Chapter 1
INTRODUCTION
“All the world is a stage and all men and women are
merely players”
-William Shakespeare
Shakespeare’s famous words have been said centuries ago. Still these
are appropriate for depicting present times. Today, more than ever, the
world is shrinking and turning into a global stage on which we all
have our role to play. What are the forces that set up the rules of the
game and distribute the roles? Analysing further, many such other
questions come to our mind.
What is the reality we face today? Or may be reality is not the right
word to use, because in today’s world of information and mass
communication technology, time and space boundaries have become
permeable, even imaginary, so we may better use the word
“virtuality”. But yet what is driving today’s world and is throwing us
into vortex of events and changes. What causes transgression of all
kinds of boundaries and enables us to travel all around the world even
when we are completely motionless? What makes us almost daily
reconsider our identity because of the multiple roles we have to play,
thus becoming, in figurative word, “chameleons”? Why do we witness
1
so many hybrid cultural products and practices today? We may go on
and on but what is important is that some transformations are taking
place in present world and they are visible everywhere and affecting
all spheres of life and makes us to participate in global game. For all
such transformations and changes we may illustrate this in a single
word and that is “GLOBALIZATION”.
Globalization in its basic form is neither particularly new, nor in
general a folly. It is such a complex set of process, which has only
restructured the way in which we live but also influences our day to
day life activities. It is the process by which the boundary line
between different countries became insignificant and the whole world
transforms into a group. Globalization broadly refers to the expansion
of the global linkages, the organization of the social life on the global
scale and the growth of the global consciousness and hence to the
consolidation of the world society. It is the process by which the
boundary line between different countries became insignificant and
the whole world transforms into a group or global village.
The
traditional concept of ancient India known as ‘Vashudhaiv
kutumbakam’ can be taken to be the starting point of Globalization
in the real sense in which the whole world considered as a family.
2
The most common interpretations of the globalization say that the
world is becoming more uniform and standardized through a
technological, commercial and cultural synchronization coming from
the west. These perspectives equate globalization with westernization.
However, there are some others, who view globalization as a process
of hybridization, which gives rise to global melange.
How globalization should be interpreted is hard to say because its
meaning varies widely according to the context in which it is used.
Thus
in
Economics
globalization
refers
to
economic
internationalization and the spread of capitalist market relations. In
politics and international relations, the focus is on the increasing
density of interstate relations and the development of global politics.
In sociology, the concern is with the social changes and the emergence
of “world society”. In cultural studies, the emphasis is on the global
communications and their influence on culture and identity. As it
becomes evident, globalization is a subject of study in various
domains.
Globalization is defined by different people in many complementary
way- As action at distance ( Giddens, 1990), accelerating
interdependence (Ohmae, 1990) and networking (Castells, 1998)
3
has defined it as a set of related process that interconnect individual,
groups, states, communities, market, corporation and international
governmental and non-governmental organization in complex web of
social relationship and more synthetically as the growth of networks
of worldwide inter dependence. The impressive literature on
globalization can be arranged into a conceptual space with reference to
three major axes:(1) Hyper globalizer vs. sceptics: - Where the key distinction
concerns the degree of novelty of globalization and its impact on
nation state.
(2) Neo liberal vs. Neo Marxist and radicals:- Where the key
points are the balance between positive and negative impact of
globalization and its truly global or hegemonic character.
(3) Homogenization vs. Heterogenization and Hybridization:Which focuses on the cultural dimensions of globalization.
Globalization is historically complex. Definition varies in the
particular driving force. To identify the meaning of the term is itself a
topic in global discussion. It may refer to “real” process, to ideas that
justify them or to the way of thinking about them. The term is not
neutral and definitions express different assessments of global change.
4
Among critics of capitalism and global inequality, globalization now
has an especially pejorative ring.
In its broadest sense globalization refers to the extension of a whole
range of economic, cultural and political activities across the world
landscape. As Anthony Gidden suggests “Globalization can be defined
as the intensification of worldwide social relations which link the
distant localities in such a way that local happenings are shaped by
events occurring many miles away and vice versa”. In this context, the
increasing economic and cultural interdependence of societies on a
world scale is of particular interest because it involves interaction in
so many areas and at numerous levels, it is virtually impossible to
conceive of globalization as a singular concept. John Allen and
Doreen Massey argues that there are many ‘globalizations’ occurring
in various sectors and fields of activity including telecommunications,
finance and culture. A key contributing factors in this regard has been
the declining influence of the nation state, which is in turn intimately
linked to what David Harvey refers to as “Time-space compression”.
The way the world in effect been de-territorialized by the acceleration
and wider dissemination of capitalist practices simultaneously creating
ever- higher level of stress.
5
The following definitions represent currently influential views on
globalization:(A)
“The inexorable integration of market, nation states and
technology never witnessed before in a way that is enabling
individuals, corporations and nation state to reach around the
world further faster, deeper and cheaper than ever before. The
spread of free market, capitalism to virtually every country in
the world”. - T.L. Friedman, the Texus and the olive tree,
1999.
(B)
“The compression of the world and the intensification of
consciousness of the world as a whole concrete global
interdependence and consciousness of the global whole in the
twentieth century”. - R. Robertison, Globalization, 1992.
(C)
“A social process in which the constraints of geography on
social and cultural arrangements recede and in which people
become increasingly aware that they are receding”.-M. Water,
Globalization, 1995.
(D)
“Integration on the basis of a project pursuing Market rule on a
global scale”. - P. Mc Michael, Development and Social
change, 2000.
6
(E)
As
experienced
from
below,
the
dominant
form
of
globalization means a historical transformation in the economy,
of livelihoods and modes of existence in politics; a loss in the
degree of central exercised locally and in culture, a devaluation
of a collectivity’s achievements. Globalization is emerging as a
political response to the expansion of market power”. - J. H.
Miltel Man, the Globalization syndrome, 2006.
Youth:
Youth may be best understood as a period of transition from the
dependence of childhood to adulthood’s independence and awareness
of our independence as member of community. Youth is a more fluid
category than a fixed age group. However, age is the easiest way to
define this group, particularly in relation to education and
employment. Therefore “youth” is often indicated as a person between
the age where he/she may leave compulsory education, and the age at
which he/she finds his/her first employment. This later age limit has
been increasing as a higher level of unemployment and the cost of
setting up an independent household puts many young people into a
prolonged period of dependency for activities at international or at
regional level. Such as the African youth forum, UNESCO uses the
united nation’s universal definitions.
