr*;;*"_e

ppverryhas significantly-decrined. peopre ,rd; fldck the urban centes in searchof the manvjob opporruniries rhat sr@r to .*ro. ;;;;;;.*** .women steadily becomes more equal to that ofmen. countries ,rrffi:-Mexico' puerto Rico and south Korea are now at this stage

4' 'High Mass consumption- Tfus shge of deveropmentis driven by \,industrial technology. Masrmass cons;:::: j:rr: producrion of goods and serviJes promotes

Most or e*op. #ilffi^ #;ffiJ, .,Xff:ffi; ;_,,_,ffi:,ffi:: iltffi:H ;::red

tris srage after.r'orrd war * Hong

modernizatir

"";;;;i;;;;J *"""* this stage ordevelopment rhe

countriesrnpromofi nggrobal.r"r"#_;'ff.,;"rJ#T"3*:fl .rH:,under wfuch rich countries contribute toward grobar ecrare: _ rvvys(r Srooru economic development

1. Assisting in population control _ where they export birth controltechnology and promote-rxrusep. They promote social prograrnmes fhatadvance the social stafus of women

2. fncreasing food supply _ hereintroduced t" ; ffi,##;::ff":ff*:ffi:s

rhesetechniques incrude new hybrid seeds, modern irrigation system,chemi cal fertrlizers and pesticides

l

1..

T(

fIrr

'sal4rmoc

Surdolanep aql m tusrluuedun pue ursrleruolocgro lcedun eg1 saror61l1 -n

'X'n aW puu V'S'n eqlJo sellle ssu[3 ar? [oersl pue Buoy Buo11

'u?,\trBl 'arodeSurS s3 qcns solsrmo] ",{8o1ouqce} lB]ssnpln rnBiloc ssoccs

pporls sor4rmoc Smdolenop qcrqa ol se ,{lqe4red,,noqs suoqpu qclr eqJ .E

'peprpcsry ro peror6r oru sepercos [Buollrpu4 eh

Jo assrp erql( palourord er? ssnls^ rrrolsed\ 3q1 s? rr.4'uacourpe.{q8rq sr 11 .z

,rqrp EmllaE orB raqclrjt

eql opqru, rorood 8uqle8 oJ?'suoqBu rSrood ssorpJo ,(ueru ppelsul 'plro,{4.

aw ssoJce saporsos rarood arpJo,{uuur ur mcco lorr ssop up4Bzrruepotr\l -I

^rooql uolluzlurapotr{tr orl} Jo sm!-r.fFrl)

'c1e 'sercqod 1o-4uoc uo4elndod

'uo4ucnpa 'fSolouqcel uloporu m lsoreltnJo {cel4o{r ol anp dpdiod

4erp JoJ elqrsuodser 3r3 suoB?u rood oql leql sonEre droerp uo4szrruepoul arIJ

' amlcrurse4rn Alussacsu

eW rp1rv\ 3uo1u 'seuolcu3lpue s1ue1d -ro,uod p11nq ol prru 'secpcerd

lemqnclGe naq1 ozruroporu o1.,(suour eql osn plno, f,rqJ 'lueurdolaaep

go e8els ggo-e{e} aq} qo?or o} tuaql 8qd1eq 'seulunoc Surdolanap oq}

o11e1rdec luerulsaAur eprnord suo4eu qrIJ eqr - plB u31ero3 3urp1,ror6 'V

'ssacord s5p rtllr\e lsrsss r(8o1ouqca1 uorlerruoJul prre frarmtrceur

Jo uoqcnponur eqI '{ro^d ocraros prre l?lqsnpur o1em1pcffie

trro{ sncoJ orp ssn1s sry} - {SoJouqcat lulrlsnpul 8u1cnporlu1 'E

l-

Research Activities

Candidates are required to:

1' Assess the effects of moderni z.artonon a narned caribbean territory.2. Discuss the statement - ..The

poor countries are gefting poorer, who is to beblamed?,, Make reference to the Modernizafion Theory.

I,esson Tarret

Lesson #23 targetsobjective 2 of Module 3.

:

ll

Recommended Readings1. Sociology For Caribbean Student,

::::,";,;;obar rntrodu,r*,]lf;r:#il:r,3J ffiT p 216

- L/.

arnoes ol JapJo {n uoqpu rlcu erl}Jo crsmu oql o} {e1d o1 aneq {aq1 'srsuc }qap rrarp or

anp suoqeu qcp eql o1luepuedap aroru auocaq suo4eu lereqdFrod aqJ - lqap u8ra.rog -s

'eoro) rprol{}}rtry6Ft"se qcns aseeld ol fSolouqca}Jo peerds eqt tua.rardol soul v'S'n eql 'sar4rmoo eruos m pe,&olle sr ,{Solouqcol pocrrulpe aFqAA 'senlal prru

seJrsep 'slsorelur 4aql llns 01soqorcos oJoc ,(q pelepuuoJ oJE sercqod plJo,'tr }?ql sumirdroeql slr{J 'X'n oqt puu 'V'S'll rprm saq prcads rrery ot onp ,{Eolouqoat poorruApe

ponrocoJ IIB e^eq laersl prre eeroy gnog 'erode8urg '8uoy Euog 'ue,u1e1 'seu1tmolI rarood aq] o1slgeuoq ro ltrau4uel lenba apr,rord lou op solqunor rood ptre qcF

u3a&qeq seq ,ftuouoca l"ql sanSru,&oeqt urelsd5 plrolll er{J 'se4 pcprlod pu? cfluouoce

neql uo Eurpuedep '.{8o1ouqce} oserp aArocor ppdql3egunoc qcry.&r otuuuo}op ,(eqJ'dSoiouqcel plroffi aqlJo lsoru io4uoo sor$rmoc aroc ai11 'epe+ uoltoc 4erll qllflr erBq

ol sFIt prp puelSug sree,{ ro4 ,,fudqduad aql ot {cuq secud qBH 1e plos eru qclq^^ spoo8

