Introduction

From previous times, the world has been developing with the probing mentality that males

are the rulers of the earth, but as time progresses this phenomenon is slowly becoming a thought

of the past due to the obvious fact that the female specie have been significantly occupying the

leadership roles and positions of men within society. From private family roles to public

occupational roles, studies have shown that males are becoming less efficient to carry out or take

on important responsibilities and from these studies it is also seen that the increasing amount of

uneducated males within today’s society plays a major influential role on this issue.

The underperformance of males academically has become a topical issue within the

Caribbean at large and in Jamaica many societies have been greatly affected by this

underachievement which is the reason for my choosing to cover this study. The growing trend

has become evident especially at secondary level education where students, within a five-year

period, are being prepared to sit their external examinations and each year the Caribbean

Secondary Examination Council (CSEC) shows a decline in the performance of male students in

both vocational and technical areas. One of the greatest dilemma a society can face is when one

gender believes there is no place for them within that society and this is one of the many

prominent social issue that lingers in the Caribbean societies/ communities today. One such

community is the Seaview Gardens community located in Kingston, Jamaica.

The purpose of this study is to find out to what extent is the society shaped or affected

by the underachievement of males academically within the Seaview Gardens community. In

answering the problem statement, the researcher wishes to follow three aims.

1
 Aims are as follows:

 To determine the extent to which females outperform males at the secondary level.

 To find out what are the social factors that contribute to male underachievement within

the society?

 To determine what are the effects of male underachievement on the society?

 To determine the different solutions that can implemented within the society to better

male academic performances and other personal achievements.

Definition of key terms

Here are some terms that you will encounter during this study:

 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.

 Social issues – The term refers to undesirable conditions or situations within a society

that people see the need to correct.

 Underachieve – The term refers to the act of doing or gaining less than expected, usually

related to schoolwork.

 Education – The term refers to the process of receiving or giving systematic instruction,

usually related to schooling institutions.

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

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

 Population sample/ sample group – The term refers to the persons involved in the study.

2
 Literature Review

In an article sectioned ‘Defining the Problem’ Miller (1991) stated that “the Caribbean is

one of the few regions in the world where there are more illiterate men than women.” In 1999,

the illiteracy figures were 25.9 per cent for men and 14.1 per cent for women. Although there

have been remarkable improvements since then, the males are still lagging behind the females,

with the most recent estimates based on calculated figures by Jamaica Adult Literacy Survey

being 10.6 per cent for males and 6.5 per cent females in 2008. In the Grade Four Literacy Test,

the results are also telling. Seventy per cent of the students achieved mastery of the test, with

boys averaging 59 per cent and girls 81 per cent. The boys recorded an even poorer performance

on the numeracy test, averaging 36 per cent when compared with 55 per cent for girls. Data on

the performance of students on the Grade Six Achievement Test (GSAT) also show comparable

results, with girls receiving consistently higher scores than boys.

According to Maureen Samms-Vaughan (2001), this could be attributed to different

experiences of male and female children in primary and all-age schools, a teaching technique or

approach, which facilitates girls or greater vulnerability of boys when exposed to similar

circumstances as girls. In 2009, of the 163,245 subject entries for public secondary school

students at the general and technical proficiency levels, 60.6 per cent were for females and 39.4

per cent for males. The statistics also revealed that the males sat fewer subjects and had a higher

failure rate than their female counterparts. Therefore, there is no surprise that there is a

corresponding 70:30 participation of females in tertiary education compared to males.

3
 Nasser Mustapha (2009) commented on the topic ‘Males Underachievement’ in school

in his book Sociology for Caribbean Studies, concludes that boys rather than girls are at a

disadvantage in the society in Secondary schools. Mustapha’ s (2009) conclusion is based on

findings revealed in a demographic study conducted in Jamaica 1991. Data from the early study

revealed that the illiteracy rate for males was 23% for males and 13.3% for females. The data

also revealed that the enrolment ratio male to female at the tertiary level was 2:9 males to

female, Mustapha (2009). In a related study carried out by the University of the West Indies

Mona (2007), it was revealed that as many as 82% of the students who matriculated to tertiary

institutions in the academic year 2006-2007 were females. Similar situations were seen at other

institutions in the island, namely: St. Joseph Teachers College, The Mico Teacher’s University

College and The Shorthood Teachers College. Specifically, more males than females enrolled in

tertiary education.