7
The UN for statistical consistency across regions, define “youth” as
those person’s between the age of 15 and 24 years without prejudice
to other definitions by member states. According to the United
Nations statistics approximately one billion youth lives in the world
today. This means the approximately one person in five is between the
ages of 15 to 24 years or 18% of the world population are youth.
According to Oxford Dictionary definition “youth is generally the
time of life between childhood and adulthood”. The appearance,
freshness, vigour, spirit etc. are characteristics of one who is young.
Youth is the term used for people of both sexes male and female of
young age.
According to Pierre Bourdieu (1978), youth has been ever evolving
concept, layered upon layered with values which reflect contemporary
moral, political and social concerns.
According to national youth policy in India, age group between 13
to 35 years are considered as youth and as per census 2001 41.05% of
Indian population are youth.
The greatest wealth and strength of any nation is its youth. The future
of a nation lies in the hands of its prosperity. The quality of youth
determines the kind of future, the nation will have. India is the largest
8
youth population in the world today. India has more than 50% of its
population below the age of 25 and more than 65% below the age of
35. It is expected that, in 2020, the average age of an Indian will be 29
years, compared to 37 for China and 48 for Japan. In India youth
constitutes 41 % of total population and if we can harness this
powerhouse of the nation in right direction then India may reach to the
untold heights. Viewing in this context, this study is an attempt to
understand the youth in general and youth culture in particular in ever
evolving globalized world.
Youth profile in India
Table 1.1
Youth Population of age 13-35 years (In 000)
YEAR
MALE
FEMALE
TOTAL
SEX RATIO
1971
85499
82138
167637
961
1981
113433
07235
220668
945
1991
146036
138966
285002
952
1996
161207
153403
314610
952
2001
184278
171650
355928
931
2006
209203
192312
401515
919
2011
225842
208166
434008
922
2016
231582
216496
448078
935
(Source: Government of India, Office of the Registrar General-1999)
9
Youth in a globalizing world:
Youth hold the key to Society’s future. Their ambitions, goals and
aspirations for peace, security, development and human rights are
often in accord with those of society as a whole. We are living in the
very youthful world, indeed with almost half of the current global
population under the age of 25. There are 1.2 billion young people in
the world today and the next generation of youth (children presently
below the age of 15) will be half again as large numbering 1.8 billion.
Youth are growing up in a world of globalization and inequality,
taking part in developing process that is simultaneously bringing
people closer together and widening the division between them. What
does the statistic really indicate about the globalization experience and
how is the process directly touching young people’s lives? The
relationship between youth and globalization is inherently ambiguous;
in fact, the single word “globalization” and all its represents perhaps
best sums up the uncertainty of what it means to be a youth at the
beginning of the twenty first century. Many sociologists specializing
in youth affairs have portrayed young people as being at the forefront
of social and even economic change. Christine Griffin points out that
“youth are treated as a key indicator of the state of the nation
itself”. Youth might well be described as a barometer of social
10
change, but it reveals little about the nature of their involvement in the
process of Society’s evolution. This study is mainly concerned with
the extent to which young people are affected by negative aspects of
globalization.
Youth culture:
Youth today are growing up in a globalized and an increasingly
commercialized media saturated world. In many ways, the concept of
‘Youth’ and ‘youth culture’ are relatively new, having emerged in the
1950s in the wake of post war expansion of consumerism in the
western world. The concept of ‘Global Youth culture’ is not easy to
define, as it reflects the assumption that a majority of the world young
people share a common cultural frame work. It is an unregulated area
between the control and authority of the adult world and the freedom
experienced among one’s peers (Brake 1980). In essence, youth
culture can be interpreted as young people’s own free space, which
offers an alternative to the adult world as one develops questions and
assumes roles in one’s society. Whatever the definition may be, youth
culture may serves as a reference point for individuals developing the
identity, very often while testing their ascribed roles at home, school
and work.
Youth culture today tend to be strongly associated with increasing
11
commercialism so much so that youth become more widely
acknowledged as autonomous consumers and targeted by marketing
campaigns. Superficial or not, a centre feature of the global youth
culture is that young people around the world are connected by their
consumption of certain commercial products. Defined within this
context the current youth culture is clearly international in nature, as
the consumption habits associated with it are to be found whatever
young people have purchasing power.
Consequently it is impossible to undertake an effective examination of
youth cultures without exploring young people’s relationship with
mass media, social media, mobile and internet. Global youth culture is
created, adopted, accessed and disseminated largely through
worldwide telecommunication network that are rapidly expanding to
reach many different parts of the world. The internet, local and
satellite television and radio and other popular media are the channels
through which youth oriented cultural influences are transferred to
India using music, movie, media, technology, advertisements,
consumer products, sports and by so many other means. Media and
communication channels are used to generate and strengthen the new
youth cultures around movie, music, lifestyle, consumer goods and
sports.
12
These cultural products have linked young people from all different
countries and cultures and have produced a shared consciousness
leading to entirely new patterns and forms of socialization. In many
ways, the characteristics of a pre figurative culture are exemplified by
the relation between youth and the internet which along with TV has
played a major role in creating and perpetuating a global media culture
among young people who are adept at both using the internet and
contributing to its content, which means that they are able to exercise
some control over the very processes that are influencing their
socialization.
There are number of popular misconceptions surrounding young
people’s use of the internet. Several theories suggest that children of
the ‘information age’ are micro monsters and web sharks whose hand
eye coordination, functional observation and speed are such that their
levels of ability and skill far surpasses those of their parents and
teachers (Tapscolt, 1997).
According to Paul Hodkinson (2003), who has researched the internet
forums of one youth sub culture, new forums tends to strengthen
existing strands to identify and pre-existing style based sub culture
and youth who have access to the internet seem to use it as part of
their local socialization. The participants of so called virtual
13
communities are tending to do so only when they are driven by special
interest in a particular web sites program.
Youth culture and Socialization:
The birth of youth culture has been lied to the development of teen
marketing (Brake, 1980). In today’s world, peer group and the
products of the culture industry are contributing greatly to the
evolution of youth culture, peer groups are becoming ever stronger
agents of socialization and at times this creates conflict within the
socialization process, as the role of parents and family has weakened
in many contexts. The traditional roles and assumptions associated
with the succession of generations and their inherent hierarchies have
started to crumble. Socialization is no longer an automatic process in
which adults simply transfer prevailing values to young people for
their own use, as in the case with so called direct socialization. In
some settings formal institutions have become more necessary; public,
civic and other organization specializing in youth development have
taken over some aspects of the socialization process, as parents,
family members and neighbours can no longer manage on their own.
