Candidate Name: Shermaine D Mc Farlene

Candidate Number: 0802010172

Subject: Caribbean Studies

Territory: Grenada

Teacher: Ms. Princess Russell

Year of Examination: 2019

Project Title: Male Underachievement in Society

 Acknowledgement

It is a great privilege to honour those who have aided in the completion of this study. I

would like to thank the Lord for giving me the strength, wisdom, knowledge and understanding

for being able to complete this research. I would also like to extend a heartfelt thanks to Mr.

Imran George, Mr. George Cox, Mrs. Carmen Logan Lawrence and Ms. Sylvia Logan who are

teachers of the Hillsborough Secondary School and the community of Mt.Royal, for making the

collection of data possible, and for granting me the opportunity to conduct my investigation at

the school. Thanks to Mr. Walt Williams and Ms.Princess Russell, my Caribbean Studies

lecturers who guided me throughout this research.My family is proud of my hard work—and to

say the least—honoured to have played a major role in assisting me in this venture, both

physically and emotionally. They took this journey with me without complaints and gave me

their unwavering support, for which I am forever grateful.

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 Table of Content
Introduction ………..................…………………………………………………..………………4

Purpose of Research .......................................................................................................................4

Statement of Problem …………………………………………………….….….……….………..4

Value of Research…...……………………………….………………………………………....…5

Definition of key Terms .................................................................................................................5

Literature Review...……..…………………………………………………………………..…..6-7

Data Collection Source………………………………………………………..……….……....….7

Presentation of Data……………….........………………………..……………….....……...…8-14

Analysis of Data…….…….…….….……………………………………….…………....….......15

Discussion on Findings.………………………………………………………………….…........16

Conclusion ………………………………………………………………………………………17

Limitations....................................................................................................................................17

Recommendations..........................................................................................................................17

Appendix…………………………………………………………….......……………...…....18-23

Bibliography ………………………………………………………………………….…………24

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 Introduction

From previous times, the people in the community of Mt.Royal and society on a hold,

developed the mentality that men are the rulers of the earth, but as times progresses, this

phenomenon is slowly becoming a thing of the past due to the obvious fact that females are now

occupying the majority of leadership within society, that men once held signalling the end of

male dominance in society.

Purpose of Research

The influx of male underachievement in our society has been a critical concern. Over the

past years, statistics have shown that females are outperforming males vocationally and

academically. Therefore, the main purpose of this study is to find out the factors that causes

female students to outperform the males, and some motivational measures that used as

instruments to improve the male students, academically.

Statement of Problem

Recent times has shown that the increasing number of uneducated males within today’s

society leading to male marginality. Therefore, this study seeks to examine the social factors that

contribute to male underachievement in the society.

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 Value of research

Boys’ underachievement is a heavily discussed and debated topic and poses as a major

challenge to the education system. The inadequate investment of time and focus in personal and

academic goals by males and their families, lack of parental support, lack of male role models

within the society to influence and promote achievement, and poverty are some of the barriers

that affects males from educational achievement. The research will provide valuable insight into

problem so recommendation can be made to policy makers to stem the negative trend.

Definitions of key terms

 Social issues – refers to undesirable conditions or situations within a society that people

see the need to correct.

 Underachievement –the act of doing or gaining less than expected, usually related to

schoolwork.

 Education –is the process of receiving or giving systematic instruction, usually related to

schooling institutions.

 Academic performance – refers to the outcome of education usually the extent to which

a student, teacher or institution (educational) has achieved their goals.

 Society – The term refers to a set of persons living in a specific geographical area who

share a common identity: share a common pattern of behaviour/ relationship and who

have common purposes and interests.

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 Literature review

Jules (2010)states“male underachievement in the region is only a symptom of deep-

seated differentials in society and cannot be resolved in the arena of the school alone”.