Jo'uos il? o{Bur 0} lr 3sn orlllr suo4uu pozqel.4snpq aql ol rfideaqc sleuo}ellI,e\BJ nerp

fies o] saurmoi rood eq] so^eol,srgJ 'sor4snpu] rrorl] ololrord ppo.u 1eq1 .(8o1ouqce]

umuar Smssecce urog p.eueq sr.,{reqdF?d erIJ - z{lrcrder JulrtsnpuJJo {rBA 't"

, 'slgord afnq p ,fteqdued eqt o1pt0sar pue spooS

poqsruq olm pernlceJrureru ere {eq} eJoq,e\ ser.urmoc aroc oq} o} slerro}B{tr.v\er aseq},{:rec

s,JNtr\tr esarlJ 'suo4erofuoc luuorteu-p1nur neql g8norp serqrmoc q3u atp o, ,{ldeeqc

slcnpord esaql gas ,(sqg'slcnpo.rd peseq d;pmqncuSe pue sl?uoluru ,lrsr,laoJ BJo

uoqcnpo:d oW uo soleguocuoc dreqdued eql * sd[ffio-iroea pafucyo - fiodxo',morri;g 'I:acuepuedepulJo ,{.reqdued oq} ploq ot sroroeJ ursu

ooJrfl osn suo4eu qclr orlJ 'suoqeu rood erp Suoure ,{uanod 8ur}en}efued pue slgord snouuolrr

Suqe.raua8 .(q suorleu qclr eql slgaueq.{roeql urels{s plro.rri ^eou

oq} teql pen8re tne}suelp.\\'suorleu rood eql pue qclJ erp uao.,tr1eq de8 eqlJo Srmraprrrr aW uI 8u41nser 'rfuuopuadsp

Jo alsls e ru.,fteqdued erp deel ser4rmoc oroc eseqJ 'secmosor ocrecs rogiuogqaduo:-

ecJoII eq1 uo{: s{nsar luaruclolenop-roprm pue lueurdolaAap }Bq} e}ou o} }ueuodut sr U "

'qsepupuug pue ueaqqlru3 oqI ?cuaurb-

urleT 'ecrryy srBrIBS - qns sB qcns sel4rmoc sopnlcur dreqdued aqJ 'spoo8 prRsnpm 4eW rql

lo{reru }seA e prre rnoq€l dueqc,'sleue}eru rv'e-r deeqc qlur' sCIu1rmoc qclr srp.,{1ddns .&aqduad

eqJ 'elrl[o]es ro freqdued eq] tueserder sor4rmoc oruoc(n,,vrol oIIJ 'orode8urg pIrB Farg?Ipq 'Burrl3 'eeloy qmos epnlcur sor-Brmoc esor{I 'se4llqoe 8r}prrt roJ sot4tmoc eroc arp uo

pusdap seulunoc ssoqJ 'freqduad-r-uros ,T ort sor-4rmoc eruocul elppry aql fnd urelsualle-\\

,fueur;a5_pue uedel ''X':] et11

'V'S'fl eq1 '3'e 'aroc aql rn selqrmoc pez{er$snpu} pu? qclr aql paceld eH 'seuoz cmrouol3

epql olrn plrol',r erpJo serqrmoc aq} pepr^rp uretsuellel6 'droaql sH} q}l^{ po}Blcosse ,i1aso1l

sr tnalsuell?16 Isnueruu{ lsregu plJo&r eq}Jo &\eIA }srxJBN - rod e slueserder.,{.roaql srql

ttl/

rIrd/fIff,

,a'mffiT

debt reschedure' debt forgiveness and other assistance.

oI.

,TffiI|f,uttt' "' apart from economic reasons,cultural, political and social factors.

Lesson Thrset

e.g.

Xffi J"ffi l,'.T:Jf :H:ffi -."-comrprion,inrernarsociarstrarincarioo,r*.*,and incompetence in gor.**"rrt.

iffi i:lffi :;i;.::fi ,:r#:,::i:f:o,ormodernizanonbecauseitinvorvesther$clinkoduction of Western culture on fhem

n ., Research Activitiesrupils are required to:

1. Discuss ,"n ,Unr* has experienced such enormcolonies' Make reference *'*, rerevanr roriorogll;I[".t"T:*

in contrast to its former

1.

2. ffi,ff,,i::*Y1d"l' bv Mustaphu p 2os - 204

il ::"il #,obar rnte;;il ffi:Il,ltffi i.; ilh,,

2.

**oorrrr IiIl-9FfLesson #24 tragets objective 2 of Module 3.

221 - 224.

L

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Ia

rVfiqCltr -"J 'e olnpow la z e^q)efqo strs8rsl gz# trossr-J

ieTqEffiiI

.9EE* vEe 'r6z'd '(uoplpgyg) zvrururl^1/ {B.{rBSursU {q vgs rttl1ll selpn}s Islcos ur soFlpol^l -e

'LZZ - VZZ 'd '(ZAO) reurrmld/sruorc,Inl [q uorlcnpol*I IEqolC y :dEo10rco5 i@

'ArcT.'(q.&ercos rreaqqlre3 erp uo e^eq [F.&r vartezrluqop pgl lcudurr {laTI oq} ssncsr6 .I:ol pelcadxe e"re sp&r4

I siilriiryq'luspuadsp puu pedolo^Op-roprm peumtuar rrreq] e^Br{ prre solqrmoc rood lroldxe o1

esn I[I^t suCIt]uu gclr arp 1?q] {ustu?qceIu e se uortezrluqop oos solqrmoc preqdFed aq1 -E