For many youth has come to signify a period during which young
people are exposed to a multitude of influences and adopt values only
through experimentation, with social values modified to such an
14
extent that the whole society changes. Peer interaction has a
surreptitious impact on socialization as young people experiment,
investigate and test the principles, rules, customs and habits of adult
cultures outside the realm of adult influence.
The shift from traditional and controlled processes of socialization to
more contemporary, two-directional socialization on a global scale has
brought about a massive increase in the number of hybrid youth
cultures. The impact of these changes is most apparent in developing
countries, where traditional socialization has maintained a strong foot
hold. It is important to recognize however, that there are wide
variations within and between countries; how adult relations with
children and young people take shape in different cultures is often
determined at the level of each community and society. The
emergence of global media driven youth culture signifies the building
of a new landscape of socialization. With the structures and traditional
roles of families undergoing major changes, youth culture and youth
media have emerged as entirely new agents of socialization, giving
rise to new forms of socialization. It is not implied that a global media
driven youth culture would give rise to the some sort of youth
revolution in cultural and social front in different countries but the
point being made here is that fundamental changes are taking place in
15
the relationship between generations that have altered authority
structures and the conditions of socialization in many societies.
Purpose of the study:
Globalization has been a universal phenomenon in the modern world.
This process has directly affected the traditional societies and cultures
of the Afro – Asian nations. The process of globalization has caused
irreparable damage to the time old social and cultural values and
norms of behaviour in these countries. India is not an exception to this
phenomenon. Due to the impact of globalization, the traditional
structures of society have almost disintegrated.
On account of globalization the traditional society and culture in India
has come under direct onslaught of western civilization and style of
living. The patterns of food, dress, ornaments, manners and etiquettes
and interpersonal communication have been directly influenced. Old
traditions have either wiped out or the same have been innovated in
the light of western ideas and ideology. Owing to these influences due
to globalization, the negative conditions have reached their highest
point in recent time and both society and culture in India have been
overtaken by a deep and a grave crises present time.
The negative conditions, crises and predicaments, which have become
matters of common observations, have motivated the researcher to
16
launch herself upon this critical research which will be fully in
consonance with the needs of the time and the same will be
meaningful not only to the scholars and students of sociology but also
the policy makers and planners of the country.
Scope of the study:
A variety of factors may contribute to understand the effect of
Globalization on youth and cultural changes in Indian society. For
example the role of Information Technology in the lives of youth such
as spreading of internet and broadband determine the access of Indian
youth to Global platform in respect of education, employment, culture,
fashion, sports and mass media etc. In a similar fashion the Peer
pressure is the determining factors in respect of relationship, lifestyle
and employment etc. However, this study does not represent the youth
culture of whole India but this study is based on the survey of
university going students, who comes from different section of society
and different social, educational, cultural and economical background
and represent the modern Indian youth particularly the educated youth
and their thinking in this era of globalization, who are witnessing the
revolution in field of information and technology, telecom sector
boom and their technology (2G,3G,4G , CDMA , LTE and other
emerging technology ), emergence of MNCs ,BPOs, KPOs and new
17
all pervasive mass media( 24 hrs news channel, Fashion TV, Lifestyle
channel, sports, music and daily soap opera).
This study broadly looks into the multiple dimensions of Indian youth
and their aspiration in respect of education, job, marriage, dowry, livein relationship, life partner and lifestyle in context of globalization and
thus the emerging challenges before the culture of Indian society.
However, it may not be the perfect study because of the rapid pace of
globalization and every day the new dimensions are opening up for
further intensive study on this topic. It is apparently seen that the new
threats are presented before contemporary Indian society by the
globalization.
Further, although the results of this research can be compared with
similar analysis conducted in other countries to show similarities and
differences on the impact of globalization on youth culture and also
this study does not provide the cross country comparisons. India is a
multi ethnic and multi cultural countries and to understand its culture
in any single perspective is a very complex phenomenon but this
research is an attempt to understand the youth culture in contemporary
globalized world.
18
Significance of the study:
The study of globalization and its impact on cultural, social,
educational and political fields in general and global youth culture in
particular is a subject of academic interest and research among
worldwide scholars and academician since the inception of
globalization phenomenon.
Several studies have been conducted across the world such as
Germany, USA, Britain, Greenland, Uganda and Nigeria etc on the
impact of globalization in the perspective of effect of mass media,
social media and internet on youth culture, changing social values and
cultural values of local culture.
This study further adds to the growing body of research by providing
empirical information about the impact of youth and cultural change
in Indian society. It is important to mention that academic research on
emerging Global youth culture in different countries has looked at
wide ranging issues such as cultural globalization, media and
globalization process, impact of globalization in educational reform,
sexual behaviour and health risk of adolescents , effect on social
institutions etc. moreover, in India these studies have looked at few of
them issues.
This case study is peculiar in the sense that it provided the glimpses of
19
thoughts and behaviour of Indian youth in the era of western cultural
attack through internet and mass media. The analysis is also specific
in the sense that it looks into the mind of student sex wise as well as
faculty wise i.e. Arts, Science and Commerce. This research made an
attempt to peep on the minds of different faculty students and tries to
analyse what impression of globalization process has been imprinted
on the minds of university student faculty wise and sex wise.
-------:0:-------
20
Chapter 2
REVIEW OF RELATED LITERATURE
A Review of Related Literature is an account of previously published
material by experts and researchers in a particular area of interest. It
gives the researcher to reference previous research publications to
provide strength and weakness of the research. The review of
literature provides the researcher a base of knowledge from which
they build upon with knowledge that provide to the area of interest. It
helps to reveal problems that other individuals have come across in
their research that may help the researcher to combat problems that
he/she are facing.
This chapter describes the conceptual framework to gain an insight
into the impact of Globalization on Youth and Cultural change in
Indian Society. It then reviews the relevant academic studies
conducted in India and abroad also on Globalization and their effect
on Youth and Cultural change.
Derne Steve, (2005), studied the effect of cultural globalization in
India; Implication of cultural theory, the study shows that since 1991
India has witnessed an explosion of new media between 1990 and
1999. Access of TV grew from 10% of the urban population to 75% of
21
the urban population. Cable TV and foreign movies became widely
available for the first time. Despite being heavy users of this new
media, non elite urban middle class men continue to be attached to
previous family arrangements. The striking continuity of non elite
men’s gender culture is the face of new meaning introduced by foreign
media suggests that institutions are fundamentally important in rooting
the fit between cultural orientation and institutional structures. Social
theorist today often emphasizes the mutually reinforcing nature of
culture meaning, norms, values and structures, the way society is
organized. But contemporary theorist too often side step consideration
of the relative causnal importance of cultural and structural factors.