Additionally, in a (2012) article sectioned‘Strategies for closing the gap and winning back our

boys’, Ruel B. Ried stated that “Boys’ underachievement is a result of a ‘complex interplay of

forces’ both at home and school (USAID, 2005). Negative school and home environment are key

contributory factors to male underachievement. We need to create a culture where high

expectations are the norm, where achievement is celebrated, and where teaching and learning

techniques are continually improved on.

Professor Figueroain published an article on the topic ‘male socialization’ (2004)

commented, “Our society has employed a form of socialization that is tying the heifer and

releasing the bull.” This coincides with Professor Barry Chevannes (2002), a Sociologist,

publication on the topic ‘What you sow is what you reap.’ Chevannes conclusion was because he

observed, in Jamaican culture that at home boys are expected to misbehave, whilst girls are

expected to conform to a rigid code. The professor also added that, if a boy misbehaved, it is

expected and if a girl does so it is a serious matter. These are the norms that have been

developing in life, which contributes to this marginalization. Chevannes later explained that the

cause of male underachievement starts from the family and the surrounding environment.

Figueroa agreed with this saying in his article (2004) that “from this a cycle is created as this

underachievement will in return affect the surrounding environ and families. The article (2004)

also stated that males have special roles in society that plays a major role in how a society is

6
shaped and certain behaviours by males will affect the society. Professor Figueroa in his 2004

article referred to male underachievement as the “door for most social issues within the

communities.” Figueroa stated that this growing trend is the result of what the societies are

currently experiencing in relations to social problems such as juvenile delinquency, teenage

pregnancy, truancy, single parent families etc.

Data Collection Sources

The method of collecting data for this research was quantitative in the form of both primary and

secondary sources. The primary sources use questionnaire which was given to relevant citizens

within the community as well as four teachers from the Hillsborough Secondary School, while

the secondary information came through the use of books, written literatures and articles from

valid and reliable sources that commented on the issue being studied.

These methods of information collection were suitable as the population sample being

researched is a large group. The articles and books were used as secondary sources because well-

known researchers who have over the years carried out accurate and up to date researches wrote

these materials.

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 Presentation of Data

PIE CHART SHOWING THE DIFFERENT AGE RANGE INVOLVED

IN THE STUDY.
13 - 16 17 - 20 21 - 25 26 and over

17%

34%

22%

27%

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Pie Chart Showing How Informed the population Sample
is on Male Underachievement.

14%
31%

26%

29%

Very informed about the matter Moderately informed about the matter
Have no knowledge on the issue Have very little knowledge on the issue.

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Donut Chart Showing the Persons who Interact with
Male Underachievers and the Type of Interaction
they have.

21%
28%

30%
21%

Yes, I have a male family member who is underperforming academically.

No, I don’t have any interaction at all with male underachievers.
Yes, I have close friends who are underachievers.
Yes, I have school mates who are underachieving.

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 Effects of Male Underachievement Number of Persons
(Responses)
Negative effects of Male Underachievement 66

Positive effects of Male Underachievement 13

No effects of Male Underachievement 9

Contributes to lack of motivation for future 12

generation

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 Donut Chart Showing the Extent by which
Females Outperform Males.

5%

Females outperm males by an

19% extreme margin in both academic and
personal achievements.
The achievement levels are equal.

Females in my society does

outperfom the males but not by an
11% extreme difference.
65% The males in my community
outperforms the females.

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 Social factors causing Male Percentage of
Underachievement within the Responses (%)
Community

Lack of communication within the family. 38.46

Lack of male role models within the society 11.53

to influence and promote achievement.

Inadequate time and focus invested in 42. 30

academic and personal goals by males and
their family.

Financial discomfort which results in lack of 7.71

focus and a bad personality.

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 Bar Chart Showing the Different Solutions Chosen
that Can Be Implemented on an Inter-personal
Level to Reduce Male Underachievement.

Money can be spent to meet the child's needs so he can now 11

focus because he has all that he wants.

Nothing can be done on an inter-personal level to reduce the 11

problem.
SOLUTIONS

More time can be invested in the studies and extra-curicular 42

activities by the underachiver and his family.