'pljo.{4. erl} Jo LnowzttJvcueurv,,eql se sor4rmoc 4aw pue sJapBoI plrolrr oruos .,(q uees sr uo4ezrl?qolc -7

'suo4?u qcueq] uo,(cuepuadap sot4lmoc rood oql paworcrr s?q uorluzqeqopgo uopcnpo4ur erLL -I

fpualclga secrlros ptre spoo8 ecnpord ol pa8emocuasq III A,(aql se 'suolJeu rsrood arpJo lueurdolerrep srrrouoro aW ocu?qus ,{[quroprmoc

IIII\ uo4?zqeqof lerp san8ru ,ftoer;l srqJ 'tuorudolaaap prre op?4 plro^4. rrr asser3urluecgn€rs uI llnsor lrrn,{urouoce pqop EJo uor}urrrroJ arp leq} surrelc norqf uoqszqgqolg

'lgsueq ol alqs 39 IIrr ser.4rmoc sroru {cnlm Eo+qlFo1Yr OJolrr pIIB erotu elersue8 IIp4. ocroJ clruouoto uB sB lusrplrdec puorleruolq l?q] sen3re

{roeql srql '.{roaql uoqezrueporu oWJo uorsue}xe rru sB oea. eq uuc ,tr-oeql uo4uzr{BqolC eqt'efelpn pqoF

euo olm 'p[iom oq] ssorc? ]e{rBIIrJo Eu4ceuuoo aq} p{re sreuruq ep?$Jo IBAoruaJ eql .srro4err

Jo ocuopuedepralut Euqoruord uo sesncoJ r1 '.{8o1ouqca} uo4erruo3rn.{q pelsrssu slueuaa-6epIrB }IrottrlseAul 'apBJ} I?uoqBIrJa}III,(q uazrup sr ssacord sryI 'pIJoAr aql ssoJc? slueunuaaoE

pue soruudruoc taldoed aql Euouru uo4e-6e1ur prru uopcerrl

^ro3r{J uatwzqeqolc aqI

t-f, 4

rd

rl

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lr '.'{:f -1OJ

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ir.,ltf r,r.tfirrr\.rIi - r. U.,j

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qi vQ1.(\i i '

triirl {r,,e,.!, tis\ i_1 j

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97, # AIOSSI'I

'suorsrsep luerulue^oS umues esuenuw ol3ur.&1 'eleN

eqlJo sreuBrrr f,4se(uop oql ur eJoJjeltrt o1i{rBAL plnolA s.)Nr\[ aq]Jo eruos

'.{4snpur eurump/elr-xneq aq1 '3a

'uo4urado;o esJnoc reqt Smrnp r.uJoJ prrul eql for]sap s.JNW oserpJo aruos

'sJeryo.u Buoure

lsrulJo Iosl pue cured Eursnm ',{lueppns uor8er er11 sAcel IIp\ s.JNIAi eseql

etuoq lues sl s.JNI\i asaqt,,(q epetu lgord ar#Jo {lnq sql

AI

m

.II

.I

uollull^ul rig uollu4lur4snpul Jo sr{ruq,raurq

'lueuue,ro8 er{} JoJ enu€AeJ epl,,loJd 'A

'spnpord pcol rno JoJ peprAoJd sr leqreur sEesJoAO 'AI

uo6er etp ot pecnpor1ur sr,,{8o1ouqco} tuapol{ IIe8rmqcxe u8terog ureg 'il

1uaur,(oldrua eprAoJd'I

uollBll^ul r(g U;ollvzllvlrlsn puJ Jo soEBtrrrB^py

'uBeqqlJEJ aw ol pmnpo4ur se,u uorlElraur

iquoqezqeglsnpuJo ldecuoc eql'l1nser e sy 'qi.tro-r8 Jrrrouooo ro3iaur8ue eq1

epr.rord p1no.A& uor1ezqeulsnpul s? 'sJolsea.ur u8prog eql urog epe4 org rrreol plnoqs

sro$e^w lecol or.Il 1uqt pen8re eH 'saryrsqns puu s.(upqoq xel sE qcns seluuecu] qtpr

tuar11 cpilord pue srolsenur u8reroy e]raur uor8er oql 1eq] pa6e33ns sl&eT 'esrpedxa

pembel eql pue ptrdec go {cel eq} ,(q pereduruq su,r 'Jeae.Aroq '}decuoc srU.I-

'Z reN\plro/l& rerJe lrlSg tnoqe etuuc ueeqqlruf, erp roJ uortezrpulsnpulJo tdecuoc

sI[{ 'rrBeqqr.rsJ eql ult{ll.a{ uortszllBlrlsnpulJo e}Pco^pB lsrg erfl sB.,\{raT rruilrv rrs

uBeqq JrBJ eq&pvY awBzllulrlsn pul;"atV^ I,i,

'(Eolouqcel pmrrc^pe puu uorl€zrusqoeru Jo uor1ecqdde

eql senloAur qcil1,&r uep,{s f;opq u ur spoo8go uoucnpord sseru e{t o1 srEel srqf

uollrzllBI4snpul sI lBrtral

97, # NOSSflT

What ls Urbanisation'l-his retbrs to a shift in focus among a country's population where an increase number o1'thc

people flock to the town centers and suburbs for residential purposes.

Causes Of Caribbean [Jrbanisation

I. The search for jobs or educational opportunities

Il. Night life attraction.

III. The desire for urban status

IV. lo access better social services

Comparison Of The Pattern Of Urbanisation In The Developed With Those

In The Developing Countries.

I. Urban Growth in the developed countries is due mainly to imrnigration. rvhile that o1'

developing countries is due mainly to rural-urban drift and high fertility rate.

IL Slurns are rlore visible in the cities of developing countries than in those of developcd

countries.

IIL The means of transportation is more organized in the developed countries rvhich lroast a

better road and railway system than that of the developing nations.

