Good videos showing the social construction of childhood

Below are some relatively recent examples of documentary video evidence which demonstrate how attitudes to children vary across cultures, supporting the view that childhood is socially constructed.

This post has been written primarily for students studying the families and households module within A-level sociology

Child Brides

In India, teenage girls aged 14-15 are sometimes pressurized into marrying by their family against their will, often due to financial reasons. The video below explores this, but looks at how teenage female victims try to avoid getting married when they do not want to…

In the less Developed United States of America, it appears that the agents of the State are sometimes less willing to protect child victims of rape and coerced marriage than they are in India.

The video below documents a girl whose family coerced her into getting married after she was raped and made pregnant by her 24 year old ‘boyfriend’. 

For reasons that I don’t fully understand and aren’t really explored in the video, the 24 year old child rapist wasn’t prosecuted.

Instead he was legally allowed to marry his by then 15 year old pregnant ‘girlfriend’, with further violent abuse continuing after the marriage.

As I say, I don’t understand how the State can legally sanction violence against children, but that’s life in an underdeveloped country such as America I guess!

Ritualised Violence against girls

In the Hamar Tribe in Ethiopia,

When boys reach the age of puberty they have to go through a ritual to become men. The main event in this ritual (for the boys at least) involves jumping over some cattle four times. Once a boy has done this, he is officially a man.

However, before they jump the cattle, young teenage girls beg to to be whipped with sticks by the boys about to undergo the ritual – the more they are whipped, the more ‘honour’ they bring on their families.

NB this isn’t play whipping, some of the blows these girls receive are serious, as you can see from the scars in the video still below, the whipping often opens up quite significant wounds which take time to heal, and with healing comes scaring.

Towards the end of this video you get to see an example of this ceremony – the girls are quite willing volunteers in this ritualized violence, which seems to be a normal part of childhood for girls in the Hamar Tribe.

Child slavery in West Africa

In West Africa, thousands of girls and women have been enslaved by a practice called ‘trokosi’. Girls as young as seven are given away by their family to pay for the sins of family members. They get forcibly shipped to a shrine, possibly in a foreign country, stripped of their identity, and are forced to work as ‘servants of God’.

In the documentary below, one victim of trokosi revisits her home country of Ghana to find out why this happened to her.

She was lucky enough to get out because an American negotiated her release  and became her adopted father, which kind of suggests this religion is pretty flexible!

Further examples of how childhood is socially constructed

You can probably also find videos on child labour and child soldiers, two other good examples.

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Qualitative Data – Strengths and Limitations

Qualitative data includes….

  • Open question questionnaires
  • Unstructured interviews
  • Participant observation
  • Public and private documents such as newspapers and letters.

Theoretical strengths

  • Better validity than for quantitative data
  • More insight (Verstehen)
  • More in-depth data
  • More respondent-led, avoids the imposition problem.
  • Good for exploring issues the researcher knows little about.
  • Preferred by Interpretivists

Practical strengths

  • A useful way of accessing groups who don’t like formal methods/ authority

Ethical strengths

  • Useful for sensitive topics
  • Allows respondents to ‘speak for themselves’
  • Treats respondents as equals

Theoretical limitations

  • Difficult to make comparisons
  • No useful for finding trends, finding correlations.
  • Typically small samples, low representativeness
  • Low reliability as difficult to repeat the exact context of research.
  • Subjective bias of researcher may influence data (interviewer bias)
  • Disliked by Positivists

Practical limitations

  • Time consuming
  • Expensive per person researched compared to qualitative data
  • Difficult to gain access (PO)
  • Analyzing data can be difficult

Ethical limitations

  • Close contact means more potential for harm
  • Close contact means more difficult to guarantee anonymity and confidentiality
  • Informed consent can be an issue with PO.

Nature of Topic – When would you use it, when would you avoid using it?

  • Useful for complex topics you know little about
  • Not necessary for simple topics.

Crunch Paragraph/ Conclusion – Generally, how important is qualitative research to Sociology?

  • More hassle practically, lacks objectivity, but good for validity which is probably the most important factor required when doing research.