The communication level within the family about problems can 40

be increased.

0 10 20 30 40 50
NUMBER OF PERSONS

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 Analysis of Data

From conducting an analysis from the data collected, it is evident that the issue of male

underachievement is prominent in society because most of the population sample saw male

underachievers throughout the community. The general trend of the data analysis shows that

males are heading down a road of extreme marginality. This can be potential problems for

society in the long-run because males would be ineffective in carrying out their expected roles.

Statistics shows that 70 persons said that male underachievement resulted in an increase

of many social issues that already existed in the community such as; school dropouts, single

parent families, gender biases etc. From the same analysis, another 12 persons stated that male

underachievement has resulted in lack of motivation for the upcoming generation to

becomesuccessful males. However, 13 persons claimed that male underachievement has given

female counterparts an opportunity to rank above them, while 9 persons said male

underachievement does not have any effect on their society.

The data also shows that 42.30% of the populationbelieves male underachievement is

caused by the inadequate investment, and 38.46% believed that male underachievement is caused

by the lack of communication within the family at home. It is also seen that 11.53% says the

issue is caused by a lack of male role models within the society to influence and promote

achievement. The other7.71% said that the issue is caused by financial discomfort.

Majority of the population sample however said that the underachiever could invest

more time in his work and other personal development activities to reduce the issue; and others

that communication within the family about the problem can increased and this will aid in

reducing the issue.

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 Discussion on Findings

On analysing all the data collected, some major findings were determined. It was also

determined that the main social factor that contributed to males’ underachievement in society is

the inadequate time and focus that is invested. This finding was confirmed by Professor Barry

Chevannes (2002), a Sociologist, in his article “What you sow is what you reap.” This data also

showed that the social factors that contribute to Male Underachievement are factors that are

family orientated. Ruel B.Ried who stated that “Boys' underachievement is a result of a 'complex

interplay of forces'

Another major finding determined was that the main effect that male underachievement

has on the society been an increase and has negative effects on the society. This was chosen by

67.3% of the population sample (70 persons). The finding is confirmed as according to Professor

Figueroa in his 2004 article, male underachievement is the doorway for most social issues within

the communities. Figueroa stated that this growing trend is the result of what the societies are

currently experiencing in relations to social problems such as juvenile delinquency, teenage

pregnancy, truancy, single parent families etc.

It was determined that to solve the issue within the family, it is going to take the

investment of more time in the male’s work and other personal development activities by himself

and his family..” Ruel B. Ried also confirmed this in an article (2012) when he stated that the

solution requires major changes and investments in instruction as well as infrastructural facilities

in schools. It will also require major investments in time and effort in working with families,

non-school organisations and the wider community in eliminating the deficits that boys currently

are experiencing.

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 Conclusion

Male underachievement is a very serious issue within the community, and it is evident

that the main factors influencing male underachievement are social factors such as poverty, lack

of parental support, lack of male role models and inadequate investment.

Limitations

In conducting this research few challenges were encountered. They include: some

respondents not completing the questionnaires and some not doing it all together.

Recommendations

To combat this issue, educators and the government need to develop strategies that would

make the academic curriculum male friendly or develop new programmes that would help to

increase males’ interest in learning and provide counselling support.

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 Appendix

Cover letter
Mt.Royal

Carriacou

Dear Resident of Mt. Royal

My name is Shermaine McFarlene, a current student of

T.A.Marryshow Community College and also a resident of Mt.Royal, Carriacou. I am

conducting a research on ‘Male Underachievement’ with the objective to find out what are the

social factors that contribute to male underachievement within our community and to determine

the different solutions that can be implemented within the society to better male academic

performances and other personal achievements.

This questionnaire consists of sixteen questions in which are randomly distributed to

participants. Participant you are kindly asked to return all questionnaires the following week at

the central post office. Please answer all questions honestly.

