C h a p t e r I I I

DESIGN OF THE STUDY

D E S I G N O F T H E S T U D Y

Statement of..the Problem;

The problen of the study read ee under*

"YOUTH ALIENATION ; A COMPARATIVE STUDY OF SUB-CULTURAL YOUTH GROUPS".

Definition of the verlableet

Youths Youth and adoleecence are often ueed Interchangeably.

It refera to a tranaltlonal stage in the life

cycle between childhood and adulthood and la

conaidered to begin somewhere between the agee

of 14 and 15 through 24. However, the youth ie

used to enconpaaa the yeara of later adoleecence

(Havighurat and Dreyerf 1975| Coleman, et a l ,

1974) Flacke, 1971) Kenietan, 1971) Gordon and

Gaitz, 1978). The dividing line between the

early adoleecence and late adolescence ia aone-

what arbitrarily placed at around 17 yeara, the

age when he ia ueually recognized by hie perente

aa nearly grown up and on the verge of going

to the adult world of work or higher education

or receiving vocetional training of aone kind

(Hurlock, 1979).

In the present study, it is confined to an

age group of 17-19 yeara male atudenta studying

in the Higher Secondary Part I and II (Claee XI

and XII) in Kaehair and Ladakh.

Alienation! By alienation is meant a mode of experience

in which the peraon experiences himself aa an

alien. It alwaya hae an object or a focua,

which impliea "alienation from something or

aomeone". For inetence, alienetion from

self, a8 described by Fromme (1968), implies a

lack of connection between an individual and

eome deep, vital and valuable part, of himeelf}

or the 'eocial alienation', ae deacribed by

Blauner (1972), which ia reflected in such

behaviours in an induatrial aituation aa Machine-

breaking , sabotage, strikes, and other revolu

tionary activities. It implies that the pereon

feels no aenae of belongingneaa in the situation,

that ia, leee of aatiafaction with the existing

structure of the situation.

In the present etudyf the term is ueed in

a cultural context. Here the concept will

describe a set of attitudes wherein an indivi

dual experiences estrangement with the exieting

culture. It implies s conscious rejection of

whet the eyetem stands for aa e whole. Here

the person loses the feelings of pride and

commitment with the exieting socio-economic

political atructure of the eociety with the

reeult that he begin^ to feel adrift in a

world that seems to him to be faehioned by

and for the deeiree of othere which Fromme

(1968) celle the "anonymous authority".

40

On the behavioural side, it will refer to

a variety of behaviours. For instance, detach

ment , and indifference, rejection, oppoeition,

open hostility etc. Further, it can be

exhibited in a variety of ways. For instance,

the "revolutionary" and the "psychotic"

are both highly alienated from the cultural

norma. Yet there is a vaat difference in the

way of their rejection of cultural norms. UN

one case they reject by revolting egainst the

outside world, while in snother, they reject

by revolting against their own self.

Sub-Cultural Groups: Culture is a system of standards and evalua

tions of how to act. It is a "blue print

for behaviur", telling what a person must do,

should do, may do, and muet not do. And a

subculture is a "culture within a culture",

which implies that the subcultural group

participates in and aharea the larger culture

of which it is a part, but also shares some

meanings and valuee which are unique (Williama,

1954| Clinard, 1963).

A complex society such as ours has both the

overall culture - a way of life shsred by

most members - and many subcultures. Indians

as a group share many things such as - live

under the same political system, use the earns

system of money, are expoeed to radio, tele

vision and other technological innovations

and so on. These sre facets of our general

41

Indian culture. At the sane time various

subcultures exist in Iniis defined by ethnic,

religious, lingual and regional boundaries.

While sharing the sane genersl culture, theee

sub-groups vary markedly in their specific

beliefs, customs, values and so on.

The sub-cultural groups as such, in the

present study, will refer to subcultursl

groups within India, viz. Kashnir and Ladakh.