Authur Hall (2007) a senior reporter at the Jamaica Gleaner Company reported that “the

phenomenon of an excess of tertiary trained females is already sufficiently established, that, the

results are being seen in today’s society as women are taking over many senior positions, once

considered the providence of men and the trend is growing”. Hall (2007) believes that this will

undoubtedly affect Jamaica’s development, as fewer men are being certified or obtaining higher

education and this will have a negative effect on the society in the long run.

It is generally accepted that a child's performance is determined by factors both inside and

outside of school. Jules (2010) supports this position by stating that "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". In an article (2012) sectioned ‘Strategies for closing the gap and

4
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 Figueroa in an article published on the topic ‘male socialization’ (2004)

commented that “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 based on the

fact that 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 underachieve starts from the family and the surrounding environ. 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 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.

5
 Professor Odette Parry of the University of Edinberg, (2003) in her article ‘schooling is

fooling, why do boys underachieve’, also made reference to the perception of males, in stating

that this account suggests that an important casual factor to male underachievement in schools is

the ‘hard’, macho masculine attitudes and behaviour which run contrary to the academic ethos of

school. Professor Chevannes, Professor Figueroa and Professor Odette Parry, believes that

society is the cause of males. In other words, males have a big part on the outcome of society.

However, Professor Parry and Evans (1999) disagreed with Chevannes conclusion. Parry

and Evans (1999) in Nasser Mustapha’s text, namely Sociology for Caribbean Students, noted

that male’s underachievement is not from a Sociological point of view but a biological sex

difference. They articulated that the academic of males and females in terms of sex role theory,

meaning the roles and statuses individual adopt are due to their sex or biological make up, which

means that academic achievement then, has to do with biology or genetic issues.

While other writers believe that the cause of male’s underperformance is because of social

and biological reason, Winston Adams, executive chairman and president of the University

College of the Caribbean (UCC) clearly disagreed with this point when he was quoted in a

speech done at the institution, saying “there is a view among Jamaican men that education is an

investment which takes too long to produce a return. Anecdotal evidence, based on what is heard

from many of our Jamaican men in some communities; suggest that this is a plausible

explanation for the under-representation of men in both the classroom, and also at the personal

development aspect, at the secondary and tertiary level”.

In an article published in The Gleaner on Wednesday October 3, 2007 entitled

‘Underachievers’ Petulia Clarke, the writer, stated “it is good that the females are excelling but

we need our males to reach that standard because the children are the future, both males and

6
females.” However, the growing number of male’s underperformance that we suffer from each

year is an omen that needs attention. As Caribbean societies move aggressively in hoping to

achieve development from all angles, it must be realized that this cannot be done if there is

inequality as it relates to education among sex. Notably, it should not only be an individual effort

to correct this phenomenon, but a communal effort, as measures should be institutionalized to

correct the dilemma.

Ruel B. Ried in an article (2012) also 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.

7
 Data Collection Sources
The type of research done was applied as a known problem was studied. The method of

collecting data for the research was quantitative in nature in the form of both primary and

secondary sources. The primary sources came through the use of questionnaires handed out to

victims of the problem being studied, while the secondary information came through the use of

books, written literatures and articles from valid reliable sources that commented on the issue

being studied. A questionnaire is a number of pre-set questions that can contain open ended

(freeness to express an opinion) questions, fixed choice (closed ended) question or a combination

of both types. These methods of information collection were seen as suitable as the population

sample being researched is a large group and as such a questionnaire was seen to be the best

method to cover reasonable numbers of people whilst providing these individuals with questions

that were needed for the research to be carried out. It is also inexpensive. The articles and books

were used as secondary sources of information due the fact that these materials were written by

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

and as such their information is seen as reliable.

The community contained a population of 2080 person, according to the Statistical

Institute of Jamaica (STATIN) and as such a total of one hundred (104) questionnaires were

prepared each containing 15 closed ended questions to cover 5 % of the total population. Hence

the population sample would be 104 persons. The questionnaires were randomly distributed to

104 persons living in the community. This random selection was done to ensure that the results

were accurate and not bias. The questionnaires were randomly given out in a space of two days,

on Monday January 11, 2016 and Tuesday January 12, 2016. They were given out by myself and

two family members between the hours of 6 pm and 7pm in the evening by the use of bicycles

8
which we all had. On distributing the questionnaires, the purpose of the research was explained

to each individual and they were guaranteed that their information would be kept confidential

and would be used only for the research purposes. They were given a deadline of Friday January

15, 2016 to complete and return the questionnaires to the address listed on the questionnaire.

