CU-BA - Sem VI-Sociology VI

2. Define substance abuse? 101 3. Define dependency on substances? 4. Define tolerance? 5. What are withdrawal symptoms? Long Questions 1. What are the different concepts related to addiction? 2. What is the difference between recreational use and abuse? 3. What are some of the withdrawal symptoms of addiction? 4. What are the biological causes of addiction? 5. What are the environmental causes of addiction B. Multiple Choice Questions 1. What is Drug Addiction? a. Addiction to Food b. Dependence on Drugs c. Taking medicines with valid medical prescriptions d. Not eating a balanced diet 2. In which age group, Drug addiction is a major problem? a. Childhood b. Adolescence c. Adulthood d. Old Age 3. When is International Day Against Drug Abuse celebrated? a. 26th June b. 12th August c. 14th September d. 1st December CU IDOL SELF LEARNING MATERIAL (SLM)

4. Which of the following is not a common reason for Drug Abuse or Drug Dependence? a. Peer Pressure b. Adventure c. A feeling of Excitement and Euphoria d. For death 5. Which of the following does not fall under the category of family disorganisation? a. Venereal disease b. Poverty c. Unemployment d. Drunkenness Answers 1-b, 2-b, 3-c. 4-d, 5-d 6.12 REFERENCES References books  Turner, Jonathan H., 1987; The Structure of Sociological Theory, Fourth Edition, Rawat Publications, Jaipur.  Henry, Kenneth, 1978, Social Problems: Institutional and Interpersonal Perspectives, Scott, Fopresman and Company, Illinois, London.  Kothari, Rajani, 1988, Transformation and Survival, Ajanta Publications, Delhi.  Lerner, Daniel, 1964, The Passing of Traditional Society, The Free Press, London.  Polanyi, Karl, 1957, The Great Transformation: The Political and Economic Origin of our Time, Beacon Press, Boston.  Merton, Robert K. & Nisbet, Robert, 1976, Contemporary Social Problems, Hercourt Brace Iovanovich, International Editing, New York, Chicago. 102 CU IDOL SELF LEARNING MATERIAL (SLM)

 Singh, Yogendra, 1988, Modernizations of Indian Tradition, Reprint, Rawat Publication, Jaipur.  Ancel, Marc (1965), Social Defence – A Modern Approach to Criminal Problems, Routlege and Kegan Paul, London.  Bhattacharya, S.K. (1981), “The Concept and Areas of Social Defence”, in Readings in Social Defence edited by N.C. Joshi and V.B. Bhatia, Wheeler Publishing, Allahabad.  Government of India (Ministry of Social Welfare) (1974), Social Defence in India, National Institute of Social Defence, New Delhi.  Government of India (Ministry of Social Welfare) (1980), National Institute of Social Defence: A Perspective, NISD Publication, New Delhi.  Srivastava, S.P., April (2000), “Explaining the Concept of Social Defence”, Social Defence, Vol. 49, No. 144. Textbook references  Ahuja, Ram (1992), Social Problems in India, Rawat Publications, Jaipur.  Keneth, Henry (1978), Social Problems: Institutional and Interpersonal Perspectives, Scott, Fopresman and Company, Illinois, London.  Merton, Robert K, and Robert Nisbet (1971), Contemporary Social Problems, Fourth Edition, Harcourt Brace and Co., New York.  Memoria, Dr. C.B. (1960), Social Problems and Social Disorganisation in India, Kitab Mahal, Allahabad.  Annual Report 2003, National Commission for Women, New Delhi.  Annual Report 2002-2003, Ministry of Social Justice and Empowerment, Government of India.  Cooley, C.H. (1902), Human Nature and Social order, Scribner, New York.  Crime in India (2003), Annual Report, National Crime Records Bureau, New Delhi.  Merton, (1957), R.K., Social Theory and Social Structure, Free Press, Glencoe, Illinois. 103 CU IDOL SELF LEARNING MATERIAL (SLM)

 Ram, Ahuja (1997), Social Problems in India, Rawat Publications, New Delhi.  William, Scott (1988), Dictionary of Sociology, Goyl Saab Publishers, New Delhi. Website  https://open.lib.umn.edu.  https://www.sociologylens.in/2021/03/social-problems.html  https://academic.oup.com/socpro  https://www.oxfordbibliographies.com/ 104 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT- 7 DRUG ADDICTION: CONSEQUENCES ON INDIVIDUAL, FAMILY AND SOCIETY STRUCTURE 7.0 Learning Objectives 7.1 Introduction 7.2 Drugs 7.3 Effect of Addiction 7.4 Effect of Addicton on Individual 7.4 Effect of Addiction on Family 7.5 Summary 7.6 Key Words 7.7 Learning Activity 7.8 Unit End Questions 7.9 References 7.0 LEARNING OBJECTIVES After studying this unit, you will be able to;  Explain the impact of drug addiction on individual  Explain the impact of drug addiction on family  Explain the impact of drug addiction on society  Explain the impact of drug addiction on legal system  Describe the ways of handling drug addiction  Describe the treatment methods available for drug addiction  Elaborate on the legal implications and legal interventions for drug addiction  Elaborate the different ways of preventing drug addiction 105 CU IDOL SELF LEARNING MATERIAL (SLM)

7.1 INTRODUCTION Addiction is defined as a chronic, relapsing disorder characterized by compulsive drug seeking and use despite adverse consequences.† It is considered a brain disorder, because it involves functional changes to brain circuits involved in reward, stress, and self- control. Those changes may last a long time after a person has stopped taking drugs. Addiction is a lot like other diseases, such as heart disease. Both disrupt the normal, healthy functioning of an organ in the body, both have serious harmful effects, and both are, in many cases, preventable and treatable. If left untreated, they can last a lifetime and may lead to death. 7.2 DRUGS A drug may be defined as any substance other than food that, when taken into the body, affects the structure and/or functioning of the body. Defined this way, many common substances contain drugs or are drugs: coffee, No-Doz, and other products to keep us alert; aspirin, acetaminophen, ibuprofen, and other pain relievers; Tums, Rolaids, and other products that reduce heartburn; Metamucil and other products that reduce constipation; Robitussin, Sudafed, and other cold medicines; and so forth. If you have ever used one of these products, you are technically a drug user, however silly that might sound. Many prescription drugs also certainly exist: Prozac and other antidepressants; Valium and other tranquilizers; Lipitor and other cholesterol drugs; Yasmin, Yaz and other birth control pills; Viagra and other products that relieve erectile dysfunction; and so forth. Sales of these prescription drugs amount to tens of billions of dollars annually. The following substances are also drugs: alcohol, ecstasy, cocaine, heroin, marijuana, LSD, methamphetamine, PCP, and tobacco. Much has been written about these drugs, and we will discuss them further later in this section. But note that two of these drugs, alcohol and tobacco, are legal after a certain age, while the remaining drugs are illegal. 7.3 EFFECT OF ADDICTION Fast-paced social, economic and technological changes present a challenge to the stability and influence of the family. The family is often viewed as the basic source of strength, providing nurturance and support for its individual members as well as ensuring stability and 106 CU IDOL SELF LEARNING MATERIAL (SLM)

generational continuity for the community and culture. In reality, the family is far more complex. At least four conceptual views of the family have been identified.  First, it may be seen as protecting and sustaining both strong and weak members, helping them to deal with stress and pathology while nurturing younger and more vulnerable members.  Secondly, the family may be a source of tension, problems and pathology, influencing weaker members in harmful ways, including destructive drug or alcohol use.  Thirdly, it may be viewed as a mechanism for family members to interact with broader social and community groups, such as peer groups, schools, work colleagues and supervisors and persons associated with religious institutions.  Fourthly, the family may be seen as an important point of intervention - a natural organizational unit for transferring and building social and community values. Rapid social, economic and technological change may, under certain circumstances, weaken the sense of family and reduce the sense of belonging to other people, groups and places. Stability of relationships, environment and expectations is a powerful force in helping people manage their lives, especially important for children and young adults. In some societies, the classical problem of balancing discipline and control of children with nurturing support to encourage their exploration, understanding of the world and self-realization may be complicated by substance abuse problems as well as a wide range of other conditions. 7.4 EFFECT OF ADDICTON ON INDIVIDUAL People who use drugs experience a range of physical and psychological effects that can be narrowed down to the following:  People addicted to marijuana and alcohol may have impaired motor skills. Distorted time and decreased memory are some of the other short-term side effects of this addiction.  People who quit drugs abruptly after a period of continuous use may experience major withdrawal symptoms, which can range from mild to serious. Withdrawal causes agitation, muscle cramps, vomiting, and delirium. 107 CU IDOL SELF LEARNING MATERIAL (SLM)