Research Methods in Sociology – An Introduction

An introduction to research methods in Sociology covering quantitative, qualitative, primary and secondary data and defining the basic types of research method including social surveys, experiments, interviews, participant observation, ethnography and longitudinal studies.

Why do social research?

The simple answer is that without it, our knowledge of the social world is limited to our immediate and limited life-experiences. Without some kind of systematic research, we cannot know the answer to even basic questions such as how many people live in the United Kingdom, let alone the answers to more complex questions about why working class children get worse results at school or why the crime rate has been falling every year since 1995.

So the most basic reason for doing social research is to describe the social world around us: To find out what people think and feel about social issues and how these thoughts and feelings vary across social groups and regions. Without research, you simply do not know with any degree of certainty, what is going on in the world.

However, most research has the aim of going beyond mere description. Sociologists typically limit themselves to a specific research topic and conduct research in order to achieve a research aim or sometimes to answer a specific question.

Subjective and Objective Knowledge in Social Research

Research in Sociology is usually carefully planned, and conducted using well established procedures to ensure that knowledge is objective – where the information gathered reflects what is really ‘out there’ in the social, world rather than ‘subjective’ – where it only reflects the narrow opinions of the researchers. The careful, systematic and rigorous use of research methods is what makes sociological knowledge ‘objective’ rather than ‘subjective’.

Subjective knowledge – is knowledge based purely on the opinions of the individual, reflecting their values and biases, their point of view

Objective knowledge – is knowledge which is free of the biases, opinions and values of the researcher, it reflects what is really ‘out there’ in the social world.

NB – While most Sociologists believe that we should strive to make our data collection as objective as possible, there are some Sociologists (known as Phenomenologists) who argue that it is not actually possible to collect data which is purely objective – The researcher’s opinions always get in the way of what data is collected and filtered for publication.

Sources and types of data

In social research, it is usual to distinguish between primary and secondary data and qualitative and quantitative data

Quantitative data refers to information that appears in numerical form, or in the form of statistics.

Qualitative data refers to information that appears in written, visual or audio form, such as transcripts of interviews, newspapers and web sites. (It is possible to analyse qualitative data and display features of it numerically!)

Secondary data is data that has been collected by previous researchers or organisations such as the government. Quantitative sources of secondary data include official government statistics and qualitative sources are very numerous including government reports, newspapers, personal documents such as diaries as well as the staggering amount of audio-visual content available online.

Primary data is data collected first hand by the researcher herself. If a sociologist is conducting her own unique sociological research, she will normally have specific research questions she wants answered and thus tailor her research methods to get the data she wants. The main methods sociologists use to generate primary data include social surveys (normally using questionnaire), interviews, experiments and observations.

The major primary research methods

Social Surveys – are typically structured questionnaires designed to collect information from large numbers of people in standardised form.

Social Surveys are written in advance by the researcher and tend to to be pre-coded and have a limited number of closed-questions and they tend to focus on relatively simple topics. A good example is the UK National Census. Social Surveys can be administered (carried out) in a number of different ways – they might be self-completion (completed by the respondents themselves) or they might take the form of a structured interview on the high street, as is the case with some market research.

Experiments – aim to measure as precisely as possible the effect which one variable has on another, aiming to establish cause and effect relationships between variables.

Experiments typically start off with a hypothesis – a theory or explanation made on the basis of limited evidence as a starting point for further investigation, and will typically take the form of a testable statement about the effect which one or more independent variables will have on the dependent variable. A good experiment will be designed in such a way that objective cause and effect relationships can be established, so that the original hypothesis can verified, or rejected and modified.

There are two types of experiment – laboratory and field experiments – A laboratory experiment takes place in a controlled environment, such as a laboratory, whereas a field experiment takes place in a real-life setting such as a classroom, the work place or even the high street.

Interviews – A method of gathering information by asking questions orally, either face to face or by telephone.

Structured Interviews are basically social surveys which are read out by the researcher – they use pre-set, standardised, typically closed questions. The aim of structured interviews is to produce quantitative data.