On collection of the questionnaires some problems were experienced. On the due date it

was realized that not all the questionnaires were received. We did not know the address of most

of these persons who had outstanding questionnaires. So for some of the questionnaires we had

to wait days later to see if we would receive these questionnaires. For the persons whom we were

familiar with their addresses we had to go and collect them, however, for some of these houses

the individuals were not home so we had to check the next day. This resulted in the research

being set back a few days. However, by Monday January 18 all the questionnaires were fully

completed and returned.

For the secondary sources difficulty was experienced in gathering information from the

different writer to support or provide information on the related problem. Otherwise secondary

sourcing went well. On collection of all the questionnaires, the information provide was

immediately analysed.

9
 Presentation of Data

Pie chart Showing the percentage of Genders

involved in the Study.

Female
40%

Male
60%

Male Female

Figure 1: The pie chart above shows the percentage of males and females involved in the study.
It shows that more males were involved in the study than females. This was at 60% while the
number of females involved was 40% of the population sample.

10
 PIE CHART SHOWING THE DIFFERENT AGE RANGE
INVOLVED IN THE STUDY.
13 - 16 17 - 20 21 - 25 26 and over

17%

34%

22%

27%

Figure 2: The pie chart above shows the percentage of age ranges involved in the study. 34% of
the population sample consisted of persons who were between the ages of 13 and 16, 27% were
between the ages 17 and 20, 22% were between the ages of 21 and 25 and 17% of the population
sample were persons who were 26 and over.

11
 Column Chart Showing the different Occupations
of the Population Sample.
70 63
60
Number of Persons

50

40

30 26

20 13
10
2
0
Secondary Institution Tertiary Institution Working None
Student Student
Types of Occupations

Figure 3: The column chart above represents the number of persons who are currently a part of
the different types of occupations. Majority of the persons involved in the study are currently
going to secondary educational institutions, this was at 63 persons. 26 persons are going to
tertiary educational institutions, 13 persons are currently working and 2 persons are not a part of
any educational institutions and is also not working.

12
 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.

Figure 4: The pie chart above is showing by percentage how informed the population sample is
on the issue being studied, ‘Male Underachievement’. Majority of the population sample said
they were very informed on the matter; this was at 31%. 29% of the persons said that they were
moderately informed, 26% of the sample said that they had no knowledge on the issue and the
other 14% said that they had very little knowledge on the matter.

13
 What do you think the term Percentage of response
‘Male Underachievement’ (%)
means?
The term refers to the males in society who 9.6%
are not making a lot of money.
The term refers to the issue of males (usually 67.3%
a child) who performs or is performing below
what is expected based on his ability.
The term refers to the inability of males to 3.9%
outperform females.
Male underachievement refers to the males in 19.2%
society who are not achieving as much as the
females are.

Table 1: The table above shows in percentage what does the population sample thinks the term
‘Male Underachievement’ means. Majority of the population sample says that the term refers to
the issue of males underperforming below what is expected based on his abilities. This is at
67.3%. 9.6% of the sample group said that the term refers to the males in society who are not
making a lot of money, 3.9% says that the term refers to the inability of males to outperform
females and the final 19.2% says that male underachievement refers to the males in society who
are not achieving as much as the females are.

14
 Bar Graph Showing How often Male Underachievers are
Seen in the Community.
Level of male underachievers seen.

A reasonale amount of male underachievers are seen. 39

None at all. 11

Not many male underachievers are seen. 26

Male underachievers are seen very often. 28

0 5 10 15 20 25 30 35 40 45
Number of persons.

Figure 4: The bar chart above shows how often male underachievers are seen in the community
by the population sample. Most of the population sample says that they have seen a reasonable
amount of male underachievers are seen, this is 39. 28 persons from the population group says
that they have seen male underachievers very often. 26 persons says that not many male
underachievers are seen and 11 persons from the sample says that they have not seen any male
underachievers at all in the community.