Classification of Sub-Cultural Youth Groups;

For the sake of convenience, the various

groups under study Mi are deeignated by

following symbols:

Kashnir Subcultural Youth Symbol

1.1. Urban-Kashmiri youth A^at lower socio-economicstatus)

1.2. Urban-Kashmiri youth at lower middle socioeconomic status)

1.3. Urbsn-Kashmiri youth at C^Middle Socio-economicstatus)

1.4. Urban-Kashmiri youth at upper middle socioeconomic status)

1.5. Urban-Kashmiri Youth atupper socio-economic ststus

2.1. Rural-Kashmiri youth at Ajlower socio-economic status

2.2. Rural-Kashmiri youth at B2lower middle socio-economicstatus)

2.3. Rural-Kashmiri Youth at C2middle socio-economic status

2.4. Rural-Kashmiri youth at D 2upper middle socio-economic•tatuaj

2.5. Rural-Kashmiri youth at upper socio-economic status

Ladakhi Subcultural youth*

3.1. Ladakhi youth at lower A.socio-economic status;

3.2. Ladakhi youth at lower I*Middle socio-economic status

3.3. Ladakhi youth at middle C_socio-economic status

3.1. Ladakhi youth at upper ®,middle socio-economic statue

305. Ladakhi youth at upper E,eocio-economic status

Objectives of the Studyi

The objectives of thia study have been

formulated with e reference to the cultural

setting in Kashmir and Ladakh. The same ia

recorded here as unders

1. Keahmirl Sub-cultural Youth:

1.1. To identify the degree of alienation

among the urban-Kaehmiri youth at various

levels of socio-economic atatuai

1.2. To identify the degree of alienation

among the rural-Kashmiri youth at varioua

levels of socio-economic status)

1.3. To study the similarities and differences,

if any, between the varioua groups of

ur$an-Kashmiri youth on alienation.

1.4. To study the similarities and differencee

if any, between the various groupe of

rural-Kashmiri youth on alienation.

43

1.5. To study the similarities and differencee,

if any, between the varioua groupa of

the urban-Kashniri and the rural-Kaahairi

youth on alienation.

2. Ladakhi Sub-cultural youth*

2.1. To identify the degree of alienation of

Ladakhi youth at varioua levels of

socio-economic status;

2.2. To study the ainilarities and differences,

if any, between the varioua groups of

Ladakhi youth on alienation.

3. Kashmiri and Ladakhi Sub-cultural youth*

3.1. To atudy the similarities and flifferencee,

if any, between the urgan-Kashmiri and

the Ladakhi youth groupa on alienation;

3.2. To study the similarities and differencee,

if any, between the rural-Kashniri and

the Ledakhi youth groupa on alienation.

Hypotheses*

The following hypotheses were propoeed to be

tested against a class of slternative hypotheses.

The hypotheses proposed to be teeted often known

as null-hypotheses will be designated by HQ and the

alternatives to these hypotheses as H^.

Hypotheses to be tested Alternative Hypotheeea

i- v ̂* v* V % - V V V

4 4

45

H0 * Ma 2* Hb 2 * ^C2 * ^D2 * He 2 ha 1 ^A2 * hz *hz *hi •hi•

• ♦ ^A2 £ ̂ 2 /UC2 nh>2 *hi

3 ‘ H° * 9 hih a * M a3 * & 3 * ^ 3 “Vb3 *hj

4 Ho 1 f a f , & i * J*ei» ^l* UA2 h a ! ^ i hi 9hi* ftir hi *

^62’ %!' %>’ ^ ■ b l ^B2» h z fPt)2* h i• e e s M ai hi* Pei» %V h i t

i*A2 Jfc* hi* yb2» ^ 2

H0 * %V ifel » hi » h v & 1 * ^3, HA ! Hai h v J*ci» hi* h i ’h y &>3’ ^ 3 **>

Jl .83

% *£3 y* •D3 h>e

h i hi* h r fex* h i .& 3 i*B3’^ 3 ’^ 3 ’h>

e* HO : f c 2 , fc r fc2, % v . h yha ! $h2 ^B2* h i’h r h i '

h r h y hi> Up,’ ^ 3 ^83' hi* % y h3

SAMPLE OF THE STUDYs

The sample for this study wee to be drawn from

the Higher Secondary Schools of Kashmir and Ladakh. Kashmir

had sixty one Higher Secondary Institutions whereas Ladakh

had two Higher Secondary Institutions at the time of

investigation. Of sixty one Higher Secondary Institutions

in Kashmir, fortyseven were exclusively meant for boys,

wheraaa the two Higher Secondary institutions in Ladakh

were meant for both boys and yilts . An appropriate sampling

procedure was adopted. The first step consisted in the

initial etretification of the entire field of inquiry into

rural end urban.