 Drug tolerance is another effect that occurs with the continuous use of a drug. Tolerance refers to the addict’s need for increasing amounts of the drug to get the same initial effect or ‘high’  People who share needles to inject drugs can be at the risk of hepatitis or HIV.  Many drug addicts often resort to criminal behaviour to get money to procure drugs.  People who are addicted to hard drugs may exhibit signs of depression, anxiety, and fatigue. 7.4 EFFECT OF ADDICTION ON FAMILY Battling a substance use disorder (SUD) is viewed by many as a personal experience. Because harmful substances have devastating effects on the user, many may not take into consideration the other people involved. Spouses, children, and parents may all be impacted by the way addiction affects the family. The effects of drug and alcohol addiction can be both short-term and long-term. Peaceful, loving homes can be divided by the strain caused by drug and alcohol abuse. Conflict becomes normal as family members fight to engage with a child who abuses Heroin, for example. Trust begins to erode. Relatives may become more guarded if a relative abusing illicit substances acts with aggression or hides their disorder in secrecy. Marriages can end due to changes caused by addiction. Communication becomes more difficult, highlighting frustration. Family members may see their relative endure side effects of drugs or fly into rages when under the influence of alcohol. Others may see their relatives lose weight rapidly, becoming unrecognizable. Some may not hear from a loved one for an extended period of time, only to discover that they are living on the street or have fatally overdosed. Such shocks can cause a relative to endure severe trauma or develop unhealthy coping mechanisms like codependent behaviors in response. A person who is addicted to drugs not only spoils his life but also his family’s. Here is how the lives of a drug addict’s family members are affected:  Family members often play an unconscious role in the habits of an addict. The drug abuse could be a result of abandonment, enabling (where families defend or cover up addicts for various reasons) or simply by ignoring the problem. 108 CU IDOL SELF LEARNING MATERIAL (SLM)

 Trust in the family member can be broken as a result of finding out that a member is an addict. When people realize that there’s somebody in their family with a dark side, it leads to a myriad of feelings such as anger, guilt, shame resentment etc.  The health of addicts and family members who are overly concerned might decline because of the constant stress and worry.  Being a drug addict makes it difficult to keep a job. It can also affect a family member to find employment if the word gets out. Since children are still developing their personalities and are vulnerable to external influences, they run the risk of repeating such behaviors. Children may be exposed to aggression or violent behavior due to a parent’s drinking. Arguments between parents may be normal, causing the child emotional distress as they witness family members fighting. Early exposure to a home divided by drug use can cause a child to feel emotionally and physically neglected and unsafe. As a result, they can become more mentally and emotionally unstable. Children may develop extreme guilt and self-blame for a parent’s substance abuse. They may develop feelings of unworthiness or develop dysfunctional attachments in their adulthood. In extreme cases, children can be removed from the home and placed in foster care. 7.5 SUMMARY  Addiction is a disease with a range of harmful conditions and behaviors. Recognizing these signs can help a person with addiction receive the treatment they need.  Alcohol and drug abuse can lead to many serious long-term health problems, especially when used in large doses or in combination.  Using drugs or alcohol can cause dehydration-induced seizures and damage immune systems.  This increases susceptibility to infection and further complications, psychotic behavior, and serious cardiovascular conditions, including heart attacks and collapsed veins. It can also cause liver overexertion or liver failure, among other dangerous side effects.  Substance use disorders have a range of psychological, physical, and social effects that can drastically reduce people’s quality of living. 109 CU IDOL SELF LEARNING MATERIAL (SLM)

 While this article splits the symptoms into these three categories, the reality is less clear. Many of these symptoms overlap and can lead to one another.  An example of this overlap is when someone experiences the psychological effect of wanting to divert money from their regular food shop to purchasing a substance, and then not consuming enough nutrients. 7.6 KEY WORDS  Caffeine: A central nervous system stimulant that increases alertness and motor activity and combats fatigue; found in a number of different products, including coffee, tea, chocolate and some over the-counter cold remedies and weight-loss aids.  Controlled drinking: A variant of BSCT in which emphasis is put on controlled use rather than complete abstinence.  Controlled drug user: A long-term drug user who has never been in specialized treatment and who displays levels of occupational status and educational achievement similar to the general population.  Depression: Depression is a common mental health problem that involves a low mood and a loss of interest in activities.  Drug-prevention schemes: Community-based services whose purpose is to try to prevent first use of a drug or to prevent experimentation with a drug developing into regular use – usually through information about the effects of drugs and through developing communication and peer-education skills.  Foetal alcohol syndrome (FAS): \"An example of maternal drug abuse causing childhood intellectual disabilities. Whenever a pregnant mother drinks alcohol, it enters the foetus’s bloodstream, slowing down its metabolism and affecting development. If this occurs on a regular basis, then development of the foetus will be severely impaired.\"  Passive smoking: The breathing in of air that contains other people’s smoke.  Peer influences: A term describing a person’s changes in or temptations to change attitude, behaviour and morals as directly influenced by his or her peer group  Peer-pressure resistance training: A strategy used by drug prevention schemes where students learn assertive refusal skills when confronted with drugs.  Substance use disorder (SUD): A substance use disorder (SUD) is a mental disorder that affects a person's brain and behavior, leading to a person's inability to control their use of substances such as legal or illegal drugs, alcohol, or medications. 110 CU IDOL SELF LEARNING MATERIAL (SLM)

 Tolerance: Tolerance is a physiological phenomenon that requires the individual to use more and more of the drug in repeated efforts to achieve the same effect.  Withdrawal: Where the body requires the drug in order to maintain physical stability, and lack of the drug causes a range of negative and aversive physical consequences (e.g. anxiety, tremors and, in extreme cases, death). 7.7 LEARNING ACTIVITY 1. Define addiction? ___________________________________________________________________________ ___________________________________________________________________________ 2. What are drugs? ___________________________________________________________________________ ___________________________________________________________________________ 7.8 UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. What is addiction? 2. What are addictive substances? 3. What are drugs? 4. Name any four addictive drugs? 5. What is one physical effect of addiction? Long Questions 1. What is the financial impact of addiction? 2. What are some of drugs that are addictive? 3. What is impact of addiction on physical health of a person? 4. What is the impact of addiction on psychological health of a person? 5. What is the impact of addiction on family? 111 CU IDOL SELF LEARNING MATERIAL (SLM)

B. Multiple Choice Questions 1. Consumption of this causes increase in the fat synthesis, dilation of blood vessels, low blood sugar and stomach-inflammation a. drug addiction and tobacco b. alcohol c. tobacco d. drug addiction 2. Alcoholism causing fatty acid syndrome is called a. Cirrhosis b. Neuritis c. Gastritis d. Nephritis 3. Which of the following does not lead to a breakdown in social institutions, according to Classical Social Disorganization Theory? a. Immigration b. Economic stress c. Urbanization d. Industrialization 4. After drinking alcohol, consumption of this leads to death a. Morphine b. Opium c. Barbiturate d. All of these 5. This drug along with alcohol generates marked drowsiness otherwise does not produce sedative effect a. Marijuana b. Valium 112 CU IDOL SELF LEARNING MATERIAL (SLM)

c. Antihistamine d. Barbiturate 6. Factors contributing to the difficulty in measuring drug-crime relationships, include all except: a. cultural factors b. personal factors c. economic factors d. situational factors Answers 1-a, 2-a, 3-c. 4-c, 5-d 7.9 REFERENCES References books  Turner, Jonathan H., 1987; The Structure of Sociological Theory, Fourth Edition, Rawat Publications, Jaipur.  Henry, Kenneth, 1978, Social Problems: Institutional and Interpersonal Perspectives, Scott, Fopresman and Company, Illinois, London.  Kothari, Rajani, 1988, Transformation and Survival, Ajanta Publications, Delhi.  Lerner, Daniel, 1964, The Passing of Traditional Society, The Free Press, London.  Polanyi, Karl, 1957, The Great Transformation: The Political and Economic Origin of our Time, Beacon Press, Boston.  Merton, Robert K. & Nisbet, Robert, 1976, Contemporary Social Problems, Hercourt Brace Iovanovich, International Editing, New York, Chicago.  Singh, Yogendra, 1988, Modernizations of Indian Tradition, Reprint, Rawat Publication, Jaipur.  Ancel, Marc (1965), Social Defence – A Modern Approach to Criminal Problems, Routlege and Kegan Paul, London. 113 CU IDOL SELF LEARNING MATERIAL (SLM)