15
 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.

Figure 5: The donut chart above shows the percentage of persons who have interactions male
underachievers and also the level of interaction they have. 28% of the population sample says
yes they have male family members who are underperforming academically, 21% says no they
do not have any interactions with male underachievers at all, another 21% says yes they have
close friends who are underachievers and 30% of the population sample says yes they have
school mates who are underachieving.

16
 Effects of Male Underachievement on the Number of Persons
Society. (Responses)
Male underachievement as affected my society 70
negatively as it has resulted in an increase and
continuation of many social issues such as
school drop outs, single parent families,
poverty, gender bias etc.

Male underachievement has positively affected 13

the society as it has resulted in the
development of females due to increase of
female achievers.
Male underachievement does not have any 9
effect on the society I live in.
Male underachievement has resulted in lack of 12
motivation for the younger generation to try
and achieve due to lack of influential
successive males.

Table 2: The table above shows the number of person who were experiencing the various effects
of male underachievement on their society. Most persons said that male underachievement as
affected their society negatively as it has resulted in an increase and continuation of many social
issues such as school drop outs, single parent families gender bias etc. 70 persons said this. 13
persons from the population sample said that male underachievement has positively affected
their society as it has resulted in the development of females due to increase of female achievers.
9 persons said male underachievement does not have any effect on their society and 12 persons
said that male underachievement has resulted in lack of motivation for the younger generation to
try and achieve due to lack of influential successive males.

17
 Donut Chart Showing the Extent by which Females
Outperform Males.

5% Females outperm males by an

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

Females in my society does

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

Figure 6: The donut chart above is showing in percentage the extent by which females
outperform males within the society. 65% of the population sample said that female outperform
males by a far margin, 11% of the sample group said that the levels of achievement for both
genders are equal, 19% said that the margin was not far but females had the advantage over
males, however, 5% of the population group believed that males in their community had the
advantage over females.

18
 Social factors Influencing/Causing Male Percentage of Responses
Underachievement. (%)
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 7.71
of focus and a bad personality.

Table 3: The table shows the various social factors that are seen to be the cause of male
underachievement within the community. Most of the population sample says that male
underachievement is caused by the inadequate investment of time and focus in personal and
academic goals by males and their families. This was chosen by 42.30% of the population group.
38.46% of the population sample says that male underachievement is caused by the lack of
communication within the family at home. 11.53% of the population group says the issue is
caused by a lack of male role models within the society to influence and promote achievement
while 7.71% of the population sample says that the issue is caused by while the other says that
male underachievement is caused by financial discomfort as this results in poor focusing and a
bad personality.

19
 Column Chart Showing the different Solutions Chosen That Can be
Implemented by the Community to Reduce Male Underachievement.

40 40
40
Number of Persons

30
16
20
8
10

0
Community centers Successful Counselling Nothing can be done
could be built to motivational programs of to reduce the
accomadate these speakers could visit different levels of problem by the
underachievers the cchools and can be developed community.
providing them with community centers and offered to these
special continued to give advice on underachievers to
education achieving in life. build self esteem
programmes and and confidence.
skills training.

Solutions

Figure 8: The column chart above shows the number of persons who chose the different solution
methods that can be implemented by the community to reduce the level of male
underachievement. Majority of the population says that community centres could be built to
accommodate these underachievers providing them with special continued education and skills
training. this is at 40. Another 40 persons says that counselling programs can be offered to build
confidence and self-esteem of these underachievers. 16 persons from the sample group says that
successful male motivational speakers could be gathered to visit schools and community centres
to give advice on achieving in life while 8 persons says that nothing cannot be done on the
community levels to reduce the issue.

20
 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

Figure 9: The bar chart above shows the number of persons who chose the different solutions
that can be implemented on the inter-personal level to reduce the issue of male
underachievement. 11 persons from the population sample says that money can be spent to meet
the child’s needs resulting in an increase in focusing as he now as all that he wants. 11 persons
says that nothing can be done to reduce the problem on an interpersonal level, 42 person says
that the underachiever can invest more time in his work and other personal development
activities. The final 40 of the respondents says that the communication level within the family
about the issue can be increase.