IV. Undenvorld activities, such as drug pushing, armed gangs and extortion. are rrore

visible in the cities of the developing countries.

V. A higher percentage of people in developed countries live in high-rise apartrtrcnt

buildings.

VI..lob and educational opportunities are much greater in the developed nations.

VII.Healthcare and other social services are relatively better in developed countries.

IES

are required to:

I- Discuss the argurnent-" Foreign investrnent has not contributed enough to Caribbcan

development".- II. Explain how urbanisation has contributed to various sociological problems affbcling thc

Caribbean societY.

N,f,SSON TARGET

# 26 targets objective 3 of Module 3.

MENDED READING

I- Modules in Social studies by Ramsawak/umraw (p.206-207).

II. A level Sociology by Stephen Moore (1991)P.294-299.

tII- Sociology For Caribbean Students by Mustapha vol-2' P.201-211

LESSON # 27

weber states the bureau cracy is a social organization with a hierarchy of full tirne ofllcinls

frmed a chain of command. Government departments, political parties' the security lorcc

thurches are some otganizations that are associated with bureaucracy'

Pu roose of Bureauerasll

fo designed to be an agent of social control. It serves to stamp out or prevent corruption and

dher malpractices at the work place and the society in general'

Bureauc Inhibits Ca

I- It is costly to maintain.

|I. It can frustrate i$vestors due to,the lengthy delays it may cause to process ccrtain

docutnents.

III.lt may,cause delafs of certaii social projects eg. Road construction, healthcare anrl

housing facilities.

IV.lt may give rise to comrption due the lack of accountability and transparencl" I)c<tplc

may iust " Pass the buck" around'

V- Bureau cracy usually changes when a new government assumes power, resulting in thc

discontinuation of certain government programmes and projects'

How To Reduce Bureaucrac)'

I. By decentralising the public sector'

II. By putting more workers on contract'

prior to the 1970,s, Caribbean women were subject to rruch gender discrilnination' 'l'hcr/ \\/crc

eirher barred fiom entering certain profession or were not paid the same wages filr thc s,rlc

.iobs done by rlen. They were not encouraged to attend colleges and universities.

I-Iorvever, since the 1970's, Caribbean women started to dominate the enrollmen I at all tcrtiary

institutions. Caribbean women have made significant progress in entering, what orrc considcrs.

male-dominated professions such as medicine, law, engineering, construction and tlre policc

fbrce. The necessary legislations are now in place that entitle women to equaljob and cducalion

opportunities, equal pay for similar jobs etc. They are also protected against sexual harassincnt

at the work place.

Health And Caribbean Development

I-lealth is an important issue assoeiated with Caribbean develo.pment. The state o1-health ol'the

people within a country will detennine the following:

I. The cost of treating avoidable illnesses

I1. The productivity level.

III. T'he employability of the people.

T'he rnost irnporta?{bt ,.rorr"b of any country is its people. Whatever level of dcvelopmcnt u,,ill

depend significantly on the general health of the people. Certain illnesses are now having

adverse impact on Carjbbean labour force. The region is regarded as a high risk area lort",tt 6kl-llV/AIDS. This fbrlbT6ts rnost prevalent among people who are in the prime of their work li1b.

This afl'ects the proOuctirity level of those who suffer frqm the disease. Diabetes, high hlood

pressure and heart disease are very prevalent among many Caribbean workers. These ilhicsses

put untold pressure on the lirnited resources within the health system. A lot ol'rnoney has 1o bc

spent on tnedical supplies and personnel. The high spate of violence and motor vehiclc

accidents also affbcts Caribbean developrnent for the same reason that money tl-rat could irc

used for special development projects eg. Road construction, education and skill trainirrg. has

to be spent on medical supplies etc.

Caribbean Tourism And Development'ltrurisrn is one of the main income generating industries for all Caribbean territories. Aparl

liom the fbreign exchange been earned. it provides several jobs and linkages that strcngthc,ns

olher industries. This leads to the creation of thousand of indirect jobs and other opporlunitcs. It

--n

pomotes cultural enrichment' However, tourism can also hinder develop,rent in various

s.It may promote a dependency on foreign food to cater to the tastes of the tourists' 'l'his

r^ --l:'1,^ 'l'1"i.,

;;", ;ur uerirulture. Tourism promotes prostitution- male and t-e,rale alikc' 'l'his

figger off a HIV/AIDS epidemic. There is usually an increase in garnbling activitics

.1..r i-l'rcirr

;;;,;;;;r; eg. casino. This could erode the nations moral.''he tourist industrv is

essociated with an increase in substance abuse eg. Ganja smoking. This practice givcs risc

sorts of crime.

CHA IV

are required to:

" health and tourism are the key to developrnent in the

Bureaucracy is a road block to Caribbean development"'

Discuss the statement-

N ARGE

#27 targets Objective 3 of Module 3'

ADINGS

Sociology For Caribbean Students Vol' 2' by Mustaphap'213-216'

Modules in Social Studies by Ramsawak/Umaraw p' 421-459 '

Caribbean".

Assess the argument- "

LESSON #28

It mqy not be possible to come up u,ith a singre definition for povefiy. 'l"his is so as pe.plc''s

rtrants and.eeds differ from one society to another. The fbllowing detinitions *'ill hc .llcrcd in

this lesson:

+f. Absolute or.SubsisteLce Povert"v

'l'hisrelerstoanindividualsinabilitytoaffordthebasicgoodandlorservit:es'

d2. CLitical Poverry

This refers to the conclition where people are unable to anbrd or obtain rtr.d neces:,*i'\

for survival- This may lead to starvation' .

{3. Belaliys Pave{Y

This refers to a situation where the poor is compared with others u'ithin the satnc

^society.tl'heindividual,isunabletoafford'wllatothersintiis/hersocictycotrsidr:r'

necessary.