Anything you write on this sheet will be kept confidential.

Thank you for your time.

Yours truly

S Mc Farlene

Shermaine McFarlene

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 Questionnaire

Instructions: please place a tick in the box [] where necessary or write where

instructed.

1. To which sex do you belong?

Male [ ] Female [ ]

2. To which age group do you belong?

13-16 years [ ]17-18 years [ ]18 years and over [ ]

3. Are you a student?

Yes [ ] no [ ]

4. Which form do you belong?

First [ ] Second [ ] Third [ ] Fourth [ ] Fifth [ ]

5. What do you think the term Male Underachievement means?

The term refers to the issue of males (usually a child) who performs or is

performing below what is expected based on his ability.[ ]

The term refers to the inability of males to outperform females.[ ]

The term refers to males in society who are not making a lot of money. [ ]
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The term refers to males in society who are not performing as much as the females

are. [ ]

6. How informed are you on Male Underachievement?

Very inform about the matter. [ ]

Moderately inform about the matter. [ ]

Have very little knowledge about the issue. [ ]

Have no knowledge about the issue. [ ]

7. Which sex performs better in the different subject areas at your school?

Male [ ] Female [ ]

8. Why do you think that the female students outperform the male students?

Male students are lazy [ ]

Females are more ambitious than male students [ ]

Females concentrate better than male students [ ]

Females learn faster than male students [ ]

Other [ ]

9. What are the social factors which account for female students outperforming the

malestudents academically at School?

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Musical distraction [ ]

Males are less focus than female students [ ]

Males prefer to join gangs than attend school [ ]

Educators motivate males’ less than female students [ ]

Males prefer to work than go to school [ ]

10. At what extent do you think females outperform males?

Females outperform males by an extreme margin both academically and personal

achievements [ ]

The achievement levels are equals [ ]

Females in my society does outperform the males, but not by an extreme margin [ ]

The males in my community outperform the females. [ ]

11. How do you think the male students at school can improve theirlevel of

performance academically?

Pay more attention in their classes [ ]

Attend their classes regularly [ ]

Take extra classes and studying more/ harder [ ]

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12. What measures can be used to motivate male students at schoolto perform

better?

Encouragement to male students to work hard [ ]

Regular counselling sessions for male students [ ]

Implement more male friendly approach to teaching [ ]

Educators should motivate male students more to learn. [ ]

13. How often do you see a male underachiever in the community?

A reasonable amount of male underachiever is seen. [ ]

None at all. [ ]

Not many male underachievers are seen.[ ]

Male underachievers are seen very often.[ ]

14. Do you interact with these male underachievers and what type of interactions

do you have?

Yes, I have a male family member who is underachieving academically.[ ]

No,I don’t have any interaction at all with male underachievers.[ ]

Yes, I haveclose friends who are male underachievers.[ ]

Yes, I have school mates who are male underachievers.[ ]

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15.Please state what are some of the effects that male underachievers have on

society?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

16. Do you believe that government intervention will help to alleviate this

impending problem?

If yes or no,briefly state some reasons for your response

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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 Bibliography

Chevannes, B (2002). “What You Sow Is What You Reap”, Jamaica: Publisher

Chinapoo, C., James, N., & Lee-Paisley, M. (2014). CAPE Sociology, England: Pearson

Grenada Ministry of Education and Human Resource, (2018)

Haralambos, & Holborn. M (2000), “Sociology Themes and Perspective”, London: Collins

Education

Hyacinth Evans (2005), Gender and Achievement in Secondary Education in Jamaica Published

by Brain Publisher.

Jules. (2010, April 24).“Underachievement- The Gleaner”, (p.112), Jamaica.

Mustapha, N (2005), “Sociology for Caribbean Students”, Jamaica: Ian Randle Publishers.

Clarke, P. (2007), “Underachievers”, the Daily Gleaner, October.

Ried. B. Ruel (2012), “Male Underachievers- The Daily Gleaner”.

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