The finding shows that “cultural consistencies across individuals come
less from common inculcation by cultural authorities than from the
common dilemmas institutional life poses in a given society.”
Changes resulting from globalization are then more likely to follow
from changed structural realities than the introduction of new cultural
meanings.
Kole S.K., (2007), studied the Globalization queer? AIDS,
Homophobia and the politics of sexual identity in India (Globalization
and Health), this study aims at exploring the debate around
globalization and contemporary queer politics in developing world
22
with special reference to India. After briefly tracing the history of
sexual identity politics, this study examines the process of queer
mobilization in relation to emergence of HIV/AIDS epidemic and
forces of neoliberal globalization. The writer argues that the twin
process of globalization and AIDS epidemic has significantly
influenced
the
mobilization
of
queer
communities
while
simultaneously strengthening right wing “homophobic” discourses of
heterosexist nationalism in India.
Rao Mrinalini A. and Berry Ruchi, (2013), studied the
Globalization and the identity remix among urban adolescents in
India, the study examines adolescent’s perceptions of cultural change
and identity development during an age of Globalization in India.
Analysis of data from 1497 Indian urban middle class of age 12-15
years old (46% girls) revealed that these youth were aware of changes
in their daily lives due to globalization and evaluated such changes in
a pragmatic light of losses, gains and a need for adaptation.
Furthermore results showed adolescents remained strongly identified
with traditional Indian collectivist belief, values and practices but also
identified and participated in individualistic “minority world” beliefs,
values and practices as well. Finding revealed that a blending of
traditional and minority world identity elements was a common
23
response to globalization among urban middle class adolescents in
India today.
Pande Sunandini, (2007), studied the role of Global TV and local
realities; Constructing narratives of the self, the study examines the
role of global TV in the lives of young urban Indian women and
explores their interpretation and perception of the show given the
differences in location and context of the show vis-a-vis the local
realities of its reception. By highlighting the ambiguities that currently
exists in the lives of these young women, there is an attempt to use the
show as a platform to delve into their everyday dilemmas and
negotiations. The research explores how a show like friends can be
seen as a ‘symbolic resource’ enabling its viewers to construct their
own imagined selves and imagined world. By conceptualizing viewers
as an active audience, the research try to understand cross cultural
viewership of Friends – the areas of convergence and discrepancy and
how Indian women can translate to show to fit into everyday settings
and how these young women balance between new possibilities and
old realities and negotiate their sense of self.
The research highlights how local audiences integrates global media
into the rhythms of their everyday life and find meaning by
negotiating meanings around the text and through a sense of distance
24
from the show which allows a process of selective reality, watching a
show like friends is a way to come closer to the imagined global youth
culture and offers ‘safe recklessness’, which allows participation in
the anticipated experience of modernity without leaving the
boundaries of your home. Global TV provides a space for imagination
and for the construction and redefinition of selves and aspirations,
which are sometimes questioned and resisted but which are
transformed into symbolic resources to make meaningful worlds and
identities. Given the constraints of local realities, it is the re definition
and re casting of the show with in permissible boundaries that ensures
that it continues to be relevant to the lives of the viewers.
Sachdev Ruchi, (2008), studied the impact of social networking sites
on the youth of India, this study is focused to find out the answer
whether the social networking sites are boon or bane for today’s
society. No doubt these SNS provides personal space, personal
growth, employment, marketing, sharing of information but the most
prevalent danger through often involves online predators or
individuals. These SNS have great impact on youth of India. One can
easily see the entry gate of these social networking sites but it is
unable to find exit for these SNS. One side these sites provide the
facility to communicate with our dear ones on the other side it creates
25
platform for many cyber crimes. Everyone should be understood that
the SNS is a ‘child of computing by computing’ but for the society. So
the study focussed on the fact how SNS are implementing and used in
an effective manner that is also beneficial for Indian Society and what
are the role of Indian youth. This study focused on the positive as well
as negative impact of these social networking sites on the Indian youth
and what are the ethical responsibilities of the user of these sites.
Kuppuswami Sunitha, (2010), studied the impact of Social
networking website on the education of youth, the study focused on
Social networking websites like Orkut, Facebook, Myspace and
Youtube etc. are becoming more and more popular and has become
part of daily life of many peoples. Because of their features, young
people are attracted to social networking sites. In this research paper,
author explores the impact of the social networking sites on the
education of youth. The study shows that these social networking
websites distracts students from their studies but it can be useful for
education based on sound pedagogical principles and proper
supervision by the teacher. Moreover, the study concludes that social
networking websites have both positive as well as negative impact on
the education of youth depending on one’s internet to use it in a
positive manner for his or her education.
26
Turner Elen, (2012), studied the Gender anxiety and contemporary
Indian popular fiction. The study discusses the two examples of Indian
Popular Literature, which reflect contemporary Indian middle class
anxieties surrounding globalization and social change. The recent
proliferation of foreign business process outsourcing companies in
India has changed the financial and Life style opportunities available
to young urban Indians. While sociological and ethnographic studies
have found that workers embrace what they perceive to be westernized
life styles and the novel under discussion present a more nuance
picture. Chetan Bhagat’s novel “one night @ call centre” and Shruti
Saxena’s “Stilettos in the Boardroom” demonstrate the young workers
embrace and enjoyed the freedom accorded them by working in
outsourced companies. The text also shows that a tension exists
between individualism and traditional social and familial practices.
Nath Anita, (2008), studied HIV/AIDS and Indian Youth, the main
objective of this study is to provide a comprehensive overview on
HIV/AIDS among Indian youth and explore the possible strategies
that could be effective in combating the spread of the disease. Youth
in India (who comprises a quarter of the population but account for
almost one third of the HIV/AIDS Burden) are reported to be more
infected with this epidemic. Although the majority of youth are well
27
aware of the disease, a number of myths and misconception still
prevails. Even though Condom awareness is fairly high, Condom
usage is low. Further, more or as a consequence a higher number of
young males report engaging in premarital sexual activity compared
with females. The finding show that Indian youth appears to hold
negative attitudes towards HIV testing and people infected with
HIV/AIDS. Although a number of preventive and control programs
and policies exist, these needs further strengthening and evaluation.
Dr. Nagla B K, (2009), studied globalization and its impact on Indian
society, the study examines historical perspective of globalization,
notions or concepts of globalization and localization and how this can
be conceptualized as well as its relationship between global and local
and finally it examines the implications of looking at the impact of
globalization on Indian culture.