21
 Analysis of Data
On conducting the analysis of the data collected it is seen the majority of the population
sample involved in the study were males. They had 60% of the sample while females were at
40%. This may due to the topic of study which may have influenced the interest rate of males
within the community. This high percentage of male involvement is also seen as advantageous
seen that the study is about an issue that involves their gender more specifically, and so more
accurate information can be provided for the study. Further analysis of the data showed the
majority of the population sample were between the ages of 13 and 16. This was at 34% while
another 27% were between the ages of 17 and 20. This shows that majority of the population
sample may be secondary school students which allows for the study to be more reliable as the
issue being studied is prominent at the secondary level of education. Also with 22% being
between the ages of 21 and 25 and 17% being 25 and over it shows that the population sample is
mature enough to understand the questions being as and as such can respond properly. This was l
confirmed when the data collected later showed that majority of the population attended
secondary institutions. This was at 63 persons which is 60.53% of the population sample.
However, 2 persons said that they did not have any occupations. These two persons were both
males between the ages of 17 and 20. This shows that male underachievers were present in the
community and involved in the study.

When asked how informed persons were on the issue at hand, ‘Male Underachievement’, it
was seen that majority of the population sample had knowledge about the issue and as such this
shows that majority of the population were able to understand the questions and so could answer
with reliable information. 31% said that they are very informed about the matter and 29% said
that were moderately informed about the matter. However, this also shows that large percentage,
40%, of the sample group had little or no knowledge about the issue. This shows that there is
inadequate educational exposure on the matter within the different educational institutions and
other educational mediums. Later analysis of the data collected showed that 67.3% of the
population sample knew and understood what the term underachievement meant. 70 persons
from the sample group said that the term male underachievement refers to the issue of males
(usually a child) who performs or is performing below what is expected based on his ability

22
while the other 32.7% of the population chose incorrect responses with 9.6% saying that the term
refers to the males in society who are not making a lot of money, 3.9% saying that the term
refers to the inability of males to outperform females and the other 19.2% saying that male
underachievement refers to the males in society who are not achieving as much as the females
are. It is noticed that the results of the question before this, (question #4), are similar and as such
it is realized that the responses chosen for this question is based on the amount and level of
knowledge of the population sample which again falls back on the level of education exposed on
the matter.

From the data collected it is seen that the issue of male underachievement is prominent in
the community of Seaview Gardens as the majority of the population sample have seen male
underachievers throughout the community. 28 persons said that they saw male underachievers
very often and another 39 said that they have seen a reasonable amount of male underachievers
within the community. This high level of male underachievers in the may be due to the type of
society that is present within the community as underachievement is usually associated with poor
societies. 11 persons however said that they did not see any male underachievers at all in the
community which may be due to these person’s inability to identify underachievers. It is also
seen that majority of the population sample has interactions with these male underachievers as a
total of 79% of the sample group says that they have interactions with these males. 30% said that
they have school mates who are underachieving, 28% of the population sample said that they
have male family members who are underperforming academically, and 21% said that they have
close friends who are underachievers. 21% of the population however said that they did not have
any interactions with male underachievers. From this it is also seen that majority of the
underachievers are interacted with at school which shows that the schools need to start putting
methods in place to reduce the level of male underachievement within the school.

When asked what were the effects that male underachievement had on the society, it is seen
that this issue has a very serious negative impact on the society. 70 persons from the population
sample says that male underachievement has resulted in an increase and continuation of many
social issues that already existed in the community such as school drop outs, single parent
families, gender biasness etc. This shows male underachievement has a great impact on how a
society is developed and also that males in general have a major influence on societies and the

23
development of these societies. This is confirmed as the same question showed that another 12
persons from the sample group said that male underachievement has resulted in lack of
motivation for the younger generation to try and achieve due to lack of influential successive
males. However, 13 persons from the population sample said that male underachievement has
positively affected their society as it has resulted in the development of females due to increase
of female achievers. This may be a result of one of the effects that male underachievement has
on the society, gender biasness. Another 9 persons said male underachievement does not have
any effect on their society which may be due to the inadequate educational exposure recorded in
question #4 and as such these persons cannot identify the effects of the social issue.