46

There were six Higher Secondary Institutions (Boys)

in the Urban areas and Fortyone in the rural areaa of

Kashmir, whereas Ladakh ia pre-dominantly a rural setting

with two Higher Secondary Institutionsuttnly nale students

were considered. In order to obtain an adequate representation

of both the urban and the rural institutions of Kashmir three

institutions from the urban-Kaahmir and five institutions

from the rural-Kaahmir were randomly selected, whereas both

the Higher Secondary institutions of Ladakh were considered.

The number of students in the institutions finally

selected was 680 in the urban stratum and 650 in the rural

stratum, the total being 1 ,330 , whereas it was 284 in Ladakh.

At this stage. a further stratification of the respondents

was made in terms of socio-economic statue groupings. An

examination of the figures indicated that the number of

those at lower stratum and upper atratum of socio-economic

statue groupings was small, whereas it was comparatively

large at the lower middle, the middle, and the upper middle

socio-economic status and thirty respondents each

at the lower and the upper socio-economic statue,o,*vy^

from Kashmir and Ladakh were finally randomly

selected by using ‘ Random Digits' talkie X. (Minium,

1971, P . 454) to serve aa a basis for drawing

meaningful conclueion. The age of the respondents

from Kashmir ranged from 17 - 19 years, whereas it

waa eighteen to ninteen years with respect to Ladakh.

for the sake of clarity , the distribution of

sample ia presented as under:

Table I The classification of randomly selected Educational Institution*________ ____________

S.No.

Sub-Culture Name of the Institution

A.l KASHMIR (URBAN) 1.1. Govt. Higher Secondary School,Batmaloo.

,1.2. Govt. Higher Secondary School,Nawakadai.

1.3. S.F. Higher Secondary School,Srinagar.

A .2 KASHMIR (RURAL) 2.1. Govt. Higher Secondary School,Beeru.

2.2. Govt. Higher Secondary School,Anantnag.

2.3. Govt. Higher Secondary School,Badgam,

2.4, Govt. Higher Secondary School,Baramullah,

2.5. Govt. Higher Secondary School,Magam.

1.1 LADAKH 3.1. Govt. Higher Secondary School,Kargil.

3.2. Govt. Higher Secondary School,Leh.

Table II Frequency Distribution of respondents intovarious categories,________________________________

5. Sub-cultural Level of Socio- - No. of res- .No. Affiliation economic status pondents

1. KASHMIR (URBAN) i) lower Stratum M 30 17-19ii) Lower Middle M 50 17-19

Stratumiii) Middle Stratum M 50 17-19iv) Upper Middle M 50 . 17-19

Stratumv) Upper Stratum M 30 17-19

2. KASHMIR (RURAL) i) Lower Stratum M 30 17-19

ii) Lower Middle Stratum

M 50 17-19

iii) Middle Stratum M 50 17-19

iv) Upper Middle Stratum

M 50 17-19

v) Upper Stratum M 30 17-19

3. LADAKH i) Lower Stratum M 30 18-19

ii) Lower Middle Stratum

M 50 18-19

iii) Middle Stratum H 50 18-19

iv) Upper Middle Stratum m 50

18-19

v) Upper Stratum M 30 18-19

TOOLS USED:

Two scales viz., the 'socio-economic status scale'

and the 'youth alienation scale* Mere used in the present

study.

Socio-economic status scales

For the identification of the respondents at various

levels of socio-economic status, the socio-economic status

scale developed by Udai Pareek and G. Trivedi was used.

The scale has basically been developed for rural popula

tion but under the conditions prevalent in Urban pockets

of Jammu and Kashmir, it was thought better to use the

same scale for the identification of the uripan-Kashairi

youth at various levels of socio-economic status also,

for the sake of comparability and secondly the items

seeking information in the scale do not leave any area so

far as the urban-Kashmiri youth are concerned. The procedure

of the construction and standardization of the scale as

given in the manual of the seal® (Pareek and Trivedi) My be 'X ;

1 .1 . VALIDITY

The content validity of the scale has been established

through interviews with various persons - farmers,

experts, outside persons knowing the village well,

Indian and foreign studies, whereas the concurrent

validity of the scale has been established through

the relationship of the scale scores with identi

fiable groups (known groups) which served as the

criterian.