Globalization is a fascinating term these days as modernization,
development and change have been for the last century. To think of
the world as global village was once a day dreamer’s delight. Not any
more instead the end of 20th century will be remembered for bringing
the dream of globalization into reality. On the other side, several
outcomes of this transformation are within the reach of a large number
of human beings. Fax machines and internet facility are its example
28
else who could have thought of its widespread availability in India
three decades ago. The finding shows that globalization as trend
would create its impact on each area of human activity. On the other
side,
the
process
of
globalization
has
generated
universal
disenchantment. Those applaud its arrival are fewer. Disenchantment
prevails not only in the developing world but also in the developed
world. It needs to be analysed as to what lies at the root of such
disenchantment.
Jain Parul and Hazen Michael, (2007), studied TV viewing and its
relationship to changing values in Indian youth, the study attempted to
gauge how media influences values, beliefs and attitudes of youth in
urban India. The Media in India has changed drastically in the last
decade. Also evident is the transformation in life style and value belief
system. The finding shows that this study tried to establish the co
relation between the change in Media and the altering attitudes
through the use of survey research. For this purpose web based survey
questionnaire administered to people in different age groups residing
in India. Mall intercept sampling technique was also used to collect
the data. Overall 75 responses were received. Relationship between
variables such as active viewing, reviewing duration and values were
explored in the cause of the study.
29
Mishra S K, (2006), studied Socio-Economic dimensions of
globalization in India, the study shows the effects of globalization on
the Indian economy in the post globalization years, which are clearly
visible in the foreign sector, foreign exchange reserves, international
trades, inflow of foreign capital etc. however structural changes in the
domestic economy are not significant. The source wise structure of
saving and capital formation has changed but trends in the
macroeconomic indicators such as national income are more or less
traditional. The finding shows, that although economic in core,
globalization has pervasive effects on the society. It has its impact on
the social structure, values, social institutions and attitudes. India is a
multilingual, multi-ethnic and multicultural society. Globalization has
impacted noticeably on cultural identity and social harmony among
various social groups. The Indian social structure is basically
pluralistic, replete with a multitude of enclaves of several hypes and
strata. There are enclaves making rural-urban, men-women, castedalits, organised and unorganised, formal-informal and so on.
Globalization has led to an increase in disparities among these
enclaves.
Vamsee Juluri, (2002), studied Music Television and the invention of
youth culture in India, the study shows that MTV is often associated
30
with concerns about global cultural homogenization and the spread of
rebellion youth culture. However the political economy of satellite TV
in post liberalization India has ensured the construction of a music
Television audience that is neither antinational nor anti elder. On the
basis of reception study of Music television in India, this article argues
that audiences construct a sense of generational, national and global
identity in a manner that calls for a deeper understanding of cultural
imperialism and audience reception. The findings of this study suggest
that although the emerging youth culture in India does not seem
confrontational in generational or national terms, it is not so much a
case of audience as that of co-operation by global hegemonic forces.
Lauren Morius, (2010), studied the Cultural Globalization and
challenges to traditional communication theories, the study aims at
existing traditional media theories and analyses the challenges that the
current developments of globalization presents to them. The study
provides the short history of the concept of globalization and reviews
the primary theoretical approaches to globalization that are critical to
communication scholars. The study also examines how globalization
challenges the way in which media and communication have
traditionally been theorised. Specifically the cultural imperialism
theory is discussed as well as the main challenges to the theory.
31
Audience reception studies, which focus on how audience negotiate
meaning differently in specific cultural content, are highlighted as the
key critique of cultural imperialism.
Gard Jittery, (2001), studied Youth Culture, Media and Globalization
processes, the study shows that globalization has been advantageous
of Greenland, in that it has broken the country’s isolation. The
disadvantages describe as a result of modernization and globalization
process, such as annihilation of local cultures, giving rise to further
stratification problems or causing frustrations as individuals wants the
thing they cannot achieve, are discussed in the book in relation to
Thomas Ziehe’s levels of modernizations penetration into society
culture and the individual. The analysis is based on empirical data
from quantitative and qualitative research among 12-19 years old
youth of Greenland between 1997 and 2001. The result shows that
local culture is not at all in danger of annihilation. Socio economic
differences exist and are unfortunately entangled in ethnic and Centre
periphery factors. The young people’s leisure habits reveal an urge for
a global lifestyle but its limited availability does not seem to lead to a
sense of being left behind a deprived local in a global world.
Richards Melanie Burleson, (2010), studied the Mass Media
relationship with Adolescents values and behaviours; a theory of
32
mediated valueflection, Mass Media has long been thought to have a
detrimental effect on an adolescent’s values and behaviours. Many
social ill including violence, misogyny and negative health behaviour
as well as egoistic cultural values have been attributed to mass media
influences. Yet the media is not all powerful, nor all its powers unable
to be combated. This study analyzes the educational longitudinal study
data from 2002 to 2006 to determine the real effects. Mass media has
no adolescent in comparison to other influences. The findings show
that not all media is equal in influences. TV and video games have
different relationships with a teenager’s value and behaviours in
comparison to internet use. Additionally, the findings show that when
parents are involved with their children as significant, other’s they do
not negate but can typically counter act many negative effects of
media.
Millar wood C John, (2008), Case study of Uganda, studied the
impact of Globalization on education reform, this case study examines
the impact of globalization on education policies, structure and
practice in Uganda during a 20 year period from 1987-2007. Post
primary education is the principal focus of this research as it is critical
to preparing young people to participate in the global economy.
However, given post primary’s pivotal position between primary and
33
tertiary education, it has to be viewed in the context of the longer
educational continuum. The desertion explores an array of issues
related to globalization and education. These includes stake holders
perception and understandings of globalization, the modalities of
transmitting reform ideas and policies around the world, the specific
educational reforms in Uganda at the sector and sub sector levels. It
also explores the impact of these educational reforms (a) a
beneficiaries in terms of access, equity, relevance and quality on
Uganda (b) In terms of positioning the country to respond to the
opportunities and challenges of globalization.
The study concluded that globalization has had an impact on
educations reform in Uganda in several ways. The reforms themselves
have yielded some positive benefits for the beneficiaries but much
remains to be done to ensure the expansion of excess and equity as
well the improvements in the relevance and quality of education.
Uganda’s experience in implementing these reforms has some lessons
for other countries considering similar change in education policy and
practice.
Obidoa, Chinekwu Azuka, (2010), studied the impact of Social
change on Adolescent sexual behaviour in Nigeria, the study examines
the impact of social change on adolescent sexual behaviour in Nigeria.