{. Subiective Poverty-T.hisrcf-erstoasituationwhereanindividualperceiveshimselt7herselfttlbeptltlt"

because he or she cannot atford certain goods or services in relaticl, t. hisilicr srLrlLr:'''

5. Chronic Poverty,l.his reters to a conndition where people remain in poverty tbr nrost or all of thcir lit''':'r'

-l

t6. Seasonal Poverty

This rel,ers to the condition where people,s income falls berow the porrcrty' line ..1"

during ccrtain tirnes of the Year'

-fhe rvhore concept of measuring poverty presents a real probrern. This is so bc'causc cull.ttr':

roaries tiom country to country and with time. what constitutes poverty in one s.ctcty tnitr'

differ in another society. However, the poverty Line Model will be used to n,casure po\'t':i',1' '

Thg. Poverty Line Model'l-his rnodel was conceptualizecl by Seebohln Rowntree, who tried to measure povcrl\,*ir-r

Ilritain in the t 880s. His poverty line model has three essential elements of expcnditurcs that

ew\ry.pcrson or falnily makes:

1. Food - Rowntree uses a basic diet which would keep people healthy. lJe put a cosi io

the dict.

2. Clothing - Rorvntree calculates the minirrum amount of clothes necessary lirr a pcrsrrrr

to keep warrn and dry. He puts a cost to this amount of clothes

3 " Flousing * Rowntree calculates the average rent paid by the working class peoplc at rhc

tirne.

ltorvntree totals the amounts outlines above and uses this level of income to lre eclaullr:e] io iirr.:

povertl' line. The Poverty Line Model is a measure of the nrinimur{ainount of in,jornc

necessary for basic subsistence in a society.-j

Elrau'backs Of The Por.ert!, Line \{odelI . It atternpts to explain only absolute poverty,but not relative or sub-ieetir e povertr.

2. Therc is a problem of determining u,hat constitutes the basic necessities as this raric:fiorl society to society.

*t

[.ises Of The Poverty Line

L It hclps to detennine what constitutes poverty.

2. It rl]ay reveal how many persons are living in poverty in a country or the u,,cirltJ.

3. It can assist rvith the fonnulation of poverty alleviation policies.

4. It allor'r's f-or cornparisons to be made between different countries regarcling tlrr: staprlar.qi

ol'living.

l. Human Development Index fhrtl.This index fbcuses on the lif-e expectancy rate, the level of educaticln and lhc stanrJi:rii *i'living of the people within a particular society.

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2. Cender Employment Measure.

T'his fbcuses on the ability of the women to participate and make decisions on political

and economic issues.

3. The Poverty Index.'l-his is based on the minimum cost of an estimated diet multiplied by threc. sincc it is

\.estimated Lhat a typical poor family spends one t\rd of its income on fbod.

RES-EARCH ACTIVITY

Candidales are required to:

1. Assess the problerns experienced by sociologists in defining ancl measuring poricrtr'.

LESSON TARGET

I-csson #28 targets Objective 4 of Module 3.

RECOMMENDED READINGS

L Sociology: -lhernes and Perspectives by Flaralambos (2004) p.236 - 242

2. Sociology For Caribbean Students Vol. 2 by Mustapha p. 223 - 224.

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LESS*ru #3S

{}f Pm

cf p*=+er1jr lvas leff*duced- bir, the Ai{ieri*an ans.hn"o3:*!*gist Gsear Le1,i,is iti thm trate

Ele devel*per* t&as iuiea fi*ix hisfietr* =,vofii atl1*ltg tI're r::"han i]**r x& fu{*xic+: and Fue,lts

Accc,rding tCI i-ewis, th* poveffy .is c*nsisted *f ttae f'c1tr*"',a.i-ug tlaa"ee nevetrs:

The { g} di4 #}e &L-{.-f,}€L

A str+ng feei i*g *f' nearginatirati+a1 lteipl* ssme ss es-lrf kittl'itlt"ity.

A sense +f r"e:ignatr*n aitci fetaliss,r.

Little i*udcnca, i+ +:telay gr;rtifie*ti*n,

TtZ-Farea-L*{,tqej

High dir.oree iat:;s.

i{igh iey*i sf, offrrilr?*l1 law, rarrisfis"

. Iacreasimg $q,rirrher *t' {*m*X* heiuseknlds.

o Ahigh i*vel o'f'una-le ,'inal'girraii{v.

3. Tke -Cutgg:e#-ttv*I.syeA

r Laek ot- ef{e*ti.:e p*:tieipat'i+a iu the reaj*r sii*'i*[ kr*titalti*ns

. Refusal tri becqrna* sneryahers of tra.d.e Erai*ms and *ther s$qh ass aiatrqrus.

o Littie use is rna,*e +f tr:ar&s. huspi';ais, r.llrrrreuffirs" ete ,

kwis eisimeeJ ?hat thr culrrirc o{'Xrr::er$r, *I'!re f;stabiis}reqi, tends ta: prer'p666aie itse}f'

generation tc: generati*n, Chilck"f;fi ar* taugtrt by their par**ts tq: see pevf;rq/ es -b*ing

aad t* ac**pt. it as a prral *f ttteil'iega*i, * fat*iislta. Lewis algr.;fis tka{ eui*'lr* of

best explai*s or Sesc;ffil:*$ the sit!;ati{i$ ci iirc p,t*r i.ll post c*Xumiai s*:ri*tios *r

c+r:iitrics" F{*rrye',,*r, he *gt-tes titat n*t e'rrely*I?f, rrd*pto s*efu a c*Ltul'c, as on}:r f 07e

poor ia the USA arf*pi the carEtuie *{p*v*rty li{*sfytre "