 Bhattacharya, S.K. (1981), “The Concept and Areas of Social Defence”, in Readings in Social Defence edited by N.C. Joshi and V.B. Bhatia, Wheeler Publishing, Allahabad.  Government of India (Ministry of Social Welfare) (1974), Social Defence in India, National Institute of Social Defence, New Delhi.  Government of India (Ministry of Social Welfare) (1980), National Institute of Social Defence: A Perspective, NISD Publication, New Delhi.  Srivastava, S.P., April (2000), “Explaining the Concept of Social Defence”, Social Defence, Vol. 49, No. 144. Textbook references  Ahuja, Ram (1992), Social Problems in India, Rawat Publications, Jaipur.  Keneth, Henry (1978), Social Problems: Institutional and Interpersonal Perspectives, Scott, Fopresman and Company, Illinois, London.  Merton, Robert K, and Robert Nisbet (1971), Contemporary Social Problems, Fourth Edition, Harcourt Brace and Co., New York.  Memoria, Dr. C.B. (1960), Social Problems and Social Disorganisation in India, Kitab Mahal, Allahabad.  Annual Report 2003, National Commission for Women, New Delhi.  Annual Report 2002-2003, Ministry of Social Justice and Empowerment, Government of India.  Cooley, C.H. (1902), Human Nature and Social order, Scribner, New York.  Crime in India (2003), Annual Report, National Crime Records Bureau, New Delhi.  Merton, (1957), R.K., Social Theory and Social Structure, Free Press, Glencoe, Illinois.  Ram, Ahuja (1997), Social Problems in India, Rawat Publications, New Delhi.  William, Scott (1988), Dictionary of Sociology, Goyl Saab Publishers, New Delhi. Website 114 CU IDOL SELF LEARNING MATERIAL (SLM)

 https://open.lib.umn.edu.  https://www.sociologylens.in/2021/03/social-problems.html  https://academic.oup.com/socpro  https://www.oxfordbibliographies.com/ 115 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT-8 MAJOR SOCIAL PROBLEMS: DEFINITION (AS PER INDIAN LAW); SOCIAL CONSEQUENCES STRUCTURE 116 8.0 Learning Objectives 8.1 Introduction 8.2 Definition of Social Problems 8.3 Nature of Social Problems 8.3.1 Disintegrative: 8.3.2 Multiple Causes: 8.3.3 Inter-Connected: 8.3.4 Many Remedies: 8.3.5 Relative Concept: 8.3.6 Functional Value: 8.4 Social problems in India 8.4.1 Poverty 8.4.2 Unemployment 8.4.3 Illiteracy 8.4.4 Caste System 8.4.5 Gendered Violence 8.4.6 Communalism 8.5 Summary 8.6 Key Words 8.7 Learning Activity 8.8 Unit End Questions 8.0 LEARNING OBJECTIVES After studying this unit, you will be able to;  Explain the concept of social problems CU IDOL SELF LEARNING MATERIAL (SLM)

 Enlist some of the major social problem  Describe the implications of social problems 8.1 INTRODUCTION When a particular social phenomenon or condition disturbs the social order and hinders smooth working of social institutions, that comes to be identified as a social problem. At the initial phase such conditions are neglected since they do not have any serious adverse effects on the social system. But gradually, they get accumulated and begin to affect normal social life. Then such condition is recognised as a social problem. Once social problem takes roots and develops beyond the bounds of tolerance, there arises resentment against it and there is a demand for remedy in the interest of social harmony. A social problem is any condition or behavior that has negative consequences for large numbers of people and that is generally recognized as a condition or behavior that needs to be addressed. This definition has both an objective component and a subjective component 8.2 DEFINITION OF SOCIAL PROBLEMS A more precise, though broad, definition is given by E. Raab and G.J.Selznick. According to them, a social problem is “a problem in human relationship which seriously threatens society itself or impedes the important aspirations of many people.” In regard to the first aspect they say, “A social problem exists when organized society’s ability to order relationship among people seems to be failing; when its institutions are faltering, its laws are being flouted, the transmission of its values from one generation to the next is breaking down, the framework of expectations is being shaken”. A social problem being thus defined, juvenile delinquency is to be seen “as a breakdown in society itself”. The distinguished characteristic of social problems, according to Nisbet and Merton, is that “by their close connection with moral values and social institutions they from a type by themselves. They are social in the sense that they pertain to human relationship and to the normative contexts to which all human relationships exist. They are problems in the sense that they represent interruptions in the expected or desired scheme of things; violation of the right or the proper, as a society defines these qualities; dislocation in the social patterns and relationships that a society cherishes.” 117 CU IDOL SELF LEARNING MATERIAL (SLM)

On the other hand, Bardara Wootton defines more narrowly what she calls “social pathology”. Social pathology, she says, includes “as those actions on the prevention of which public money is spent, or the doers of which are punished or otherwise dealt with at the public expense.” This definition, as says Bottomore, puts an undue restriction on the field, for “it refers only to actions as attract the attention of the State at a particular time”. Wootton’s definition consequently does not take into consideration many important situations and kinds of behaviour which are generally regarded as constituting social problems (e.g., poverty, some forms of industrial conflict, etc.) Bottomore considers the definition proposed by Raab and Selznick more useful. 8.3 NATURE OF SOCIAL PROBLEMS The social problem is connected to majority of the members of society. According to Bernad, the repressive and tense condition consequent of social problems may be involving three types of elements “ (i) Tension factors which challange some values of society, (ii) Social values which are being challenged and (iii) intense reaction of individuals and groups to challenge. The following characteristics exhibit the nature of social problems: 8.3.1 Disintegrative: Social problems, directly or indirectly disintegrate social system. Social problem causes dissatification, suffering and misery. It seriously affects the values of the society. It is always disintegrating and disorganizing. It is pathological. It is harmful for the society. 8.3.2 Multiple Causes: The social problems have no single or simple cause. Each problem has a complex history and is usually not due to one but to many causes. War, poverty, unemployment or crimes do not offer single or simple explanation of their occurance. Sometimes one problem is so interwoven with other problems that it cannot be solved apart from them. 8.3.3 Inter-Connected: Social problems are inter connected due to which these become serious. For example, unemployment, proverty and crime are inter connected. 118 CU IDOL SELF LEARNING MATERIAL (SLM)

8.3.4 Many Remedies: Hence the solution of the complex social problem requires various multisided remedies. 8.3.5 Relative Concept: Social problem is relative concept. What we call a social problem in our society may not be a problem in other society. Similarly, a social problem today may not be a problem tomorrow. 8.3.6 Functional Value: Social problem, though disintegrative, has functional value since its cure leads to social problem and social development. 8.4 SOCIAL PROBLEMS IN INDIA The major social problems in India are: Population problems, casteism, untouchability, regionalism, linguism and communalism, beggary, unemployment, poverty, labour problems, rural problems, problems of industrialization and urbanization, prostitution, crime, suicide, juvenile delinquency, youth tensions and student unrest and finally the problems of democracy. 8.4.1 Poverty Poverty can be defined as the inability to secure the minimum standard of living appropriate to society. According to the Planning Commission, 22% of India’s population lived below the poverty line in 2012.Poverty is defined as a state or circumstance in which an individual or a group lacks the financial means and necessities for a basic level of living. It can also be defined as a situation in which one’s earnings from work are insufficient to meet fundamental human requirements. Poverty means lacking of basic needs like clothing, shelter, food, health facilities. Poverty refers to limited resources and low standard of living which cannot fulfill the basic human needs. Currently in India, Pakistan and other countries around the globe, poverty is a major social problem. Poverty can cause and leads the people to corruption, bribe, diseases, lack of education, domestic abuse, parental issues, unemployment, drug abuse etc. Absolute poverty is defined as an absolute lack of resources, including food insecurity. The United States has one of the highest rates of food insecurity in developing nations. This also includes homelessness and lack of access to healthcare. 119 CU IDOL SELF LEARNING MATERIAL (SLM)

Relative poverty is defined as living at about 50% or below the average income. You may not be wealthy and might be living pay check to pay check, but you have food on the table. However, in comparison to others around you, you are certainly struggling. Relative poverty usually is not as detrimental to the health and brain development of a young child, but the emotional aspects can take a toll. Situational poverty is very common and something you or someone you know may have experienced. There may have been a job loss, a divorce, or maybe a health crisis that caused you to be economically unstable. We've seen a lot of families who have experienced this during the pandemic, specifically families who are in service and tourist industries. There are so many families that were living pay check to pay check then had an event like a job loss and became so much more economically unstable. Generational poverty is defined as being part of a family that has been living in poverty for more than two generations. This is different because if you have grown up in poverty, there are certain thought processes, ways of being, and ways of knowing that will differ from if you have been brought up say in the middle-class. What we see is you are constantly in survival mode and rather than being able to plan for your future and problem solve, oftentimes you are living in a toxic stress kind of environment where you are in survival mode. This can shape a generation and become a cycle that is very hard to get out of. Causes of Poverty in India  India’s population has been continuously increasing throughout the years. It has increased at a pace of 2.2 percent per year for the past 45 years, implying that around 17 million people are added to the country’s population each year. This has a significant impact on the demand for consumer products.  Low Agricultural Productivity: The agriculture sector’s low productivity is a key source of poverty. Low productivity can be caused by a variety of factors.  It is mostly due to fragmented and subdivided landholdings, a lack of cash, ignorance about modern farming technology, the use of conventional farming practices, loss during storage, and other factors.  Inadequate Utilization of resources: The country suffers from underemployment and hidden unemployment, notably in the agricultural sector. Low agricultural productivity and a drop in living standards have ensued as a result of this. 120 CU IDOL SELF LEARNING MATERIAL (SLM)