Unstructured Interviews, also known as informal interviews, are more like a guided conversation, and typically involve the researcher asking open-questions which generate qualitative data. The researcher will start with a general research topic in and ask questions in response to the various and differentiated responses the respondents give. Unstructured Interviews are thus a flexible, respondent-led research method.

Semi-Structured Interviews consist of an interview schedule which typically consists of a number of open-ended questions which allow the respondent to give in-depth answers. For example, the researcher might have 10 questions (hence structured) they will ask all respondents, but ask further differentiated (unstructured) questions based on the responses given.

Participant Observation – involves the researcher joining a group of people, taking an active part in their day to day lives as a member of that group and making in-depth recordings of what she sees.

Participant Observation may be overt, in which case the respondents know that researcher is conducing sociological research, or covert (undercover) where the respondents are deceived into thinking the researcher is ‘one of them’ do not know the researcher is conducting research.

Ethnographies and Case Studies

Ethnographies are an in-depth study of the way of life of a group of people in their natural setting. They are typically very in-depth and long-term and aim for a full (or ‘thick’), multi-layred account of the culture of a group of people. Participant Observation is typically the main method used, but researchers will use all other methods available to get even richer data – such as interviews and analysis of any documents associated with that culture.

Case Studies involves researching a single case or example of something using multiple methods – for example researching one school or factory. An ethnography is simply a very in-depth case study.

Longitudinal Studies – studies of a sample of people in which information is collected from the same people at intervals over a long period of time. For example, a researcher might start off in 2015 by getting a sample of 1000 people to fill in a questionnaire, and then go back to the same people in 2020, and again in 2025 to collect further information.

Theory and Methods A Level Sociology Revision Bundle 

If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of  A level sociology papers 1 and 3.

Contents include:

  • 74 pages of revision notes
  • 15 mind maps on various topics within theory and methods
  • Five theory and methods essays
  • ‘How to write methods in context essays’.

Related Posts 

Factors Effecting the Choice of Research Method

Positivism and Interpretivism – A Very Brief Overview

my main research methods page contains links to all of my posts on research methods.

Exploring the Experience of Poverty in the UK

This post provides some qualitative sources of data which explore what it’s like to be poor in Britain today, follows on from a previous post on ‘defining and measuring material deprivation in the UK’ .

One of the things you need to look at for the AS Education module is the extent to which material deprivation is responsible for educational underachievement. While statistics give you an overview of the extent of poverty, and a little bit of information of the kind of things poor people can’t afford, they don’t give you much a feeling of what it’s like to actually live in poverty.

To get a feeling for day to day challenges of living in poverty you need more qualitative sources, and ‘thankfully’ we are blessed with a number of recent documentaries which look at the experience of living with material deprivation in the UK.

Watch the documentary sources below and then answer the questions/ contribute to the discussions below. The videos have all been selected because they focus on material deprivation and education in some way.

Source One – Poor Kids (BBC – 2011) – Mainly focusing on younger children

Poverty – Britain’s Hungry Children (Channel 4 Report, 2013) – Cites research drawn from 2500 food diaries kept by children in the UK – Some of whom live on less than half of the recommended calories. Also highlights the importance of lunch clubs to feed hungry children.

Finally watch this video – This shows you a case study of one girl from a poor background who actually made it into the best school in the area, against the odds. It’s a bit slow, but later on it gives an insight into the struggle her mum faces to raise enough cash to meet the ‘hidden costs’ of education (she has to resort to a ‘pay day loan’).

Questions/ tasks for discussion:

Q1: Draw an ‘ageline’ (like a timeline, I may have just invented the word) showing how material deprivation affects 3 year olds to 18 year olds in different ways.

Q2: From a broadly Marxist Perspective, the effects of material deprivation on children are structural, or objective if you like. Being brought up in poverty and having a poorer diet, and living in lower quality housing effectively cause poor children to do less well in education. This means that, all other (non material) things being equal (same school, same intelligence, same motivation etc) a poor kid will always do worse than a rich kid. Do you agree? Be prepared to explain your answer.

Related Posts

The effects of material deprivation on education