Marxists Fe {Jn T}r* ea$ses

ict theorists arg$e that p*veity is the r*sult *f,ftre liigh i[evetr of sscial inequatr'r{'ics

r''o'ititing tfu* r,#pital s*r:ieties. F"::; iil{s{,uosing g=qv*{iy, thc f+trlorn acag rri*r.as w*se sh*ird h}, fhe

cor: ilier tltec,l'i r{:.'fl" Tir* {ixd*smiatrieed **$"eafsi*s *?.i+{i}Mrage a laiglt d*r:tand f*r skil}*<1 wql{ken"s. Th* }arge

- et$rebux's qrf :*-r-rrckiil*d CIr s'=fi11*sliiltq:d :"++x'k=t-'; ar* uxrr*,;l* .iq:, reett this, tj.*lnmnd rsi{d

-tlaerc{bre" *rflnffiEi-'t ol-'''laim j*hs ro,,i{rh hig?a "rareg*g. Ftrer:,"-,e, ftee3, i"s.p-13si* {m p*rreixry.

hi/,;t-lteri actd rifurit* raun.:r{ti*s wlt* are ;sil;*,w $*ru,1*s}iilie,3 **,;iLpy r}aq t*wr - Fs}ruftg;*fos.Tfuc 'u&e3*r *i"rsss'wlai*h **tisists *f'th* i'ei:r*rj. the p*rysic;anfu riaatrle,mg*d arrd s-m61*

Fal'0s}i f.a::::iie-s, i;tfiF-; pl'ur:;tige acdlr,,,ra.ith. E*rar.lsc *f,th*ir= loar sta'fij,s, Ehe mfi**altffinLfies

f-r,r 'br-#*r

pai,J, _i*3:s ar* iirmit*,j.

e]*lr"l;:etiti*E &.lni-{t;g :':,,crkcts i'c,rs"1{,}r=r 1vfr.,Ees t*l fue patd ul-.tl--

TFra caprtalact s**i*fy pl*ati*'feo s.otiai utu-qnalities, themf.bre, ti:* i:oc*. slrffbe"c ;r la*k of' , t

s'*-cigi itroi:lility tJe* l.o *tr:lr;i11c3.rcfi?-lt, lovr. i4i*Sfl-q, p*ol" it*alttt *tly*, {j*t-x" diei, ri*"Tj'i; Cl-oit r',1i1 ar.i ill'ji,,,C, i ,it tl,* Ir.iitllS r;14.SS.,f,:l A r*S:ljt, gt,,r;rr,lll(*j1[ \ti iii ,j,i iliti.: te;.lle lnste ; ,: rie:-i,r

Ixr'f-h* *,t'*pi:[:x1iot r,ar;irqy, fia* ar,iorl,,-*r *nly l-r.as lus l+b+ui f6 srll f*r a.r,,,,ag*, ftfi*ul iigtles

fliais is 3l*raght e]ramp,iy, fu* i.+ t]ae irrck ,+f jo!:o.

{:q:*.qqigry*r

i. Tfuis'rir*'.:iY has fs;k,q.3. tr: a;tpEalm *3*emi;7 wfu*f ffrll-lcfis Fr"atierrlm gr#i"npc im s*.riepr t+ be

Pd'Li'

2' Tfue 6:arop*efi;,'e is vu,;i sertsit:vctc tla* r,*saa.fi*tt im fuacc:rae e:ristiarg1:ar.{iiran tilr lq,;-.iki*t*:

elsss.

Tfu* $1ffi@q&.ElY4.$lxe,S'{cs.{tLffie}tsd, &$:}-m$"{}eq{E #m.g"fu€-ileEsses &E$.d r*slqtsr-##i* &f,trsyeq"flY

X " Ti'Le 6u:uttF*t:ra€:ve an:,pr,c**fu =J'grl!3s

t.[tm.t t3t* p+*r' is to be ]:iaage,;tr i4a. trfts rl\,,,lt 6.,:,,rer4r?,, Fr-rv.6,1qy i:,-{is,as fo*ealism i&m n:**;" hav,: d*vel*il*rd cr cffiit11{e a. p*-vcet3r

3 ' I itr' ota;er, fkre:*gfu li's weE{al"e -grt'Ggrmrsi{r}e-s, }tms ag*t ***e:u*:+,ge,,.3 tit* poar to t--***nlr srli'

su{Ti+iemt a:ic{ t* aepirr tmwarr.r *pr,v*r"# rsd}wial nttobilit-y.

4'" F*v*tty ts fkiirtj*&an ila rfunt it siirya,s tfo* *nsl,itii+,J -ra.+sk*.s t* +e*ept icvr-pa3;ieg jaL-s

)

).

&

Cr

7.

m

Dfly be r**$t*, ii'tt*, aead rSar:g*t'':r;s"

rrtv is i:nctrsnal as it fbffiels a yard stlek hy wkieh s$oq*s5 sf the frorl-poi-r{ ma'y be

ve T'ru Tha-il-cffig

ffiing*1*,ssfuavec!t,w*x-pedea*er1upavmrdsq,ai.a].*t*h.iii@ot+ttraeils Class.

mCIst taleetes and *i.ueated ar* **t alwa.1's heialg re"'varded wifi tlt* bost pa'ytlrg

a1- .l..,.1.