1 .2 . RELIABILITY

The co-efficient of stability (test-retest method)

of the scale has been found to be .87 between the

scores taken st two different accasions with an

interval of nearly two months.

1 .3 . ITEMS OF THE SCALE

The socio-economic status scale seeks the informa

tion on the following items which constitute the

various dimensions of socio-economic status:

( i ) Caste;

( i i ) Occupation;

( i i i ) Education;

(iv) Social participation;

(v) Land;

(ti) Farm power;

(vii) Material possession; and

(v il i ) Family.

( i ) Caste: This includes the:

Scheduled Castes like Bhangi, Chamar,

Dom, etc;

Lower Castes like Jhinar, Dhobi, Nai,

Badi;

49

Artisan castes like those who pursue

some crafts like blacksmith, gold

smith, potter, tailor, weaver}

Agricultural castes - those who have

farming as their main occupation}

Prestige castes - those who are next in

importance to the dominant caste}

Dominant caste - the caste which dominates

in the area.

(ii) Occupation:

The item of occupation is related to the

primary occupation of the head of the family

or the primary occupation of the family, aa

the caaa main source of livelihood. This may

include:

(a) Labourers, who are engaged by others on

wagss, or who are caaual labourers)

(b) Artissns are those who follow their caste

occupation like tailor, blacksmith, carpenter,

washerman, potter, barber, etc.

(c) Traders - those who maintain shops and are

engaged in smsll business and trade activi

ties.

(d) Petty employees - these include persons who

are in employment not carrying high socisl

status like class IV employees in the

government and other organisations)

(e) Cultivators - these include the people

who own land and are engaged in agricultural

operations on their land as a means of

livelihood.

50

(f) The highest social status is for profes

sions like medical, legal and engineering

professions and for employment involving

administrative responsibilities* In this

category may also be included headmaster,

officers in government and supervisory

personnel, etc.

(lii) Education

Thia item in the scale is related to the

assessment of the level of education (formal)

of the head of the family.

(iv) Social Participation

This area of the scale is seeks the

information of the membership of the head of

the family in one organisation} two organisations,

holding offices in one or more organisations,

and exercising wider leadership.

(v) Land

It seeks the information regarding the

land owned or cultivated by the family. The

first item under this category is for land

less than 1 acre. The second itemB is for

those who have 1 acre or more upto 5 acres

of land. A person with a land of more than

5 acres to 10 acres will be put in the third

sub-category.

(vi) House:

It seeks the information about the house

in terms of the type of the house the respondent

has . The lowest category is hut and followed

51

by kutcha house which is made of mud walls

and a thatch. Another type is known as the

mixed house in which some cement or martar

plastering, or flooring, or roofing is used.

The*there is the pucca house - one built with

a foundation, using stone or bricks with

mortar and cement, and having a concrete or

a atone laid roof. Another category is a

mausian which is usally a large house, contai

ning more than five rooms and having more than

one storey.

(vii) Farm Power:

It is related to the possession of drought

animals like bullocks and of course, the trac

tor which occupies the most important items in

this aategory.

YOUTH ALIENATION SCALE

For measuring the alienation from cultural milieu,

the investigator constructed an alienation inventory in

order to identify the degree of alienation and study the

similarities and differences, if any, among the various

groups on alienation.

CONSTRUCTION OF THE INVENTORY:

The major objective of the test was to enable the

investigator to identify the degree of cultural alienation

among the youth with varied sub-cultural affiliation.

The criteria used for the selection of items was

the qualitative one. Items specifying alienation as

defined in the study, were framed by using some criterian

of selection like the suitability of items in accordance

with the theoretical framework and observability. The

In order to avoid the weaknesses of forced choice

(two alternative) form, the three alternative response

form was chosen, viz. (i) ‘yes', (ii) 'sometimes', and

(iii) (no'. Since the items seemed to be not markedly

different, ao equal weightage was given to them. In

assigning weight to each item, zero was assigned to

non-existence of alienation tendency, one to ambivalence

and two to alienation proneness.

f t FIRST DRAFT

With the selected items, a iraft of the scale to

measure the alienation was prepared and the same was rated

through five judges in terms of alienation as defined in

the present study, lack of ambiguity, non-repetitiveness

and behavioural relevance.

