Revisiting the subculture: understanding deviant students in China

In recent years, the concept of subculture has been fiercely criticized, with some scholars even claiming that it is no longer relevant in a multi-cultural world (Muggleton, 2000; Chaney, 2004; Stahl, 2004). However, the authors argue that by revisiting the Chicago School tradition and reconceptualizing subculture on the basis of acknowledging its limitations and its potential, subculture theory remains applicable in the context of contemporary China. Through an eight-month ethnographic study of a group of deviant students in a secondary school in urban China, the purpose of this paper is to contend that the subculture of these young people from lower-class backgrounds is a means to negotiate their space and power in a failing school system situated in a drastically transforming society full of diversified yet often conflicting values.

In this study, the authors undertook an ethnographic study to follow a group of deviant students for eight months, trying to understand their everyday lives and the process of their identity construction. The research was conducted in Xiamen, a coastal city located in the southeast part of mainland China. Unlike large metropolitan areas such as Beijing and Shanghai, where most studies have been conducted so far, Xiamen represents one of the medium-sized cities, which are the majority in China. After a process of sampling among 11 classes from five schools in different tiers, the authors chose one class in Grade 2 at a medium-level secondary school called “Central Park Secondary School” as a pseudonym. The authors stayed in the field for the main study and the authors also paid another visit to the school to follow up on students’ recent development.

In this study, a group of problem students identified with each other and shared the same problems and situations, and collectively formed a subcultural group, from within which they could challenge the authority of teachers and parents and negotiate power in the school; for example, reaching a truce with teachers so that they could have an easier time at school until they graduated. Their subculture and resistance may seem like a self-defeating practice, because what they learned at school and the qualifications they obtained could only assure them laboring jobs and reproduce their lower class status. However, this subculture offered an alternative way to safeguard their happiness and healthy development, which in this case is psychological well-being and better interpersonal skills.

This paper could provide the teachers and school administrators with a new perspective to look at some of their students’ poor performance and disruptive behaviors. With a deeper understanding of their “deviant” students, the teachers may develop more pertinent measures to help their students.

This paper argues that, through revisiting the Chicago School tradition and reconceptualizing subculture on the basis of acknowledging its limitations and potential, subculture theory remains applicable in the context of contemporary China.