34
The study focuses on exploring how socio-cultural factors, particularly
global popular youth culture and socio economic process initiated by
globalization, affect the sexual behaviour of young people in Nigeria
utilizing the socio ecological model and anchored on theoretical
approaches in anthropology, sociology and social psychology. The
study employed a mix methods approach to address the impact of
globalization on adolescent HIV/AIDS risk. Data was collected using
a seven step process which included key informant interviews,
participant observation, media monitoring and consensus modelling,
in depth interviews, group interview and a survey instrument.
Analyses involved qualitative and quantitative approaches and results
reveals that a high proportion of young people engage in risky sexual
behaviour, young people are making their debut at a very young age
with the majority of those( i.e. 72%) are sexual active having their
sexual debut before age of 15 years. Most (77.3%) have never used
condom, 37.7% have had at least two or more sexual partners and
17% reported that their first sexual debut was transactional involving
the exchange of money, gifts or favour. Analyses further shows that
exposure and orientation to popular culture are significantly associated
with risky sexual behaviours among youth. Finding from the study
provides information on how broader social forces such as economic
35
and cultural globalization play a demanding role in youth sexual risk.
Colley, Ann and Maltby, John, (2008), studied the Impact of
Internet on our lives: Male and Female Personal behaviour, this study
analyses the impact of Internet on Men’s and Women’s lives. The
response of 200 odd Men and women have been analysed and
examined for gender differences ,if any, based on their answer on the
topic “HAS THE INTERNET CHANGED YOUR LIFE?” invited by
a newly launched Website.
The findings shows that more women’s posting has mentioned that by
the use of Internet they made new friends, met their partners, renewing
old friendship, accessing information and advice, studying online,
doing online shopping, booking tour & travels online whereas Men’s
postings has mentioned that internet was useful to shape their carrier,
for positive sociological effects vis. a vis. the negative aspect of the
Technology. The results are interpreted as supporting the view that the
Internet represents an extension of border, having critical social role
and the interests of individuals in online (virtual) world.
Thulin, Era and Rilhelmson, Bertile, (2007), Goteborg (Sweden),
study on Youth, the mobile phones and changes in every day, the
study aims that how young people’s everyday pattern of social
communication is affected by the inflated use of mobile phones and
36
the three areas of potential implications i.e. (i) Contact pattern and
face to face interactions (ii) Other forms of spatial mobility (iii)
Individual Planning and use of Time.
Empirically, the author focus on change and the reply of Two Wave
Panel Study of 40 young persons living in Goteborg (Sweden).the
result shows that young people’s total interactions with their social
environment increased as mobile promotes a flexible lifestyles with
instant change and constant updates. Threshold regarding space and
time for communication is reduced and a more impulsive practice of
decision making involved and people became more careless about
time. With the reduction in the constraints of time & space, the instant
access through the mobile phone became difficult to refuse and
perceived dependency on mobile has been significantly increased.
Daniela & Andreani Grace, (2003), studied Globalization, family
structure and declining fertility in the developing world, the study
aims at the striking changes which are occurring in family structure in
the developing world and fertility is falling due to a weakening of
traditional family control and declining values given to procreation. A
model of marriage focussed on marriage of economical transaction
helps to explain these diverse trends. The finding reveals a serious
threat to young women in such transitional societies. The declining
37
value of their procreative power puts women at the mercy of
impersonal market driven economic forces with which they are ill
equipped to deal.
Turner Bryans, (2003), studied Cultural and cross cultural
perspective on parent - youth relations, an initial objective of this
study is to describe what is meant by a cultural and cross cultural
perspective on parent youth relationship. Subsequently the nature of
and connections between the concept “socialization” and “Culture” are
explored as they apply to parent youth relations. The finding shows
the benefits of a cultural and cross cultural perspectives which are
examined with particular attention devoted to diminishing ethno
centric view point and building more comprehensive theories of parent
youth socialization.
Breinek, Povel, (2007), studied Processes of Globalization in the
world economy, the main objectives of this article is to provide a
survey of basic facts about processes of globalization. It defines the
globalization as the International economic integration through
particular markets and globalization is largely a continual and
objective process that began in the middle of Nineteenth century. The
three main factors determining globalization are Technology,
Liberalization and the desire of people to participate in globalization.
38
Study reveals that within Globalization the two processes can be seen.
First on is centralization to Con-centralization of products and capital
and another one is a process of Trans-nationalization. Finding shows
that results of such tendencies are the creation and action of Transnational corporations and these firms are major entities forming
present globalization. In this context it is quite necessary to give
certain attention to the role of state in current world.
Hamad Al Duaji & Imad M Al-Salameh, (2007), studied the effect
of Globalization on values, this study aims to investigate the effect of
globalization on values from the point of view of the University of
Jordan & Kuwait University‘s students. For this purpose 2ooo
students were chosen. A sale consisting of 301 items were prepared
for this purpose. Out of these 19 items measure the effect of
globalization on cultural values and 11 items measure the effect of
globalization on religious values. Results of the study may be
summarized as follows:(1)
The values that are most affected by globalization in view of
students of both universities were investment, education,
planning for the future, competition, friendship belonging to the
vocational foundation doing good work, friend between both
sexes, bearing responsibility to honesty. The students also
39
believe that globalization establishes these values and decreases
the values of relative relevance, kinship, tolerance.
(2)
There are statically significant effect of globalization on values
in both the university variable and the sex variable.
(3)
There is statically significant effect of globalization on religious
values in each of these variables.
(4)
There was a statically significant effect of globalization on
cultural values in the university variables.
Lisa Lee, (2005), studied young people and the Internet-From theory
to practice, this study explores critical factors involved in the
interaction of society and technology by considering processes and
outcomes of internet, use and practice by teenagers and drawing on
empirical work in Four Brighton school (U. K.) with distinctive social,
cultural and economic characteristics. A model of analysis is
developed in which key structural and personal situation reveals the
complexity in the co constructions of users and technology on a base
level. An important of this aspect of complexity emerges from young
people’s changing social and institutional contexts of use, social
biographic and life trajectories. On another level, reflections are made
on the impersonal nature of such patterns or discussions because of
40
wider technological, cultural and social changes and developments.
Much emphasis is placed on the limitations of particular units of
analysis in the study of young people and calling for methodical
approaches that allows greater flexibility in the research of fluid and
complex phenomenon.
