Page 56 - Social Norms Survey

THE FINDINGS

Following the brief socio-economic contextualisation below, the findings will be presented
in a re-order and rewording of the themes outlined in Table 3 above, first presented in the
inception report, but with one or two additions, as follows:

• The Family Environment—where a child is first socialised, male and female roles,
gender relations, absent fathers, raising “tough” boys, discipline, violence at home

• The School Environment—focusing mainly on the high school environment as
experienced by the student participants in this study, gender relations, authority

figures, violence at school

• The Community Environment—the positive and negative aspects of living in volatile

communities, experiences of community violence, community attitudes towards
youth, role of the police, triggers to anger, identification of immediate sources of
community violence, gangs

• The Adolescent Journey towards self-awareness and identity—levels of self-esteem,
future hopes, relations with peers, peer pressure, recreation, risk-taking especially in

relation to sexual experience and gangs, role models including gangsterism

• Life after School—changes, hopes and disillusion, income generation, survival,
illegality

• The Influence of Social Media in the life of students and community youth—time
spent on social media, choice and use of media, positive and negative in the

media, responses to violence in social media.

CONTEXT FOR REPRODUCTION OF NEGATIVE PRO-VIOLENT SOCIAL NORMS

Poverty, deteriorating infrastructure and often poor quality social services characterise

the communities from whose mainly youthful residents, the data in this report have been
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28 There were a few older residents involved in the Corner Reasonings which were held in public spaces, and data
have also been collected from elite interviews.
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