 Economic Development at a Slow Rate: India’s economic development has been slow, particularly in the first 40 years of independence before the LPG reforms in 1991.  Continuous Price hike: The country’s price increases have been consistent, adding to the burden carried by the poor. Although a few people have profited, the lower- income groups have suffered as a result, and are unable to meet even their most basic needs.  Unemployment is another element that contributes to poverty in India. As the world’s population grows, so does the number of people looking for work. However, the increase of possibilities is insufficient to meet the demand for work.  Social Issues: In addition to economic problems, social factors obstruct India’s poverty eradication efforts. The laws of inheritance, the caste system, and certain customs, to name a few, are all obstacles in this respect. 8.4.2 Unemployment Unemployment has often been described as the most significant social issue in society. This is because an individual is dependent on their work for both their livelihood and their status. Sociologically, unemployment is defined as the inability to find remunerative work in the face of both potential and desire to earn. The three elements of unemployment are that the individual must be capable, willing and making an effort to be gainfully employed. Unemployment is a term referring to individuals who are employable and actively seeking a job but are unable to find a job. Included in this group are those people in the workforce who are working but do not have an appropriate job. Usually measured by the unemployment rate, which is dividing the number of unemployed people by the total number of people in the workforce, unemployment serves as one of the indicators of a country’s economic status. Types of Unemployment There are basically four types of unemployment: (1) demand deficient, (2) frictional, (3) structural, and (4) voluntary unemployment. 1. Demand deficient unemployment Demand deficit unemployment is the biggest cause of unemployment that typically happens during a recession. When companies experience a reduction in the demand for their products 121 CU IDOL SELF LEARNING MATERIAL (SLM)

or services, they respond by cutting back on their production, making it necessary to reduce their workforce within the organization. In effect, workers are laid off. 2. Frictional unemployment Frictional unemployment refers to those workers who are in between jobs. An example is a worker who recently quit or was fired and is looking for a job in an economy that is not experiencing a recession. It is not an unhealthy thing because it is usually caused by workers trying to find a job that is most suitable to their skills. 3. Structural unemployment Structural unemployment happens when the skills set of a worker does not match the skills demanded by the jobs available, or alternatively when workers are available but are unable to reach the geographical location of the jobs. An example is a teaching job that requires relocation to China, but the worker cannot secure a work visa due to certain visa restrictions. It can also happen when there is a technological change in the organization, such as workflow automation that displaces the need for human labor. 4. Voluntary unemployment Voluntary unemployment happens when a worker decides to leave a job because it is no longer financially compelling. An example is a worker whose take-home pay is less than his or her cost of living. Causes of Unemployment Unemployment is caused by various reasons that come from both the demand side, or employer, and the supply side, or the worker. Demand-side reductions may be caused by high interest rates, global recession, and financial crisis. From the supply side, frictional unemployment and structural employment play a great role. Effects The impact of unemployment can be felt by both the workers and the national economy and can cause a ripple effect. Unemployment causes workers to suffer financial hardship that impacts families, relationships, and communities. When it happens, consumer spending, which is one of an 122 CU IDOL SELF LEARNING MATERIAL (SLM)

economy’s key drivers of growth, goes down, leading to a recession or even a depression when left unaddressed. Unemployment results in reduced demand, consumption, and buying power, which in turn causes lower profits for businesses and leads to budget cuts and workforce reductions. It creates a cycle that goes on and on that is difficult to reverse without some type of intervention. Long-term Unemployment vs. Short-term Unemployment Unemployment that lasts longer than 27 weeks even if the individual has sought employment in the last four weeks is called long-term unemployment. Its effects are far worse than short- term unemployment for obvious reasons, and the following are noted as some of its effects.  Some 56% of the long-term unemployed reported a significant decrease in their net worth.  Financial problems are not the only effects of long-term unemployment as 46% of those in such a state reported experiencing strained family relationships. The figure is relatively higher than the 39% percent who weren’t unemployed for as long.  Another 43% of the long-term unemployed reported a significant effect on their ability to achieve their career goals.  Sadly, long-term unemployment led to 38% of these individuals losing their self- respect and 24% seeking professional help. 8.4.3 Illiteracy Literacy is the ability to read, write and comprehend information in order to communicate effectively. From reading the newspaper to understanding road signs, literacy is the only tool that helps you make sense of your surroundings. It is empowering and fuels social and human development. Literacy serves as the foundation of basic education for all. The knowledge of social conventions combined with problem-solving capacities of people is what determines them as being literate. In India, while the adult literacy rate is measured for people aged above 15 years, the rate of youth literacy is measured for people aged between 15-24 years. As mentioned in the previous section, illiteracy is a major barrier to development since it results in unskilled labor. According to the Census Commission of India, literacy refers to any person who can read and write with understanding in a recognized Indian language. The 123 CU IDOL SELF LEARNING MATERIAL (SLM)

2011 census revealed that the literacy rate of India was around 74% with many regional variations and gender disparities. All over India, Kerala has the highest literacy rate and Bihar the lowest. Illiteracy affects an individual in all areas of their life. An illiterate individual cannot read and write, and thus cannot join the workforce or may work as unskilled labour, lack awareness to make an informed decision which affects them and their community. Further, children of illiterate parents do not receive the same education as children of educated parents. Even if they go to the same school, children of illiterate parents lack the kind of awareness educated parents can give to their children. Hence, illiteracy becomes a vicious cycle affecting the social and economic development of India. Illiteracy in India is because of a complex web of social and economic divide in the country. Economic disparities, gender discrimination, caste discrimination, and technological barriers lead to illiteracy in India. India has the largest population of illiterate adults, which further contribute to this vicious cycle of illiteracy in India. There is a strong relationship between illiteracy and poverty. Literacy is defined as the “ability to read and write”. Thus, an illiterate person, who cannot read or write, is unable to get a skilled job and is forced to take up an unskilled job. This has an impact on his wages, the standard of living and ultimately his ability to provide proper education to his children. This would also mean that his children will not be able to improve their skills and get a better job and eventually come out of poverty. An unlettered person is unable to access proper healthcare, understand their fundamental rights and demand for the same. Illiteracy creates several hurdles in the development of a country and affects every person in that country. Here are five ways by which we can end illiteracy in India: 1. Inclusive Education The RTE Act (2009) has resulted in increased enrolment of children in schools, but the Act is applicable for children between 6-14 years of age. Children, especially girl children, who drop out of school after 14 years of age, find it almost impossible to continue their education. The purview of the Act must be increased to make education accessible to every individual. 2. Increased investment in government schools Due to lack of funds, the government schools are unable to invest in providing basic facilities to children. Lack of functioning toilets, hand-washing area, and drinking water compels 124 CU IDOL SELF LEARNING MATERIAL (SLM)

children, especially girl children to drop out of school. On the other hand, private schools with high-end facilities charge exorbitant fee making it impossible for those from the marginalised communities to access services. Increasing government expenditure in public schools will make them more accessible. 3. Vocational Training Often school education alone does not provide the skills required to enter the workforce. The current system of rote learning without practical training affects the quality of education and fails to develop employable skill sets. Thus, vocational training is important to fill this gap. Carpentry, plumbing, stitching, and nursing are some of the skills which can help individuals seek fulfilling employment. 4. Teacher training The education system cannot be enhanced without trained and educated teachers. Lack of qualified teachers in both public and private schools impact learning outcomes of children. There is a need for drastic changes to ensure that schools hire qualified teachers, availability of qualified teachers, and opportunities for individuals to be trained as teachers. 5. Changing social norms Social norms play a huge role in determining the growth of a country. Regressive social norms result in girls dropping out schools or children not being sent to school at all, and this creates a vicious cycle of illiteracy and patriarchal norms for even future generations. 8.4.4 Caste System The caste system divides Hindus into four main categories - Brahmins, Kshatriyas, Vaishyas and the Shudras. Many believe that the groups originated from Brahma, the Hindu God of creation.For centuries, caste has dictated almost every aspect of Hindu religious and social life, with each group occupying a specific place in this complex hierarchy. Rural communities have long been arranged on the basis of castes - the upper and lower castes almost always lived in segregated colonies, the water wells were not shared, Brahmins would not accept food or drink from the Shudras, and one could marry only within one's caste. The Indian caste system is based on the cultural features of hierarchy, pollution and purity. It subscribes to the doctrines of Karma and Dharma. The Indian government introduced the category of Scheduled Castes (SCs) to the constitution in 1935. Currently, SCs constitute 125 CU IDOL SELF LEARNING MATERIAL (SLM)