Vieira Mauro & Silva Ana, (2002), studied Sexuality and gender
differences among university Youth, the study examines various
aspects among young people in this regard. 42 men and 36 women
answered the questionnaire. The results shows that (1) the first sexual
intercourse in general, occurred earlier to men that women. (2) Only
14.3 % of women assessed positively the experience in relation to
orgasm during the first sexual intercourse, while among men this
value was considerably higher about 85 %. (3) The majority of women
(63 %) reported to have had only partner during their sexual life, 85 %
of men reported to have had sexual involvement with two or more
women until this study. Findings shows that among the young people
who participate in this research, there are gender differences in the
perceptions about what they may have the role and that of their
parents had throughout their childhood and their characteristic of the
initiation of their sexual activity to other aspects of sexuality.
Rygaad,
Jette,
(2003),
studied
41
Youth
culture,
Media
and
Globalization on process in Greenland, Globalization has been
advantages for Greenland, it has broken the country in isolation. The
author discusses the disadvantages as result of modernization and
globalization processes such as the annihilation of local cultures,
giving rise to further stratification problems or causing frustrations
among individuals long for the thing they cannot achieved, are
discussed in this article. The findings show that analysis is based on
empirical data from quantitative and qualitative research among 12 to
19 years old youth in Greenland in 2001. As we see that cultures are
not at all in danger of annihilations. Socio-economic differences exist
and are unfortunately entangled in ethnic and centre periphery factors.
The young people’s leisure habits reveal an urge for a global life style,
but its limited availability does not seem to lead to a sense of being
left behind as deprived locals in global world.
Jeo Grixti, (2006), studied Youth, Global media and indigenous
culture in Malta, the study aims at the impact of global commercial
media on young people’s developing perceptions on their own cultural
identity. It works on the premise that local cultures are not so much
getting replaced by global culture as inflecting it by coexisting with it.
The discussion draws on data collected in the course of focus group
interviews with young adults living in the Mediterranean island of
42
Malta, in order to stress the specificity with young people from
different cultural contexts consume global media. The findings shows
in context to post-colonial communities, though the choices available
to Maltese youth have become strongly infected by the commercial
imperatives of global media, the way in which they are appropriated
and played out to retain very idiosyncratic characteristic.
Smart Josephine, (2004), studied Globalization and Modernity- a
case study of cognac consumption in Hong-Kong, the study aims at
the special section on “Commodities, Capitalism and Globalization”.
The study highlights critical differences between the standard
Globalization approach and the developed within Global systematic
anthropology. It is contended the media based discourse of cultural
globalization has none of the benefits for the global systematic
analysis, which consider transnational connections as products of the
changing structure of transnational relation in which they are
embedded. The article in this section avoid concretizing the global by
emphasizing that “The global is a property of inter locality rather than
an autonomous level of reality”. They show how commodities
transform the lives of social project of people who did not fashion
themselves. This kind of articulation is discussed in relation to
hybridity and the notion of cultural continuity. The findings show that
43
this study is important contribution to the crucial need for a more
critical attitude towards the contemporary constitution of social
reality.
Sen Sunanela, (2007), has written a book on Globalization and
development, the primary aims of the book is to examine the touted
benefits of globalization which reached to the masses beyond. The
author asserts that Globalization has failed to do so and further go on
to scrutinise the underlying reasons. The study attempts to highlight
the contours of the present order of Globalization and development.
The book poses a serious question regarding the sustainability of such
skewed global order. Unrest all over the world from China to Haiti
and also the fast spread of counter globalization movements within
our country are the indicators of the answer. Though at time ones get
the feeling that certain involved issues have been dealt too briefly on a
whole. It is a good introductory text to provide a brief overview on
globalization.
Rohweder Die Jan, (2006), studied Globalization and its critics, The
study shows that while globalization and its economic, political and
cultural characteristic have stood in the centre of social scientific
analysis for a long time, one can observe lately that critics of
globalization have expanded their interests into the scientific fields.
44
Sixteen reports were given at the 2006 confluence of the Germen
society for sociology in Dortmund. At the outset it was discussed that
the concept of globalization and its effects swings between euphoria
and criticism and social and political consequences were discussed
with controversy. One of the biggest controversies deals with the
question of globalization for nation and state organized societies.
Another report points towards understanding the daily undertakings of
globalization. Another report gives the insight on the question of
whether the globalization is an Anglo-American concept? The
findings show how much globalization really exists. Finally, there are
there are those who go to extremes to protest globalization. They are
the “tute bianche”(White overalls) who protests at the G8 summit in
Geneva. In general, light was shed on some actual field of
globalization and its critics. The discourse posed some new questions
and thus expanding a very complex subject.
Schneider Werner, (2003), studied the changing nature of youth in
Germany; the study shows that in the second half of the 20 th century,
the youth became individualized and dynamic. Therefore the study
aims to describe the changes in the nature of youth taking place in
Germany as a process ranging from the emergence of great political
personalities in this generation to a plethora of youth sub cultures and
45
their splitting up into open scenes. The findings shows that the author
tries to analyses how the concepts and key notions characterizing the
development affected the debates in youth research. In its relation to
social change which perception of youth do they contain? What are
the consequences of this debate on the changing nature of youth in so
far as it relates to the conceptual orientation of youth sociology or
youth research?
Linda McDowell, (2004), studied global change, local lives, youth
and societies, the study shows that Neo-liberal economic and social
changes are radically transforming young people’s experiences and
early adulthood in many part of the world. Young people face a
greater range of uncertainties than perhaps in any previous era. This
introduction sets out some of the key themes within recent social
sciences research on young people as well as illustrating the
contribution to these debates on the articles included in the special
issue. The finding shows that value of inter disciplinary and cross
disciplinary works that analyses young people’s transitions from the
perspective of both the first world and third world are highlighted
here. Particular emphasis is placed in this introduction on the need to
foreground an understanding of social inequalities and the discourses
and the spaces through which inequalities are reproduced, contested
46
and transformed.
Larson, Reed W, (2002), studied Globalization, Societal change and
New Technologies and its meaning for the future of adolescence, the
study aims at the objective of identifying emerging problems and
opportunities in adolescent preparation for adulthood. The study
provides an overview of some of the macro changes that are shaping
the societies in which adolescents of the future will live. The macro
changes considered include demographic trends, globalization trends
in government and changes in technology. Finding shows that how
these and other changes are altering adolescent transition to adult
world, preparation for adult inter personal lives, civic and community
engagement , health and wellbeing. The final article focuses on social
policy and is followed by a conclusion with the main points and trends
in the volume.