Further analysis of the data collected showed that male underachievement that the females
within the community are performing way better than the males as 65% of the population sample
said that females outperform males by an extreme margin while another 19% said that the
margin was not far but females had the advantage over males. However, 5% of the population
group believed that males in their community had the advantage over females while 11% of the
sample group said that the levels of achievement for both genders are equal. However, 5% of the
population group believed that males in their community had the advantage over females while
11% of the sample group said that the levels of achievement for both genders are equal. This also
shows that the factors influencing the underachievement of males are not as effective on females
as they are on males which may confirm Professor Parry hypothesis which says that male
underachieving is as a result of biological sex differences.

From the data collected it is seen that most of the population sample believes that male
underachievement is caused by the inadequate investment of time and focus in personal and
academic goals by males and their families. This was chosen by 42.30% of the population group.
Also, 38.46% of the population sample says that male underachievement is caused by the lack of
communication within the family at home. This data shows that the social factors that influences
male underachievement are also family orientated and so should be looked at by family members
more attentively. It is also seen that 11.53% of the population group says the issue is caused by
a lack of male role models within the society to influence and promote achievement. This shows
that a cycle is created from the issue of male underachievement as it is seen in question #8 that
an effect of the issue is the lack of successful male motivators within the society. The other

24
7.71% of the population sample says that the issue is caused by while the other says that male
underachievement is caused by financial discomfort as this results in poor focusing and a bad
personality. This may be because of the society that exist within the community as poor societies
tends to blame poverty for most if not all social and personal issues.

Based on the data collected it was later seen that majority of the population believes that the
construction of one or more community centres to accommodate for the underachievers,
providing them with special continued education and skills training is a great measure that can be
implemented by the community/government to reduce the issue. This was 38.46% of the
population sample. An equal percentage also believes that offering counselling programs to these
underachievers to build their confidence and self-esteem will result in a reduction of male
underachievement within the community. 40 person said this. Another 16 persons from the
sample group says that successful male motivational speakers could be gathered to visit schools
and community centres regularly to give advice on achieving in life will help in the reduction of
the increasing issue. In all 96 persons had solutions that were socially related to the problem
which shows that the issue is seen as a social issue that is influenced by different social factors. 8
persons however says that nothing cannot be done on the community level to reduce the issue
which again may be due to the inadequate educational exposure on the issue to the further public.
This was again confirmed later when 11 persons said that nothing could be done to reduce the
problem on an interpersonal level either and another 11 persons from the population sample said
that money could be spent to meet the child’s needs resulting in an increase in focusing as he
now as all that he wants. This shows that the lack of education on the issue has resulted in
persons taking the wrong approach in correcting or reducing the issue. Majority of the population
sample however said that the underachiever can invest more time in his work and other personal
development activities to reduce the issue; this was at 42 persons while another 40 of the
respondents says that communication within the family about the issue can be increased and this
will aid in reducing the issue.

On analysing all of the data it is seen that in a community where male underachievement is
prominent, majority of the population sample is educated about the issue of male
underachievement and so this allows for persons within the community to develop methods on
both a personal level and a wider community level to aid in the reduction of the problem but this

25
percentage of persons who are educated is not enough as there are persons who, due to lack of
education or knowledge about the issue, are taking the wrong approach in solving the problem
that is seen as a cause of different social factors and due to this the problem is seems to be
influencing the continuation of different social issues within the community.

26
 Discussion of Findings
On analysing all of the data collected, four major findings were determined. The

survey revealed that majority of the females within the community were outperforming

the males and the extent by which this is happening is not one to be proud of as the data

showed that majority of the females in the community were outperforming the males by a

far margin. The data recorded was at 65%. The findings were repeated when it was

realized that of the 26 persons who were enrolled in tertiary institutions 18 of them were

seen to be females. According to the research done by Nasser Mustapha (2009), the

illiteracy rate for males was 23% for males and 13.3% for females. Mustapha’s data also

revealed that the enrolment ratio male to female at the tertiary level was 2:9 males to

female, Mustapha (2009). In a related study carried out by the University of the West

Indies Mona (2007), it was revealed that as many as 82% of the students who

matriculated to tertiary institutions in the academic year 2006-2007 were females. This

confirmed the findings made by my research.