The ratings of the judges were analyzed and all

those items which in the opinion of three or more judges

were not in accordance with the concept of alienation,

as defined in the present study, or other canons of test

construction were excluded. Only those items were retai

ned upon which three or more judges had a consensus in

terms of the concept of alienation, lack of ambiguity,

non-repetitiveness and behavioural relevance.

THE FINAL DRAFT

On the basis of working of the draft and the expe

rience gained therein, necessary modifications were made

and the final draft of the scale was prepared.

The result of the above steps in construction is

a test of thirty items with three alternative responses

viz. (i) ’yes', (ii) ’sometimes*, and (iii) ’no'). The

•yes’ response to any item would not necessarily imply

53

proneness to alienation and a 'no* response to any item

wil I not necessarily mean non-exiatence of alianation.

Only the •sometimes* response would always imply

ambivalence. Whether the reepondent is prone to alienation

or not will be determined by the nature of the item.

The analyaia of the etstement of items revealed

that a 'yea* response to item numbers 1, 3, 5, 7-20 and

22-30, demonstrates proneness to alienation , whereaa

a (no* reaponae to item numbera 2, 4, 6 and 21 would

imply proneneee to alienetion. As such a 'no* reaponae

to item numbera 1, 3, 5, 7-20 and 22-30 implies lack of

alienation and a 'yee* response to item numbera 2, 4, 6

and 21 will imply lack of alienation.

VALIDITY OF THE SCALE i

Concept validity;

The concept validity of the acale ia born out by

the method of collecting iteme. The univerae of

the concept waa covered widely end aamplaa

through discussions with the five judgee and

their ratinga to the iteme aa diecuaaed in itam

selection process.

(Concurrent validity:

The ueuel way of testing concurrent validity ia

by finding out how well ecoree correapond to eome

outeide criterion of the variable being meeaured.

The relationahip of the ecale acorae with iden-

tifieble groups waa ueed aa the criterian for

thia purpose.

A eample of ten teachere of Higher Secondary

inatitutiona were requeeted to name etudente

highly prone to elienation and those very lowly

-U (m . a™ Hm» I niVi_f K«t A ^

schooling. In all eight students were reported to be

highly prone to alienation and ten who

lacked it. After it, the 'yough Alienation'

scale was administered upon these 8+10

students. For the sake of clarity, the aliena

tion was perceived by teschers and the scores

on the 'Youth Alienation Scale' are presented

in a tabular form as under:

55

♦

Students prone to alienation as perceived by teachers

Raw scores on theSyouth Alienation Scale''.

Students not prone to Alienation as perceived by teachers

Raw scores on the "Youth AlienationScale”.

1.1. 40 2.1 20

1.2. 54 2.2 18

1.3 25 2.3 8

1.4. 58 2.4 25

1.5. 29 2.5 10

1.6 50 2.6 8

1.7. 54 2.7 9

1.8 •4 2.8 40

2.9 20

2.10 8

The table demonstrates high validity of the

scala, demonstrating its senaivivtty to dis

criminate between highly alienated and lowly

alienated respondents.

Reliability of the Inventory

A test-retest reliability was estimated for

the present inventory. The final draft was

administered upon forty students selected

randomly from all categories. The test was

repeated after one month interval and the scores

Mere arranged so as tofind coefficient of correla

tion. The reliability of coeftcient came as .83

significantly high (PC.01). A mean statistics also

showed no significant difference between the scores

of two administrations of the inventory.

Table:- Reliability Co-efficient of the "Youth Alienation Scale*.

Pre-test Mean a 25,5 SD * 12.64

Post-test Means 27.25 SD * 11.67

Reliability Co-efficient a .83 (PC.01)

C.R. a .64 (Insignificant)

Scoring of the Inventory:

The questionnaire has three alternatives to each

item viz. (i) 'yes*, (ii)'Sometimes', (iii) ’No',

for esch 'yes' response except the item No:2,4,6

and 21, two marks are alloted and to each 'sometimes*

response one mark, whereas zero is to be given to

each 'no* response. For the items numbers 2,4,6

and 21, the allocation of marks is two for each 'no*

response) one for each 'sometimes1 response and

zero to each 'yea1 response.