oee,s pi;iiacxl r:r sc,ilstr 'tisa (,'ft*ri ti*$* *aa$e *rt* t* get *ertatire fuiglt pt'':ii'* jr'1bs'

r Caribbeaa p*op.i* irrigr*tr ovfie$e+$ rrot 'b*cau.s* cf'tbr*ii'l bcfurg ueerlereitte', aud

illed- brrt beo+rrse *lf t}:.e l*e,k *.f 3c-hg a,l,t ,*#"ueatl*natr *psi]ltln*1t1ec'

werfare pr*graffi{i}$-$ ,rrfi mevi}{ d*s.r*ned tr prcmaote r}swa-r"rl s{irirrt rurbility hut to

hriare tbe p*lxass+*i*ted rvitta pov*fry'"

rebef of pe*pi* ai.e {trL11ii/ t*.ar,,irrg t* daerg'iyax{lel'-rreg, *x*';rNi*n acd *trhrr *adsr:v*ric-1

ies to e=nunie{ p*v*r11" irrsteaet *'f' ar':cei:ti11g ti-i'=!v pa;5'irig '}r:h's"

sor'e peopre may suf,fc r pwr*rtlilue {o t,teic ae*etr1tanqe *f'ta're, *tlnec' r"*n:rarur grcor

tg &e lack ef *duer'tioual a*d3u:b opg:*r*-*.ttitlas'

ue requiled t*;

n*" &e relevan*e o'f rhe cr*itus* cf p+verty'p*lspe*tin'r to a taaratcel {lEu:'['b*ean

E

Ergrts Crbjectiv* 5 *f ivi*'1lrta 3'

ASING&

i:Therr.esardFerspeeti:t,'eshyF{ar"axaamLl*u(Zi3tt,i}p"265-2fu*

ForCaribbeaastudentsbyhAustapitap'j25..22.8t

@

Lesson # 30

Socio-Economic Conditions-That Lead To Poverty

I. Unernployrnent

II. tJnderernployment

III. Low wages

IV. Lalge farnily size

V. Low' educational attainment

Vl. lnflation

Vll. The culture of poverty

I. 'Ihose with special needs, eg. the blind, dumb, deaf and the physically

challenged.

The elderly

Children and women

The unemployed

Single-parent faini I i es

Indigenous people

I Needs

category of the poor tends to be the subject of social isolation" sexual

physical discrimination, etc. They are also deprived o1'acces$ to.ioh

ional opportunities, good health care, proper lood and she:lter. S(rr:rc tll'

iduals resort to living on the street.

these poor people suffer from loneliness as their children rnove out [o

tt.

lt I.

w.-Y-

Enily of theil orvn. They are also subject to social isolation and rneag.rc

E

state pension. Many suffer tiom chronic ill health as they cannot afrord aclec*ratc

healttr care.

children I r-^] 4n ways' A number.f childrcri

Many of our children are subject to poverty in vanous

are the product of umvanted pregnancy. They are often depri,ed of proper

nutriti'n. health care and parentar supervision. Many of these childrcn are 1r*nr

large t-arnilies and are often deprived of good education'

Women terms of education ancl thc

Caribbean worten are making significant progress tn

holdingo{.goodjobs.However,a'considerablenumberofwomenarestillp()(}r.

Martysuff-erfromsexualharassment,domesticviotence,genderandrvage

criscrimination. A high percentage of women are still uneducated and uner"*ployecl'

Elre Unemployed-lhesepeopleareoftenuneducatedandunskilted.Theyoftengetinvolr,edinttrc

drug trade and other crirninal activities such armed gangs' robberies u'-"1 "t111f

ii'r-rr'

-I.eerragepregnancytendstobehighestamongthiscategcrryofthepoor"

Depcndingonwheretheylive,corporateinvestorstendtoshyawayfrtlmhirirtg

thcse people for one reason or the other'

Single-Pa rent Families

Mostoftlresesingle-parentfamiliesareheadedbyfemales.Themerrterrdtolcett'c

thc children on the wolnen for support. The children are often sch.ol drop-.uts ;r:;

the women cannot affbrd to send thern.to school. The chilclren beconrc victirrrs rl'

chilct labour and child abuse. These families suff-er frorn the lack .1'pr.pcr ircalth

care and housing'

PeoPle

canbelbundinplacessuchasGuyana,BelizeandGrenada..l.hey

il;;;Jof access to good education' health'1" uno,::tl'l::] 1l]"]"

realsosubjecttomalnutrition'ethnicdiscriminationandthelacko[gtitld

Poor

Itmaypushstudentstoworkrealhardinschooltogetagoodeducationas

avehicle of upr,'ard social rnobility'

Itmayinstillorcausepeopletodevelopthedesiretosavetheirincorrre",and

not to become reckless'

People may better take care of their property'

CH ACTI

es are required to:

on the development of a named CaribbcanDiscuss the imPact of PovertY

societY.

I-esson #30 targets Ob-iective 6 of Module 3'

l. Sociology For Caribbean Students VoI 2. by MustaPha P'231-235'

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by the Jamaican Government and the World Bank. It is geared tou'arcl assisting thc ltlttst

needy in the society. The main beneficiaries of the PAIH Programmc arc clrilclrcn' lltc

elderly, pregnant and lactating women, persons with disabilities ancl poor ailtrlts' slrue ial

. health care and education benefits are provided to these individuals'

3. The National Health Fund (NHF). This provides health care tbr perhons sutl'cring tiorir

certain sicknesses such as diabetes, asthma, high blood pressure' heart diseascs arrd

kidney disorder.

4. Jamaica Drug For The Elderly Programme (JADEP) provides assistancc ltrr thc

elderl,v to purchase certain drugs to treat their sicknesses.

s. The Book Rental programme for high school children. This allorvs tor ohildrctr fi'ottt

poor families to have access to the rnain textbooks at a rnuch reduced cclst"

6. The Srhool Feeding programme which targets children ntainly fiom lhe dcep rriral

schools. 'I'his programlne provides these children with regular cook lunchcs"

j, T'here is the Senior Citizen pension geared towarcl those individuals rvho dicl not u'q)rl(

ivith the state but have reached retirement age.

g. 'l"here is the Inner City Housing Project. The government provides lou'-incoilrt: ltttt'tscs

Ibr the poor w-ithin these communities. Food For'fhe Poor Organizatiotr also assi:;lri rr itlt

this proiect^

g. The National youth Service is a social intervention programme that providcs traittins

opportunities for young people" while providing them with a little incorne at thc santt-'

tirne.

