raganas, luayon chapter 3

Chapter 3
1. usually used to illustrate poverty, is the kind of deprivation which is uniform through out (throughout) the globe.
2. Schaefer (1985) describes relative deprivation as inconsistencies between what one expects in life and what he/she actually gets. Glock (1964) classified (tense consistency)
3. In his theory, Vygotsky argued that the development of an individual can not (cannot)
4. The concept from the theory of Relative Deprivation describes the condition in the environment in which the individual is deprived (of its resources) from resources.
5. in life in which young people builds up (subject verb agreement)
6. he conditions in the environment. The two conditions in the environment may result to (in) different…
7. or exclusive schools, we identify them as the group deprived from (of)


Chapter III

Study Framework

Theoretical Framework

This study is based on two psychological theories dealing with the conditions of availability and non-availability of resources situated in an environment.

Relative Deprivation Theory

For our research, we use the theory of Relative Deprivation. This theory describes the experience of a person or group of people who are deprived of something they believe they must be endowed with. Deprivation is identified in two manners. There is what we call as absolute deprivation and relative deprivation. Absolute deprivation, usually used to illustrate poverty, is the kind of deprivation which is uniform through out the globe. Whereas relative deprivation roots from the individual realizations that other people have much more than what they have. Contrary to the absolute kind of deprivation, relative deprivation is not uniform globally. Basically, this is the subjective type of deprivation. Schaefer (1985) describes relative deprivation as inconsistencies between what one expects in life and what he/she actually gets. Glock (1964) classified five types of deprivation in accordance to the forms of strains experienced. These are physical, organismic, economic, ethical, and social deprivation.

Vygotsky’s Sociocultural Theory

Another theory used for the research is the Sociocultural Theory founded by a Russian psychologist Lev Semyonovich Vygotsky. In his theory, Vygotsky argued that the development of an individual can not be made possible by his or her own efforts alone. An individual’s surrounding influences are very important factors in his or her development. Surrounding influences mainly referred to the external social world of a person. The people to whom a person interacts with in his or her environment greatly affect his human development which includes cognitive and social development. During the development of this theory, three ways on how a person can learn from external influences were named. First is the Imitative learning which is done through simply imitating the people one is surrounded with. Second is Instructed learning. This is done by remembering and following rules and instructions imposed by authoritative persons like parents and teachers. And third of the three ways presented is Collaborative learning. This is done by a group of individuals who tries to understand and learn from each other. The term Zone of Proximal Development was also introduced. It is the difference between the level of learning a person can attain with the guidance of a more knowledgeable or skilled individual and the learning a person can attain by his own potential without any supervision. Vygotsky added that for a person to attain the highest possible level of learning, he or she must be placed in an environment with more knowledgeable and experienced people.

The framework starts with the two theories presented, Relative Deprivation Theory and Sociocultural Theory. Both theories are conditions situated in an environment. Theory of Relative Deprivation is the condition in which the environment lacks or does not have enough resources while Sociocultural theory is the condition in which the environment has advantages in terms of resources. The learning acquired from the surrounding people, places, things, and practices will have an influence on the person. It would be manifested in his/her actions, speech, and thought. This will contribute in building his/her personality. And in personality development, social development is included. Social development is shown by how the persons react and interact with the society around him/her.

Conceptual Framework

The concept from the theory of Relative Deprivation describes the condition in the environment in which the individual is deprived from resources. This is why we used the term “deprivation of needs” to represent the theory. On the other hand, Vygotsky’s sociocultural theory suggests that there is a significant difference when an individual is facilitated by a knowledgeable person as defined by the “Zone of Proximal Development”. From that, we arrive to the concept of “provision of needs”. It represents the presence of advantages in resources. Also in our Conceptual framework, we determine the respondents of our study who are randomly selected fourth year high school students in Cebu City. We chose this age group of students because this is the time in life in which young people builds up their self-identity through the help of external relationships with others. Basically, a person builds relationships with people from his/her own environment.

The conditions of the environment affect the individuals living in that environment. Thus, the study’s independent variable and dependent variable are identified. The conditions of the environment are the independent variable while the students’ human development specifically their growth in the social aspect is the dependent variable.

Our conceptual framework begins with the conditions which are provision and deprivation of needs. These conditions are applied in separate environments. One environment is provided with needs and another environment is deprived from needs. The individuals in each environment specifically high school students are affected by the conditions in the environment. The two conditions in the environment may result to different qualities of social development of the high school students.

Operational Framework:

We explain more clearly the details of our research. The environment we are referring to is the type of school of the fourth year high school students in Cebu City, namely exclusive and mixed gender schools. For exclusive schools, we identify them as the group deprived from the need of interacting with both sexes, thus, they only interact with the same sex. Students from St. Theresa's College and Don Bosco Technology Center are the respondents for this group. On the other hand, we identify mixed gender schools as the group provided with the need of interacting with both sexes. The participants of this group are students of Sacred Heart School- Ateneo de Cebu. As mentioned in the previous frameworks, the environment affects the development of a person particularly in the social aspect. To measure their social development in terms of the students’ level of interaction with the opposite sex, we categorized the students’ level of interaction with the opposite sex into three categories— low, moderate, and high.