Interpreting the Scores:

Comparatively larger scores will mean more

alienation. Similarly a group with larger scores

will be more alienated as compared to the one with

less scores.

Administration of the Test:

The 'Youth Alienation Scale' can be administered

in group situations or in individual counselling.

56

The test can be administered without a time limit

but can be completed by the slowest readers in about

30-35 minutes aa evidenced during the try out stage

of the test.

The respondents are required to mark the answers

upon the questionnaire by encircling one of the

alternatives which the respondent thinks holds

good of him. During the test, the meaning of

words can be explained to the respondent, upon

request.

The Formate of the Scale;

Youth Alienation Scale

Directions; Theough this questionnaire, the

investigator wants to kn»w what sort of a person

you are. For this purpose you shall have to

answer the questions asked on the various pages

of the questionnaire. Please snswer all the items.

There are no right or wrong answers. Whatever is

krue of you is a right answer. Against each item,

you shall find three responses (i) 'yes', (ii) * s o m e

times* and ( H i ) 'no*. You shall have to encircle

the one most appropriate for you.

Now please begin:

1. Do you have feelings of leaving Yes Sometimes Nothe existing conditions, as theyare not in accordance with yaur own views?

2. Do you cherish the existing Yes Sometimes Nopattern of life in your culture?

3. Do you have feelings of rebelling Yes Sometimes Nosgainst the existing state ofaffairs in your group?

4. Do you have experience yourself Yea Sometimes Not o be a productive person inthe group in which you a r e ?

57

585. Do you experience yourself

as an object being controlled by other persons?

6. Do you think yourself asa subject to change or Modify domination?

7. Do you feel that the people who run away from the society do well?

8. Do you feel perturbed with the idea of trying to adjust to society as it is now constituted?

9. Do You find it easy to overemphasize the faultsin your social group?

10. Do you feel that the existing culture offers lesser benefits?

11. Do you find it difficult to get along with the people with whom you livenow?

12. Do you feel as s cog in the culture?

13. Would you like to move from the place where you live now so that you might have more personal independence?

14. Do you have passion to run away from existing cultural milieu?

Yes Sometimes No

Yes Sometimes No

Yes Sometimes No

Yes Sometimes No

Yes Sometimes No

Yes Sometimes No

Yes Sometimes No

Yes Sometimes No

Yes Sometimes No

Yes Sometimes No

15. Do you feel that the opinions Yes of older people are of no importance?

Sometimes No

16. Do you think that the existing political system must be restructared so as to give the students a major share in all decisions?

17. Do you feel that the present economic system must end now and should be reorganized?

18. Do you feel that one’s activities are being unnecessarily controlled by the accepted pattern of society which ought to be chsnged.

Yes Sometimes No

Yea Sometimes No

Yes Sometimes No

59

19. Do you fael that one should not pattern one's U f a activities in accordance with the existing atandarda of society because they are obsolete?

20. Do you feel that the present environment is not liberal in allowing you enough opportunities for developing your own personality and as such must be changed?

21. Are you happy and contented in your existing culture?

22. Do you feel that all the traditions are worn out,

23. Do you desire a complete restructuring of most of the social institutions?

24. Are you fed up with submission to social restrictions?

25. Do the personal habits of people with whom you live irritate you?

26. Do you have frequent disagreements with the people with whom you live?

Yes Sometimes No

Yes Sometimea No

Yea Sometimea No

Yea Sometimes No

Yes Sometimea No

Yes Sometimes No

Yes Sometimes No

Yea Sometimea No

27. Do you feel that the exiating Yea culture makes you act against |cour will?

28. Do you feel that one should face the trouble of any kind alone?

29. Do you feel that you lack contact with the people with whom you live?

30. Are you fed up with the existing laws of the society?

Statistical Treatment!