around 16% of the Indian population. The main issues faced by Dalits are those of untouchability, exploitation, exclusion from religious and educational institutions and social discrimination. The evils of the caste system have penetrated deep into the hearts of society in and around the Indian subcontinent because of the age-old cultural misconception. First, there is discrimination against the Sudras which is characterized by the dehumanizing practice of untouchability. A lower caste person cannot come near or touch a higher caste person let alone touch food or other items of consumption. They are not allowed to enter into the house of the higher one or such other places like sacred temples. Inter-caste marriages are strictly banned. Presence of such cases are severely dealt with. There are many causes of casteism. Some of them are as follows: i. Casteism increases, when a particular group tends to improve the status of its own caste. In order to achieve such status, the members even adopt the most improper methods to enhance the prestige of their caste. ii. Marital rules such as endogamy, i.e., marriage within the group is another factor. Under the caste system, which allows casteism to perpetuate, such restrictions placed on marriage forces an individual to marry within his own caste group, which brings about cohesion within the group, thereby increasing casteism. iii. Communication between rural and urban areas became easy through urbanization. The feelings of caste were easily carried through the members from rural areas to urban areas through migration. The members of the caste have to face various problems and as a result, a need to provide security on communal basis was felt. This factor of need for security also encourages casteism. iv. Easy access to the means of transport and communication is another factor, which contributes to the growth of casteism. Members of the same caste, who were previously not much in touch with each other, are now able to establish intimate relationships. The spread of the feeling of casteism became easy through mass media, such as newspapers, magazines, etc. The impact of casteism on society is severe. Right from the individual to the whole nation, it affects the society as a whole. Some of the ill-effects of casteism are as follows: i. Casteism perpetuates the practice of untouchability and becomes an obstacle in providing social equality and justice. 126 CU IDOL SELF LEARNING MATERIAL (SLM)

ii. Casteism proves to be a threat to social order, stability, peace and harmony, in the society. iii. Prevalence of casteism shows that the people are tradition-bound, conservative and orthodox in thinking. It may cause a hurdle to the upliftment of women because of lack of encouragement from caste-conscious groups. iv. Casteism divides society into different segments and results in conflicts and tensions in and between these segments. These continuous conflicts and tensions between various segments hinder the development of the nation and growth of nationalism. v. Casteism results in political disunity and affects the smooth and successful functioning of multi-party democracy like India. vi. Casteism, indirectly, can be the cause of corruption. Members of a caste try to give all facilities to the persons, who are from their own caste and in doing so, they do not hesitate to involve in the most corrupt activities. vii. Casteism has become an instrument in the hands of political leaders. Many political leaders, during elections, try to procure votes on communal and caste basis, rather than their own capacities and capabilities. This results in election of under-serving candidates, who do not hesitate to promote their own caste interest at the cost of common good. Thus, casteism proves to be a hindrance to democracy. viii. Merit and efficiency may not be given importance, if appointments to various positions both in the public and private sectors are based on caste considerations. This results in hindering the technology and industrial efficiency. ix. It also becomes an obstacle in achieving social mobility. x. Casteism sometimes leads to religious conversions, especially among the low caste groups, who are not financially sound. Another cause for such conversions is that certain unbearable exploited conditions arise out of dominance of certain caste groups over other caste groups. Solution to the Problem of Casteism: Till now, we have discussed about the ill-effects of casteism. Then what could be done in order to eliminate or minimize the problems of casteisms? Some of the solutions for the problems arising out of casteism are as follows: i. Providing value-based education to children from childhood can solve the problem of casteism to some extent. ii. Various social agencies like family, school, and Mass media must be given the responsibility to develop a proper, broad outlook among children, which will negate 127 CU IDOL SELF LEARNING MATERIAL (SLM)

the feelings of casteism, for example, creating awareness about the ill-effects of perpetuating the traditional caste system. iii. Literary programmes must be taken up in rural areas as the caste feelings, which further perpetuate casteism, are more in rural areas. These feelings of casteism can be minimized by the provision of social education among rural population. iv. By encouraging inter-caste marriages, the feelings arising out of casteism can be minimized as these marriages bring two families of different castes closer to each other. v. Provision of cultural and economic equality among different sections of the society reduces the chances of jealousy and competition. Thus, economic and cultural equality is important in eliminating casteism. 8.4.5 Gendered Violence Women have always been victims of exploitation and violence within the Indian subcontinent. Violence against women consists of criminal, domestic and social violence. Criminal violence consists of rape, murder, female foeticide and abduction. Domestic violence includes wife battering, dowry deaths and sexual violence. Social violence comprises eve-teasing, inheritance laws favouring men etc. Gender-based violence and violence against women are two terms that are often used interchangeably, as most violence against women is inflicted (by men) for gender-based reasons, and gender-based violence affects women disproportionately.The main cause of the violence is the perpetrator him or herself: it is very important to keep in mind that a person who has been affected by gender-based violence is never responsible for the perpetrator’s actions.There is no single factor that can explain gender-based violence in our societies, but rather a myriad of factors contribute to it, and the interplay of these factors lies at the root of the problem. Cultural factors Patriarchal and sexist views legitimise violence to ensure the dominance and superiority of men. Other cultural factors include gender stereotypes and prejudice, normative expectations of femininity and masculinity, the socialization of gender, an understanding of the family sphere as private and under male authority, and a general acceptance of violence as part of the public sphere (e.g. street sexual harassment of women), and/or as an acceptable means to solve conflict and assert oneself. 128 CU IDOL SELF LEARNING MATERIAL (SLM)

Religious and historical traditions have sanctioned the physical punishment of women under the notion of entitlement and ownership of women. The concept of ownership, in turn, legitimises control over women’s sexuality, which, according to many legal codes, has been deemed essential to ensure patrilineal inheritance. Sexuality is also tied to the concept of so-called family honour in many societies. Traditional norms in these societies allow the killing of women suspected of defiling the honour of the family by indulging in forbidden sex or marrying and divorcing without the consent of the family. Norms around sexuality also help to account for the high numbers of homeless LGBT+ young people, and for the prevalence of hate crimes against them, on the grounds that they are considered a “threat” to societal norms. The same norms around sexuality can help to account for the mass rape of women. Legal factors Being a victim of gender-based violence is perceived in many societies as shameful and weak, with many women still being considered guilty of attracting violence against themselves through their behaviour. This partly accounts for enduring low levels of reporting and investigation.Until recently, the law in some countries still differentiated between the public and private spaces, which left women particularly vulnerable to domestic violence. The Istanbul Convention ensures the right for everyone, particularly women, to live free from violence in both the public and the private spheres. While most forms of gender-based violence are criminalised in most European countries, the practices of law enforcement in many cases favour the perpetrators, which helps to account for low levels of trust in public authorities and for the fact that most of these crimes go unreported. The decriminalisation of homosexuality is still very recent in many societies. While progress has been achieved in many states by adopting equal marriage, this has sometimes led to a backlash, for example by strengthening opinions holding the traditional family to be the union between a man and a woman, or where countries have adopted laws that forbid “homosexual propaganda”. Economic factors The lack of economic resources generally makes women, but also LGBT+ people particularly vulnerable to violence. It creates patterns of violence and poverty that become self- perpetuating, making it extremely difficult for the victims to extricate themselves. When 129 CU IDOL SELF LEARNING MATERIAL (SLM)

unemployment and poverty affect men, this can also cause them to assert their masculinity through violent means. Political factors The under-representation of women and LGBT+ people in power and politics means that they have fewer opportunities to shape the discussion and to affect changes in policy, or to adopt measures to combat gender-based violence and support equality. The topic of gender-based violence is in some cases deemed not to be important, with domestic violence also being given insufficient resources and attention. Women’s and LGBT+ movements have raised questions and increased public awareness around traditional gender norms, highlighting aspects of inequality. For some, this threat to the status quo has been used as a justification for violence. 8.4.6 Communalism Communalism refers to attempts to overemphasize the importance of religious identity and stimulate communal violence between different religious groups. Within India, tensions between Hindus, Muslims and Sikhs have been present since the India-Pakistan partition. Muslims, Sikhs and other religious minorities are protected by the Indian constitution under provisions for justice, tolerance, equality and freedom. The ideology that rises from the religious pluralism, and is to be considered as a social menace. Communalism can also be defined as a tool that is given rise to, in the presence of diverse religions, to gain political benefits in a state. As a point of debate, the issues attached to Communalism are:  It is a threat to national integrity  It is a catalyst to political and social tensions in the state  It leads to divisions between the people, groups of communities or groups of states in the country  It is attached to the rivalry of one religion, beliefs, values etc. against another’s.  Active hostility or opposition towards others’ religions and beliefs often lead to issues in society Communalism can be defined as an attempt to create separate religious or ethnic identities, incite conflict among people who identify as members of different communities, and 130 CU IDOL SELF LEARNING MATERIAL (SLM)

encourage violence among these groups. It usually results from historical events like religious differences and communal tensions. In countries like India, Bangladesh, Pakistan, and Sri Lanka, Communalism is a major social issue. Communal disputes between religious groups in India, particularly between Hindus and Muslims, have existed since the British colonial period, with severe inter-communal violence occurring occasionally. Communalism can be subdivided into three types – Social Communalism Social Communalism occurs due to people’s belief systems dividing them into various groups, and causing them to compete with one another on occasions. India has suffered greatly due to such a social order. For example, the attack on Kashmiri Pandits in the year 1989 and the demolition of the Babri Masjid in Ayodhya in 1992 were some of the most violent events of social Communalism in Indian history. Economic Communalism Economic Communalism is defined as the difference in financial interests between communities that further leads to clashes in society. For instance, the divide between the rich and poor has created wealth gaps in societies. As such, the wealthier members of society continue to grow, while the less fortunate cannot afford basic amenities. Political Communalism Leaders often encourage the idea of community divisions implicitly, in the political sphere. As a result, political Communalism emerges, wherein various groups of people are divided along political lines and ideologies. The political ideas of the left and right-wing are examples of such Communalism. Factors behind the growth of Communalism in India  British Colonialism and the “Divide and Rule” policy.  Disappointment and discontentment among the aspiring middle-class youth exploited by political opportunists. This was caused by a stagnant agricultural economy, the lack of modern industrial development, and insufficient employment opportunities.  Revivalist movements in Hinduism and Islam.  The rise and growth of sentiments among the masses were aided by a communal and twisted view of Indian history taught in schools and colleges. 131 CU IDOL SELF LEARNING MATERIAL (SLM)

