In this article, the research aimed to analyze behavioral discipline among children and their relationship to intervention mechanism that involved rewarding and sanctions. The selected participant for this study was Zak, a British boy with a Somali ethnicity and a member of the Islam religion. The boy was selected for this study due to the fact that he was passionate about the experiences he had on the school discipline and because his teacher named him one of the students she told off most often. Zak also featured twice in a list of seven consecutive incidences where a child raised complains over disturbances by others. Another reason why he was picked was the fact that he directly once engaged in a fight and therefore was a common culprit in indiscipline cases (Woods, 2008).
Zak was the most appropriate sample to conduct this experimental research that sought to look into the effectiveness of rewards and consents to the overall adherence to rules in the school environment. From the preceding, Zak is a proven indiscipline child, therefore, a vital variable in the research. From the research, it could analyze that he is not responding well to the discipline system of the school that involves rewards, rules, and sanctions. The research has proven that the behavioral approach employed by the school has gaps because they are not working on Zak. From the research, it is apparent that Zak might be indiscipline because of reasons that touch on emotions, peer groups, fairness, and trust. Being a person of a different religion from many students, coupled with the fact that he is not a native, makes him an important variable in the study because he gives the study a different dimension (Woods, 2008).
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The second article attempts to carry out a study that involves the question of how race and class difference affect matters such as educational success, individual well-being, and social mobility. The sampling of the study took a multicultural approach where both blacks and whites were picked. Black participants that were picked were predominantly male that attended one or two of the universities in the country. On the other hand, the whites that were picked were first-generation college students. From the analysis, it could be evident why the research analysis took the approach of both using black and white racial groups. Because the question of the research was to analyze the influence of race on educational success among other things, it was imperative to pick respondents across the racial divide. The participants were also to form a basis of comparison where a chart would be made against race and gender with the female counterparts. Because the research also focused on interaction, picking both black and white men would give the research a different dimension based on the varied experiences of both groups (Wilkins, 2014).
It is also vital to note that the black population comprised of anybody in the university but for the white population was composed of only the first-generation college attends. This was vital in creating variance in the research to get a different perspective of the study. Different universities were also used depending on their location to increase the scope of the research hence to come up with a result that reflects the true state of events (Wilkins, 2014).
References
Woods, R. (2008). When rewards and sanctions fail: A case study of a primary school rule‐breaker. International Journal of Qualitative Studies in Education , 21 (2), 181-196.
Wilkins, A. C. (2014). Race, age, and identity transformations in the transition from high school to college for Black and first-generation White men. Sociology of Education , 87 (3), 171-187.