Sometimes No

Yea Sometimes No

Yes Sometimes No

Yes Sometimes No

The following statistics were used to handle the

data in order to realize the objectives and teat

the hypotheses aa proposed:-

1. Analysis of Variance (ANQVA)f

2. Critical Ratio (C.R.); and

3. Kruakab-Wallis's ’H* Statistic

Analysis of Variance (ANOVA) and Critical ratlo^C.R.)

The ANOVA was used to test differences among the

groups and wherever F ratios were significant at

.05 level or less, critical ratios were worked

out. The formullas for computing the F ratios

and the C.R.'s are as under (Garret, 1970,

Minium, 1970):

(i) ANOVA

2Among groups variance estimate (SA )

K !2 . _ ElSA‘ * n ^ X - x ) 2SA * n ( K ~ 1 J

where:

x is the mean of a group;

x is the mean of the combined distribution of scores;

K is the number of groups;

n is the number of subjects in each group.

Within-Groups variance estimate (SW2)

£ (x-x~~)2SW s ~Tf—; rt— £ (n-1)

where s

x is the score in a group;

x is the mean of a group

n is the number of subjects in each group.

f - SA (A.Tionq-qroups variance estimate) Sw2(within-groups variance estimate)

SE

(ii)C.R.SDj

1

SOSE

22

/ n

crD

where:

SEw and SE„ are standard •rrors of means of two2 groups respectively)

SD, and SD2 represent the standard deviations ofkhe two groups respectively)

n. and n« represent the number of cases in eachgroup)

SED represents the standard error of thedifferences between the means) and

D represents the differences between thetwo means.

Kruskal-Wallis’a "B *■ Statistics

In addition to the 'HNOVA and the 'C.R.*, the

Kruskal-Wallis one way analysis of variance by ranks

named *H * statistic (Siegel, 1956, Cohan, 1978) was

used for substantiating the results of the study.

The formulla for computing the ’H 1 statistic for

measuring the association is as under:

H * H $ i y ~ ~ 3

62

*1 r a Rfi Rc— « — S— + __£— + — * .... , that isnj nA 8 C

the square of the summed ranks in A, B, C ,.... divided

by the respective number of cases in each of the groups.

The Significance of "H*

Where there are nore than five cases in each

group, the significance of 'H' is obtained by reference

to the chi-square table and the degrees of freedom ere

given by K-l (d.f. * K-l) , where K is the number of

independent samples.

63REFERENCES*

1. Anaataei, A.

2. Blauner, R.

3. Clinard, M.B.

4. Cohan, L.

5. Coleman, J.S. ,

6. Flacks, R.

7. Frame, E.

8. Garret, H.E.

9. Gordon, C. and Gait*, C.M.

10. Havighurat, R.J.& Dreyer, P.H. (Eds.)

11. Hurlock, E . ,

12. Keniaton, K.

13. Hiniun, E .

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in

A.W. Finifter (ed.) Alienation and the Social SytemNew Yorki John Wiley and Sons, Inc.1972.

Sociology of Deviant BehaviourNew Yorki Hott, Rinehart and Wineter,1963.

Educational Research in Classrooms and SchoolaLondoni Harper and Row Publiahera,1978

Youth : Transition to Adulthood Chicago: Uni vsraity of Chicago Press,1974.

Youth and Social Change Chicago: Markham, 1971.

The Sane SocietyLondon, Routledge and Kegan Paul, 1968.

Statiatica in Paycholoqy and Education Hyderabad: International Book Vureau, 1966.

Leiaura and Livea: Personal Expreeai- tivlty Across the Life Span

in

R.H. Binstock and E. Shanaa (Eda), Handbook of Aging and the Social ScioiicdfiNew York: Van Noatrand Reinhold, 1976

Youth (74th Yearbook National Society for the Study of Education.Chicago: Univeraity of Chicago Preaa,1975.

Developmental PaycholoqyNew Delhi: Tata McGraw-Hill PubliahingCo. Ltd., 1979.

Youth and DlaaantNew York: Hareourt Brace Jaaanovich, 1971.

Statistical Reasoning in Psychology and EducationNew York: John Wiky and Sona, 1970.

6414. Siegel, S.S., Non-Paraaetrlc Statistic*

New York: Me.Graw Hill, 1956.

15. Williams, R.W.(Jr) American SocietyNew York: Alford A. Knopf,INC 1954