 Isolation and segregation among Muslims.  Communal and fundamentalist sides on the rise. Factors behind communal violence  The communal ideology has been fuelled by the resurgence of Hindu-Muslim economic competition, particularly among the lower and middle classes.  Social media has also proven to be an effective tool for disseminating information about communal tensions or riots in any region of the country.  Communal Riots in the Past – The likelihood of communal riots occurring again in a town where violence has occurred once or twice is higher than in a town where such riots have never taken place.  Muslim Community Isolation and Economic Underdevelopment – Muslims have experienced a sense of relative deprivation as a result of the failure to adopt scientific and technological learning and, as a result, face insufficient recognition in public service, industry, and trade, amongst other sectors.  Administrative Failure – One of the causes of communal violence is the lack of law and order. The media is frequently accused of biased reporting, and for disseminating rumours as “news”. This has resulted in an increased tension between rival religious groups.  Psychological Factors – The lack of trust between two communities frequently results in one’s perception of threat, bullying, fear, and danger toward representatives of other communities. This further leads to fighting, hatred, and phobias to grow.  Dividend Politics – Communalism is frequently defined as a political ideology that exploits religious and cultural contrasts for political gain.  Politics of Appeasement – Political parties make decisions that promote communal tensions, prompted by political factors and guided by their special interests.  Economic factors – Insecurity in the common man is exacerbated by regional disparities, class divisions, poverty, and unemployment, leaving them prone to political meddling. 132 CU IDOL SELF LEARNING MATERIAL (SLM)

8.5 SUMMARY  Social problems and issues is one of the major papers offered in Sociology, Social Science and Humanities.  Social problem is condition in Society which is judged to be undesirable and in need of reform or elimination.  The social issues like poverty, unemployment, migration, crime, delinquency, drug abuse, child abuse, crime against women, crime against children, discrimination on the basis of Caste, class & religion, corruption, family and health problems, education, political, economic, cultural and environment issues and human rights violation all need to be seen in the socio economic repercussions.  A social problem is any condition or behavior that has negative consequences for large numbers of people and that is generally recognized as a condition or behavior that needs to be addressed.  Poverty and homelessness are worldwide problems. According to Habitat for Humanity, one-quarter of the world's population lives in conditions that harm their health and safety. Many do not have shelter, a basic human need for survival.  The fastest growing areas of the world, such as sub-Saharan Africa, often face already scarce resources like land for farming. As the population becomes more than the country can sustain, people will need to move elsewhere to avoid starvation and homelessness.  Civil rights, or the rights of citizens in a country to have equal treatment socially and politically, is another one of the most significant social issues in America and around the world. More than 40 years after the Civil Rights Act passed, almost 60% of African Americans still live in segregated neighbourhoods and 90% of African Americans report that racial discrimination is still a major problem. 8.6 KEY WORDS  Caste system: The caste system is a division of people into distinct groups based on occupation or lineage. Many times, this creates discriminatory practices. 133 CU IDOL SELF LEARNING MATERIAL (SLM)

 Communalism: Communalism can be defined as an attempt to create separate religious or ethnic identities, incite conflict among people who identify as members of different communities, and encourage violence among these groups.  Illiteracy: Illiteracy is the quality or condition of being unable to read or write. Illiteracy is a major problem throughout the world.  Poverty: Poverty refers to a lack of wealth or income such that individuals and households do not have the means to subsist or acquire the basic necessities  Social Problems: A social problem is any condition or behavior that has negative consequences for large numbers of people and that is generally recognized as a condition or behavior that needs to be addressed.  Unemployment: Unemployment is the term for when a person who is actively seeking a job is unable to find work. 8.7 LEARNING ACTIVITY 1. Define microfinance? ___________________________________________________________________________ ___________________________________________________________________________ 2. State the principles of microfinance? ___________________________________________________________________________ ___________________________________________________________________________ 8.8 UNIT END QUESTIONS 134 A. Descriptive Questions Short Questions 1. What is a social problem? 2. Name any 4 social problems in India. 3. Define unemployment. 4. What is a caste system? 5. Define communalism. CU IDOL SELF LEARNING MATERIAL (SLM)

Long Questions 1. Explain poverty as a social problem. 2. What is the difference between unemployment and underemployment 3. How does illiteracy a root cause of social problems? 4. Explain communalism in the Indian context 5. Write in detail about the nature of social problems. B. Multiple Choice Questions 1. Poverty and ____ are twin problem found in India. a. Unemployment b. Child Labour c. Crime d. Casteism 2. What is the full form of IRDP? a. Integrated Rural Development Programme b. Intelligent Rural Development Programme c. Induced Rural Development Programme d. None of the above. 3. When was the Maintenance and Welfare of Parents and Senior Citizens Act enacted? a. 2005 b. 2006 c. 2007 d. 2008 4. Which of the following is not source of social problem? a. Social change 135 CU IDOL SELF LEARNING MATERIAL (SLM)

b. Poverty c. Personal development d. Personal disorganization. 5. Which is the social cause of juvenile delinquency? a. Broken Homes b. Poverty c. Beggary d. All of the above Answers 1-a, 2-a, 3-c. 4-c, 5-d 8.9 REFERENCES References books  Turner, Jonathan H., 1987; The Structure of Sociological Theory, Fourth Edition, Rawat Publications, Jaipur.  Henry, Kenneth, 1978, Social Problems: Institutional and Interpersonal Perspectives, Scott, Fopresman and Company, Illinois, London.  Kothari, Rajani, 1988, Transformation and Survival, Ajanta Publications, Delhi.  Lerner, Daniel, 1964, The Passing of Traditional Society, The Free Press, London.  Polanyi, Karl, 1957, The Great Transformation: The Political and Economic Origin of our Time, Beacon Press, Boston.  Merton, Robert K. & Nisbet, Robert, 1976, Contemporary Social Problems, Hercourt Brace Iovanovich, International Editing, New York, Chicago.  Singh, Yogendra, 1988, Modernizations of Indian Tradition, Reprint, Rawat Publication, Jaipur.  Ancel, Marc (1965), Social Defence – A Modern Approach to Criminal Problems, Routlege and Kegan Paul, London. 136 CU IDOL SELF LEARNING MATERIAL (SLM)

 Bhattacharya, S.K. (1981), “The Concept and Areas of Social Defence”, in Readings in Social Defence edited by N.C. Joshi and V.B. Bhatia, Wheeler Publishing, Allahabad.  Government of India (Ministry of Social Welfare) (1974), Social Defence in India, National Institute of Social Defence, New Delhi.  Government of India (Ministry of Social Welfare) (1980), National Institute of Social Defence: A Perspective, NISD Publication, New Delhi.  Srivastava, S.P., April (2000), “Explaining the Concept of Social Defence”, Social Defence, Vol. 49, No. 144. Textbooks  Ahuja, Ram (1992), Social Problems in India, Rawat Publications, Jaipur.  Keneth, Henry (1978), Social Problems: Institutional and Interpersonal Perspectives, Scott, Fopresman and Company, Illinois, London.  Merton, Robert K, and Robert Nisbet (1971), Contemporary Social Problems, Fourth Edition, Harcourt Brace and Co., New York.  Memoria, Dr. C.B. (1960), Social Problems and Social Disorganisation in India, Kitab Mahal, Allahabad.  Annual Report 2003, National Commission for Women, New Delhi.  Annual Report 2002-2003, Ministry of Social Justice and Empowerment, Government of India.  Cooley, C.H. (1902), Human Nature and Social order, Scribner, New York.  Crime in India (2003), Annual Report, National Crime Records Bureau, New Delhi.  Merton, (1957), R.K., Social Theory and Social Structure, Free Press, Glencoe, Illinois.  Ram, Ahuja (1997), Social Problems in India, Rawat Publications, New Delhi.  William, Scott (1988), Dictionary of Sociology, Goyl Saab Publishers, New Delhi. 137 CU IDOL SELF LEARNING MATERIAL (SLM)