Research Activity

Candidates are required to:

1. Asscss the efl-ectiveness of three poverty alleviation policies found in a nanrcd

Caribbean territory.

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,

SECTION A

MODULE 1 - POPU'ATION STIIDIES

Answer ONE question from this section.

the Malthusian theory of population can be applied to a named[25 marks]

Analyse the main factors that have contributed to patterns of emigration and immigration sinceindependence in a named caribbean society. 'rrxtsr4Lru, anq lmrug[2s marks]

SECTION B

MODULE 2 - SOCIAL ORDE& SOCIAL CONTROL AND DEVI.A.NCE

Answer ONE question from this section.

'Labelling an individual as deviant leads to a self-furfilting prophecy.,, hesent an argumenteither supporting or opposing this statement. support your ariswer with reference to in0eractionistperspectives on deviance. r E --' r wr!'rsrEr(,rr"" *, ,rrmarks]

ryr.ailwly youngpeople,Iower-class males andurban dwerlers make up agreaterproportion ofcriminal offenders in the criminar statistics of caribbe* "oont

i"r. [25 marks]

SECTION C

MODULE 3 - SOCIAL DEVELOPMENT AND POVERTY

. Answer ONE question from this section.

"* "Po'"t'y is functionar t-o1o{eu today-" Analyse this sratement, showing how it applies to theexlxriences of a named caribbean society. ---?urw'r' D,.,wrr, 'ow [25 marks]

"Health' education and welfare reform are tle keys to development in the caribbean.,, present anargument either supporting or opposing this view. p5 marksJ

Assess the extent to whichCaribbean territory.

4.

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END OF TEST

l\-4AAn46r^

#31 targets Objective 6 of Module 3'

SociologyForTheCaribbeanStudentbyMustapha(Vo1.2)1,.236.237

^-.L-

SECTION A

MODULE 1 - POPT]LATION STUDM,S

Answer ONE question from this section.

' 1' Trends point to a reduction in population growth rates in the Caribbean over the past thirryyears. Discuss the reasons for this trend. Support your response with reference to a namedcaribbean society. Izsmarksl

2' Population census data show that Caribbean populations are agelng. With reference to thisstatement, discuss the implications for social and economic developmlnt in a named Caribbeansociety.

[25 marks]

f6-"^. 1t- ,t n'a '',-" SECTION B

'r ..r, e.,

,/ }rcDTILE 2 - SOCIAL ORDER, SOCIAL CONTROL AND DE\TIANCE//Answer ONE question from this section.

(t'"pJ . Examine the extent to which any TWo of the key social institutions have been efflective as' agents of social control in a named Caribbean society. Support your response with reference to

any studies of deviance in the caribbean. I25 marksl

Examine the extent to which alternatives to imprisonment provide a better approach to dealingwith confolling crime and maintaining social order iu CariUUean societies. [25 marks]

SECTION C

MODIILE 3 - SOCIAI, DEVELOPMENTAND POVERTY

Answer ONE question from this section.

Arcording to some sociological theorists, the historical relationship between Britain and theCaribbean has resulted in the advanced socioeconomic conditions in briain today. Discuss thisstatement with reference to a relevant sociological theory. [25 marks]

Governments concerned with improving social conditions have inkoduced poverty alleviationpolicies. Examine the arguments for or against this strategy to improve *r" quuliry of life inCaribbean society. pS marksl

,f i,

5.

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END OF TEST

aaa ^

A ,,lan lf1 I hF ,t^n o

a- L-

SECTIONA

MODULE 1 - POPULATION STUDIES

Answer ONE question from this section.

Migrants do not only move from a lYor*, counrry ro a. deveroped counrry. A third of the;Tfl;fr*:ffi#ve moved r'o* on" to*-inJom";;i;*s country ro anorherhigh-income

Assess the extent to which this statement is relevant to the,Caribbean. support your responsewith reference to push and puII ructol, in any Two r;;; caribbean socieries.

_ t25 marks]f,br at least rhe next 25 years,the older

*XHT;: s;;;;' *,i, wiir ..il; H.lI :#,U :Jff:ffJffi ',':ffi ffi IilTi;"rJ::IDiscuss TWO eccaribbean,.;#',ffi,::l#:;tr,#,:i#1,ffi::XTl,il?"H,:",r;:Ti#"H:I",

[25 marks]

SECTION B

MODULE 2 _ SOCIAL ORDER, SOCIAL CONTROLAND DE\TANCEAnswer ONE question from this section.

Discuss the MAIN fim*:r'ffi :ll1ffi ::,TlT:lf:ifi :::il*:xxTil:,i*'',H:Ttf."ffi

;,;. t25 markslaccording to Emile Durkheim a certain amount of crime is normar or functional for society. Dovou asree or disasree *d;;;;;*Tl,i';x;;6r#onse

with reference to anamedCaribbean society and the rit"rv impa"ii".i*" on url.o"i"ti. psmarksl

1.

J

B,

m02244020/]APE 2o0s GO ON TO THE NEXT PAGE

-3-

SECTION C

3 _ SOCIAL DEVELOPMENT AND POVERTY

Answer ONE question from this section-

fovestrnent, NOT aid, will contribute to reducing the dependency of the under-

ies on the develoPed countries-

$aEment with reference to a socioiogical explanation of the trade and investment

relations between the caribbean and any country of the developed world-

[25 marks]

way to bring about a

Giobalization: Factsrion of unemployed workers in productive jobs is the only

reduction of poverty''- (UNCTAD 2008, Development and

p-62)-

firis statement with reference to the poverty reduction strategy implemented in a named

hem society. In supporting your answer you must outline the poverty reduction strategy

cryIoyed, the socio-e"onomic conditions in the society and available opportunities for[25 marks]

END OF TEST

022440201CAPE 2009