From analysing the data, it was determined that the main social factor that

contributed to males underachieving in the community of Seaview Gardens is the

inadequate time and focus that is invested in these underachiever’s academics and

personal goals by themselves and their families. This was seen when majority of the

persons from the study choose this response. The findings were confirmed by Professor

Barry Chevannes (2002), a Sociologist, who believed that “What you sow is what you

reap.” This data also showed that the social factors that contribute male

underachievement are factors that are family orientated. This finding is confirmed by

27
 Ruel B. Ried who 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

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

have on the society was an increase and continuation of other social issues that have significant

negative effects on the society. This was seen as majority of the persons from the population

sample choose this response. 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.

The research also proved that to solve the issue of male underachievement it was going to

take solutions that involved both the community and the families of these underachievers. It was

determined that to solve the issue it was going to take the building of community centres to

accommodate these underachievers providing them with special continued education and skills

training and also counselling programs to build confidence and self-esteem of these

underachievers, on the community level. While 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. Also it is seen that the increase in communication levels within the family about

the issue will be a great solution for the issue. Dealing with the issue on both a community and a

personal level proves to be an effective solution as this is confirmed by an article published in

28
The Gleaner on Wednesday October 3, 2007 entitled ‘Underachievers’ Petulia Clarke, the

writer, who stated “……. As Caribbean societies move aggressively in hoping to achieve

development from all angles, it must be realized that this cannot be done if there is inequality as

it relates to education among sex. Notably, it should not only be an individual effort to correct

this phenomenon, but a communal effort, as measures should be institutionalized to correct the

dilemma. 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.

29
 Conclusion

From the findings, it can be concluded that in the community of Seaview Gardens the

distance created by females from the males in terms of achievements is a very large one which

shows that the females are outperforming the males by far. From this data it is seen that male

underachievement is prominent within the community and it is increasing. From the research it

can also be concluded that the main factors influencing male underachievement within the

community are social factors that are developed within the families of these underachievers and

as such it is seen that measures/solutions need to be developed in the homes of these

underachievers to help reduce the issue.

Based on the findings it can be concluded that male underachievement allows for the

continuation and an increase in the different social issues that affects the development of

societies. This also shows that from the issue a cycle is created as these social issues plays a

major role in the influencing of male underachievement. Effective solutions include building of

community centres to accommodate for these underachievers, counselling, increase

communication within the family and investment of time and focus on these underachievers

lives. From the research it can also be concluded that to reduce the problem it is going to take

major efforts from both the surrounding environment as community and internally as a family.

Also it is seen that the educational exposure on the matter is inadequate and so greater

educational emphasis needs to be placed on the issue allowing for persons to be educated on the

matter.

30
 Limitations

In conducting this research a few major challenges were encountered that would affect the

results of the research. Firstly, the area being studied had a population of 2080 persons and, out

of that, only 104 persons were involved in the research as the resources could not cover all or

most of the population, hence the results of the research has proven to not be accurate. Also

some persons were reluctant in answering some questions due to them finding some of the

questions offensive, hence the data was not given enough time to be analyse.

31
 Recommendations

 Based on the information gathered it is seen that the issue of male underachievement is a

rising problem within the community of Seaview Gardens as such I strongly recommend

that greater emphasis be placed on programmes that would aid in the development of life

skills such as proper decision making skills, problem solving skills, conflict resolution

skills and civic responsibilities.

 Also from the research it is seen that the educational exposure on the matter of male

underachievement is inadequate within the community and as such I would strongly

recommend that the government, the media and educators implements educational

strategies that would allow for persons all over the island to be, in one way or the other,

exposed to some level of education on the matter.

 Also, to aid in reducing the issue it is recommended that educators and the government

develop strategies that would make the academic curriculum male friendly or develop

new programmes that would be more learning friendly to males to increase male’s

interest to learn. These programmes should be able to grasp the attention of male’s better.

 Based on the research results it is also recommended that families pay close attention to

their male members and try to be involved in all of their development activities whether

academically or personal. Also family members should find ways to encourage

achievement to their male members.

32
 Bibliography
 Barry Chevannes (2002), “What you sow is what you reap”, article publication.

 Haralambos Michael and Holborn (2000), Sociology Themes and Perspective the Fifth
Edition, Published by Collins Education

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

Jamaica Published by Brain Publisher.

 Mustapha Nasser (2005), Sociology for Caribbean Students, Published by Ian

Publisher.

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

 Ruel B.Ried (2012), “ Male underachievers”, the Daily Gleaner.

33