Website  https://open.lib.umn.edu.  https://www.sociologylens.in/2021/03/social-problems.html  https://academic.oup.com/socpro  https://www.oxfordbibliographies.com/  https://www.drishtiias.com/  https://www.yourarticlelibrary.com/  https://www.geeksforgeeks.org/ 138 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT-9 FEMALE FETICIDE: MEANING; CAUSES STRUCTURE 139 9.0 Learning Objectives 9.1 Introduction 9.2 What is Female Foeticide? 9.3 Facts about Female Foeticide 9.4 History of Female Feticide 9.5 Causes of Female Foeticide 9.5.1 Patriarchy 9.5.2 Economic causes 9.5.3 Political culture 9.5.4 Preference for sons 9.5.4 Bias against females 9.6 Summary 9.7 Key Words 9.8 Learning Activity 9.9 Unit End Questions 9.10 References 9.0 LEARNING OBJECTIVES After studying this unit, you will be able to;  Describe the problem of female feticide  Explain the significance of male child in agrarian societies  Explain how problem of female feticide has aggravated over time  Describe the social causes of female feticide  Describe the economic causes of female feticide  Describe the personal causes of female feticide CU IDOL SELF LEARNING MATERIAL (SLM)

9.1 INTRODUCTION Women in the Indian society have been victims of humiliation, torture, and exploitation in both social and family spheres. Today, women are being recognized as important, powerful, and meaningful contributors to the society. Ideologies, institutional practices, and the existing norms in the society have discriminated against women. Some of these discriminating practices thrive even today. Inspite of the legislative measures adopted in favour of women in our society after independence, the spread of education and women’s gradual economic independence, countless women still continue to be the victims of violence. They are beaten, kidnapped, raped, burnt, and murdered. The constitution of independent India provided for equality of status and opportunity for women. The Constitution enunciated positive discrimination policies in their favour to enable them to overcome their handicaps arising out of centuries of oppression and unequal treatment. While the formal picture in respect of women’s status thus appears quite bright, the reality of women’s everyday life is found to be very different. Women continue to be the victims of violence, (e.g. rape); traditional social evils continue to flourish (e.g. dowry); discrimination in the economic sphere is rampant (e.g. unequal wages) and newer challenges in the context of technological changes and global forces emerge to violate their rights and dignity (like female foeticide and immoral traffic). 9.2 WHAT IS FEMALE FOETICIDE? Female Foeticide is the termination of female fetuses in the wombs of their mothers, for the selfish greed of having a male child. It is a matter of deep shame and a cause of great concern. The evil of Female Foeticide is deeply entrenched in our society and pervades all classes and castes of society. It is very heart-wrenching when a family does not think twice before killing a girl-child, though they indulge themselves in praying religiously to Goddess Lakshmi, Kali, and Durga. Female foeticide is the procedure of determining the gender of a foetus and aborting it if it is a girl. Despite the fact that it is illegal, many people continue to do so. Aside from that, certain societies practice female infanticide, which is the death of a girl child after she is born. Census 2001 statistics suggest that there are only 933 women for every 1000 men in the country, highlighting this reality. 140 CU IDOL SELF LEARNING MATERIAL (SLM)

Female Foeticide is a medical procedure where a female fetus is aborted in the womb of the pregnant woman after identifying the gender of the fetus through ultrasound. This act is illegal in India. It is a social issue that causes unfair treatment of different genders in society. Female foeticide is the procedure of abortion to terminate female fetus from the womb of the mother before taking birth after the sex recognition tests like an ultrasound scan. Female foeticide and even any sex recognition test is illegal in India. It is the shame for the parents who are despairing for a baby boy as well as doctors doing abortions especially for this. 9.3 FACTS ABOUT FEMALE FOETICIDE Female foeticide is a huge problem in this world as many girls are denied the right to live based on the fact that they are simply a girl. It is estimated that more than 10 million female foetuses have been illegally aborted in India. Researchers for the Lancet journal based in Canada and India stated that 500,000 girls were being lost annually through sex-selective abortion. The Census 2001 indicates that while there is an increase in the overall sex ratio of the country (927 females per 1000 males in 1991 to 933 females per 1000 males in 2001), the child sex ratio (in the 0-6 age group) has shown a decline in almost all the States as compared to the 1991 Census. There are 16 districts in the country having less than 800 girls per 1000 boys. Out of these 10 are in Punjab, 5 in Haryana and 1 in Gujarat. This means for every 1000 boys 200 girls are missing in these districts. Further, there were 70 districts in the country in 2001 where the decline in child sex ratio was more than 50 points when compared with the 1991 Census.  Average Sex ratio in India 940:1000  Urban Sex Ratio 946:1000  Rural Sex Ratio 900:1000  Sex Ratio of Delhi 866:1000  Daman & Diu has Lowest 618:1000  1 out of every 3 girls does not live to see their 15th Birthday  1/3 of these deaths takes place at Birth  Every sixth girl child’s death is due to gender determination 141 CU IDOL SELF LEARNING MATERIAL (SLM)

 1 out of 4 girls are sexually abused before the age of 4  19% are abused between the ages of 4 to 8  28% are abused between the ages of 8 to 12  35% are abused between the ages of 12 to 16  3 lakhs more girls than boy die every year 9.4 HISTORY OF FEMALE FETICIDE Professor Anibel Ferus-Comelo, a professor at the UC Berkeley Goldman School of Public Policy specializing in labor and gender studies in India, explained that “before technology, it used to be that births were just ‘hidden’ because of female infanticides. Baby girls were killed, and it continues among the population that cannot afford or do not have access to technology or medical clinics.” In the 1970s, medical diagnostic testing using ultrasounds became available to determine the sex of a fetus during pregnancy. Using high-frequency sound waves, ultrasounds can display accurate images of a fetus within the mother’s uterus to understand fetal health, positioning, and visualize potential problems during pregnancy. However, a tool meant to help families prepare for a new life exacerbated India’s existing infanticide issue. Since sex determination technology became available in the 1970s, India is estimated to have about 63 million fewer women. Female feticide based on sex-determination testing is a relatively new practice. It skyrocketed in India around the 1990s when ultrasound technology became widespread among upper- class and upper-caste society members. When the Indian government became aware of this technology, they passed the Pre-Conception and Pre-Natal Diagnostic Techniques Act (1994), which made it illegal to determine the sex of a fetus unless it was necessary for urgent medical reasons. Despite the illegality of sex determination testing in India, this policy’s efficacy varied upon jurisdictional enforcement, which resulted in the continuation of mass sex-selective testing and abortions. As a result, it is estimated that there will be 6.8 million fewer female births by 2030, precisely due to the consistent practice of sex-selective abortions. 142 CU IDOL SELF LEARNING MATERIAL (SLM)

9.5 CAUSES OF FEMALE FOETICIDE 9.5.1 Patriarchy Sex-selective abortions and female feticide are rooted in Indian patriarchal perceptions. From a cultural standpoint, Indian boys maintain the family legacy as they carry the family name and typically perform funeral rites for their parents, allowing their souls to have safe passage. These perceptions have bolstered the mentality that parents should value their sons and treat them with more pride and respect than Indian girls who are less valued in society. Although this view has become outdated among more globalized nations, India’s urban and rural areas continue to believe that women should be confined to their roles as caretakers and mothers. 9.5.2 Economic causes Economically, boys have always been viewed as the “breadwinners” of the family. They have held the burden of getting a job and providing for their family. However, girls have continually been viewed as an economic burden, especially during marriage. In India’s rural areas, it is still common for girls to get married at a very young age. According to Girls Not Brides, a global partnership that aims to end child marriage, about 27% of girls in India are married before turning 18. When girls are married, their parents are expected to pay a “dowry” to the groom’s family, which is essentially a payment in cash, food, household items, and clothes. Professor Ferus-Comelo mentioned that dowries are “a very degrading practice. It almost symbolizes that you have to pay someone to take your daughter.” She further elaborated that the practice continues to be maintained, except that “Dowries are not necessarily called ‘dowries,’ but sometimes they are called ‘gifts,’ and that there are many other nomenclatures and euphemisms for them.” Once married, daughters are expected to take their husbands’ last name and move in with their family to begin their role within the home. As a result, young girls are often not well-informed, confident, or financially independent enough to make educated decisions about pregnancy and children. 9.5.3 Political culture The political culture in India further exacerbates the perception that women should be treated inferiorly. In the 1980s, political propaganda in India and the United States portrayed slogans such as “Pay 5,000 now, save 50,000 later” directed towards South-Asian communities to encourage them to pay the cost of sex-determination technology than having a daughter and bearing an economic cost in the future. Professor Ferus-Comelo remarked that, “The same ads, now decades later, have come back with the clinics offering the same possibilities, and it 143 CU IDOL SELF LEARNING MATERIAL (SLM)

shows that there is still a market for sex-selective abortions even in the United States.” She also explained that the rise of the Hindu political right has furthered, “notions of womanhood tied exclusively to the heteronormative wife and mother roles. This then restricts women’s abilities to break out of these molds.” 9.5.4 Preference for sons Objectively, the preference for sons over daughters is further supported by data. Boys are more likely to receive higher quality medical treatment and food. On the contrary, girls have less access to quality healthcare, education, and work. The problem of female feticide in India is multifaceted with cultural, economic, and political factors, and each aspect reinforces the attitude that women’s lives should be valued less than men’s. The preference for a son continues to be a prevalent norm in the traditional Indian household. Parents also give too much importance to a boy child, groom him by giving all attention, all facilities thinking that they would take care of them when they get aged. Now the reality is most of such boys once they attain manhood and when they settled in life with lots of wealth and other facilities totally forget their parents and go away with their wive and kids to lead an independent life. 9.5.4 Bias against females The bias against females in India is grounded in cultural, economic and religious roots. Sons are expected to work in the fields, provide greater income and look after parents in old age. In this way, sons are looked upon as a type of insurance. In addition, in a patriarchal society, sons are responsible for the “preservation” of the family name. Also, as per Hindu belief, lighting the funeral pyre by a son is considered necessary for the salvation of the spirit. This strong preference for sons which results in a life-endangering deprivation of daughters. Another important evil practice, which is very much prevalent even today in many parts of India is that giving dowry to a groom from girl’s side is the biggest problem for poor families and also it is an idiotic practice. As a result, daughters are considered to be an economic liability. The dowry system is more rigid in the northern states of India, and now slowly spread across even in some South Indian cities, town and villages. Women have little control over economic resources and the best way for a young Indian bride to gain domestic power mainly comes from their ability to produce children, in particular, sons. Most often in south Indian communities, marriages are not exogamous (but often consanguineous), and married daughters usually stay close socially and geographically to their original family. 144 CU IDOL SELF LEARNING MATERIAL (SLM)

In some families, if a woman after marriage did not give birth to a boy child, either she would be tortured or sent out of home to her parent’s place. And in some instances, she got killed too for not giving birth to a boy child. And the parents of the boy forces him to marry again, thinking that the new daughter-in-law might give birth to a boy child. 9.6 SUMMARY  Female foeticide is the selective abortion/elimination of the girl child in the womb itself, done deliberately by the mother, after the detection of the child’s gender through medical means.  Female foeticide is an abortion process in which a female foetus is removed from the mother's womb before birth, following sex recognition tests such as an ultrasound scan. In India, female foeticide and even sex recognition tests are prohibited. It is a source of shame for parents who are desperate for a son, as well as doctors who perform abortions specifically for this reason.  This is usually done under familial pressure from the husband or the in-laws or even the woman’s parents.  Unplanned pregnancy is generally the reason behind abortion.  However, female foeticide is a far more heinous sin than the age old practice of killing an unwanted child, even before it’s born. Like many societies around the world, India is too patriarchal in nature.  A set hierarchical system prevails in all tiers of the social order. The fanatic obsession with the male sex, though, is one of a kind. Right from the ancient scriptures, one finds instances where men are glowingly praised as the key to continue the family lineage.  A girl is forced to undergo multiple pregnancies and (or) abortions, until she fulfils her lifelong goal of being a breeding machine that produces male offspring as per the needs of the family 9.7 KEY WORDS  Abortion: the deliberate termination of a human pregnancy, most often performed during the first 28 weeks of pregnancy.  Female foeticide: Female foeticide is the process of finding out the sex of the foetus and undergoing abortion if it is a girl.  Foeticide: the crime of killing a baby that has not yet been born 145 CU IDOL SELF LEARNING MATERIAL (SLM)

 Patriarchy: a system of society or government in which the father or eldest male is head of the family and descent is reckoned through the male line. 9.8 LEARNING ACTIVITY 1. What is the female foeticide as a social problem in India? ___________________________________________________________________________ ___________________________________________________________________________ 2. What are the different factors that contribute to female foeticide? ___________________________________________________________________________ ___________________________________________________________________________ 9.9 UNIT END QUESTIONS 146 A. Descriptive Questions Short Questions 1. What is foeticide? 2. What is female foeticide? 3. What is abortion? 4. Define Patriarchy? 5. Name any two causes of female foeticide? Long Questions 1. Write a note on female foeticide? 2. What is the extend of female foeticide in India? 3. How is economy related to female foeticide? 4. What is the relation between political culture and female foeticide? 5. What are the reasons for preference for male child in India? B. Multiple Choice Questions CU IDOL SELF LEARNING MATERIAL (SLM)

1. If the pregnancy of a woman is beyond 12 weeks and up to 20 weeks, for medical termination of pregnancy (MTP)? a. opinion of one doctor is necessary b. opinions of two doctors are necessary c. opinion of a medical board with more than two doctors is necessary d. permission from the local civil court is necessary 2. Other than the right to equality, right to freedom, right against exploitation, right to freedom of religion and right to constitutional remedies, which of the following is also a fundamental right as currently given by the Indian Constitution? a. cultural and educational rights b. right to property c. right to marriage d. All of the above 3. In India pre-natal sex determination of an unborn child is legally. a. allowed when the woman already has two girl children b. allowed when the woman is expecting twin children c. not allowed at all d. allowed when foetal abnormalities and genetic defects are suspected 4. NCW stands for a. National Council for Women b. National Committee for Women c. National Commission for Women d. National Congress for Women 5. Who can be a Chairperson of NCW? a. A person nominated by the Parliament b. A person nominated by the President of India c. A person nominated by the Ministry of Defence 147 CU IDOL SELF LEARNING MATERIAL (SLM)

d. A person nominated by Central Government Answers 1-a, 2-a, 3-c. 4-c, 5-d 9.10 REFERENCES References books  Turner, Jonathan H., 1987; The Structure of Sociological Theory, Fourth Edition, Rawat Publications, Jaipur.  Henry, Kenneth, 1978, Social Problems: Institutional and Interpersonal Perspectives, Scott, Fopresman and Company, Illinois, London.  Kothari, Rajani, 1988, Transformation and Survival, Ajanta Publications, Delhi.  Lerner, Daniel, 1964, The Passing of Traditional Society, The Free Press, London.  Polanyi, Karl, 1957, The Great Transformation: The Political and Economic Origin of our Time, Beacon Press, Boston.  Merton, Robert K. & Nisbet, Robert, 1976, Contemporary Social Problems, Hercourt Brace Iovanovich, International Editing, New York, Chicago.  Singh, Yogendra, 1988, Modernizations of Indian Tradition, Reprint, Rawat Publication, Jaipur.  Ancel, Marc (1965), Social Defence – A Modern Approach to Criminal Problems, Routlege and Kegan Paul, London.  Bhattacharya, S.K. (1981), “The Concept and Areas of Social Defence”, in Readings in Social Defence edited by N.C. Joshi and V.B. Bhatia, Wheeler Publishing, Allahabad.  Government of India (Ministry of Social Welfare) (1974), Social Defence in India, National Institute of Social Defence, New Delhi.  Government of India (Ministry of Social Welfare) (1980), National Institute of Social Defence: A Perspective, NISD Publication, New Delhi. 148 CU IDOL SELF LEARNING MATERIAL (SLM)

 Srivastava, S.P., April (2000), “Explaining the Concept of Social Defence”, Social Defence, Vol. 49, No. 144. Textbooks  Ahuja, Ram (1992), Social Problems in India, Rawat Publications, Jaipur.  Keneth, Henry (1978), Social Problems: Institutional and Interpersonal Perspectives, Scott, Fopresman and Company, Illinois, London.  Merton, Robert K, and Robert Nisbet (1971), Contemporary Social Problems, Fourth Edition, Harcourt Brace and Co., New York.  Memoria, Dr. C.B. (1960), Social Problems and Social Disorganisation in India, Kitab Mahal, Allahabad.  Annual Report 2003, National Commission for Women, New Delhi.  Annual Report 2002-2003, Ministry of Social Justice and Empowerment, Government of India.  Cooley, C.H. (1902), Human Nature and Social order, Scribner, New York.  Crime in India (2003), Annual Report, National Crime Records Bureau, New Delhi.  Merton, (1957), R.K., Social Theory and Social Structure, Free Press, Glencoe, Illinois.  Ram, Ahuja (1997), Social Problems in India, Rawat Publications, New Delhi.  William, Scott (1988), Dictionary of Sociology, Goyl Saab Publishers, New Delhi. Website  https://open.lib.umn.edu.  https://www.sociologylens.in/2021/03/social-problems.html  https://academic.oup.com/socpro  https://www.oxfordbibliographies.com/ 149 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT-10 FEMALE FETICIDE: CONSEQUENCES ON SOCIETY PARTICULARLY ON SEX RATIO STRUCTURE 10.0 Learning Objectives 10.1 Introduction 10.2 Is Abortion legal? 10.3 Consequences of Illegal Abortion 10.4 Consequences of Female Foeticide 10.5 Laws to Protect Unborn Female Child 10.6 Summary 10.7 Key Words 10.8 Learning Activity 10.9 Unit End Questions 10.10 References 10.0 LEARNING OBJECTIVES After studying this unit, you will be able to;  Describe the concept of gender imbalance  Explain the impact of female feticide on society  Explain the impact of female feticide on economy  Describe the impact of female feticide on gender equality  Explain the different government interventions for eliminating female feticide  Explain the efforts of the non-governmental organizations for eliminating female feticide  Explain the role of education in eliminating female feticide and empowering women 150 CU IDOL SELF LEARNING MATERIAL (SLM)