Negrete Perze, (2000), studied unity and diversity in global culture,
the study refers to the impact of globalization on culture and analyses
the interaction between global and local sphere. Since this dynamic, as
well as differentiation and integration of tendencies that coexist
complement and confront each. The finding shows that consistent
elements of global culture are not new, but that the technology
revolution has made it possible for these to reach more places.
47
However, global culture does not imply homogeneity. A cultural
aspect is global if it is able to harmonize global and local sphere.
Finally, it emphasizes the respect for individual values in order to
make successful universal ones.
Maria Elena and Diaz Figuera, (2006), studied Cultural policies for
the development of a global context, the study shows the distinction
between economic and technological globalization and cultural
globalization is relevant to shoe the configuration of the identities and
its insertion in global, national and local spaces. In addition to this
finding shows that the process of globalization that generate exclusion
and inequality and that are different but never from the dynamics of
culture that had open the need to generate human development
projects democratic and accessible in the space of cultural politics.
Blossfeld, Peter Hans, (2006), studied globalization, growing
insecurities and the changing opportunities of the young generation in
modern societies, this study shows the effects of globalization on life
causes in modern societies and the reports selected results of the
‘GLOBALIFE PROJECT’. Globalization (which includes the
internationalization of markets, accelerated speed of networks and
knowledge via new technologies and the increasing dependence on
random shocks) has produced a fundamental shift in behaviour across
48
the life course, as individuals cope with increasing uncertainty about
the future. The finding shows how these transformations are filtered
by different domestic institutions in various countries and social
groups due to nation based institutional differences. In particular
young people’s labour market situation has been deteriorating young
people reaction, when marketing pivotal life course decisions such as
partnership formation and fertility decisions.
Antonico Fermano da costa, (2002), studied urban cultural identities
in a time of globalization, the study aims to examine and discuss
critically a contemporary paradox, as the current globalization process
intensifies, the manifestation of cultural identities instead of
disappearing trends to be multiplied. The theme is still controversial in
the social sciences concerning the facts observed and the interpretation
of meaning. The finding tries to contribute for the analysis departing
from processes, with in the current urban environment or related
themes, with the support of the discussed cases. The article presents
same systematic theoretical proposals concerning different modalities
of constitution and enunciation of urban cultural identities in the
globalization context and more generally, concerning the social
dynamics of cultural identity.
-------:0:------49
Chapter 3
RESEARCH DESIGN AND METHODOLOGY
Research and experimental development is formal work undertaken
systematically to increase the stock of knowledge, including
knowledge of humanity, culture and society, and the use of this stock
of knowledge to devise new applications. It is used to establish or
confirm facts, reaffirm the results of previous work, solve new or
existing problems, support theorems, or develop new theories. Thus
Research is a careful and exhaustive investigation of phenomenon
with an objective of advancing knowledge. According to Theodorson
and Theodorson (1969:3.47) “It is a systematic and objective attempt
to study a problem for the purpose of deriving general principles”.
Roberts Burns (2000:3) describes it as a systematic investigation to
find solutions to a problem.
Objectives of the study:General objectives of this study is to elucidate the wide spread crises
in contemporary Indian society and culture consequent upon
globalization and its various underlying processes and to highlight the
cause of this crises. The specific objectives of the study are as
follows:50
1. To highlight the concept of globalization and to trace the history
and dimensions of the process of globalization.
2. To clarify the process of globalization and global youth culture.
3. To comprehend the impact of globalization on contemporary
Indian society and culture particularly the youth culture and
analyse the socio-cultural change initiated by this impact.
4. To analyse the present challenges of globalization for society and
culture in India and also its future prospects.
5. To offer suggestions to save the contemporary Indian society and
culture from negative and detrimental effects of globalization.
Hypothesis:A research study leads to development of hypothesis that helps to
identify certain areas in which the research will proceed. A hypothesis
refers to a conjectural statement of the relationship between two or
more variables. A hypothesis can be raised to be declarative
statements.
The main cardinal hypothesis of the present research is as follows:1. Globalization is like a myth to Indian youth, neither they
understand nor they look it in proper sense.
2. The impact of globalization on Indian youth is also not been
assessed properly.
51
University of Lucknow
52
3. The challenges brought about by globalization for Indian society
and its future assessment has so many delusions.
4. Indian society has not prepared itself to save from negative impacts
of globalization on it.
Research Area:The present study has been conducted at the University of Lucknow.
Lucknow University was established in 1921 and was one of the
oldest state universities in U.P. The University of Lucknow grew out
of the prestigious Canning College, Lucknow, founded in 1867
by Raja Dakshinaranjan Mukherjee and also grew out of King
George's Medical College and the Isabella Thoburn College. Lucknow
University was set up as a result of the far-reaching recommendations
of the Sadler Commission which had been set up in 1917 to just
investigate the “conditions and prospects of the University of
Calcutta". The idea of starting the university at Lucknow was first
mooted by the Hon’ble Raja Sir Mohammed Ali Mohammed Khan,
Khan Bahadur, K.C.I.E of Mahmudabad, who contributed an article to
the columns of “The Pioneer” urging the foundation of the university
at Lucknow. A little later his honour Sir Harcourt-Butler was
appointed Lieutenant Governor of the United Province and his wellknown interest in all matters under his jurisdiction in matters
53
especially in matters of educational development, gave fresh life and
vigour to the proposal.
The court of the university was constituted in March, 1921 and the
first meeting of the court was held on the 21 st March 1921, at which
his Excellency and the Chancellor presided. The other university
authorities such as the executive council, the academic council and
faculties came into existence in August and September 1921. Other
committees and boards, both statutory and otherwise, were constituted
in course of time.
On 17th July, 1921, the university undertook teaching, both formal and
informal. Teaching in the faculties of Arts, Science, Commerce and
Law was done in the Canning College and teaching in the Faculty of
Medicine in the king George’s Medical College and Hospital. The
Canning College was handed over to the university on the 1 st July,
1921. Although previous to this date the building, equipment, staff etc.
belonging to the Canning College has been ungrudgingly placed at the
disposal of the university for the purpose of teaching and residence.
The King George’s Hospital was transferred by the Government to the
university on the 1st March, 1921.
This was a rich inheritance for the new born university in 1920, both
54
materially and intellectually. Presently, Lucknow University is one of
the biggest universities in North India having a residential status with
seven teaching faculties and 97 affiliated colleges with about 1.25 lakh
students on roll. The university came under the purview of UP state
Universities Act. It now offer higher education and research almost in
all branches of science, humanities, social sciences, commerce,
management, law, education, journalism, fine arts and Ayurveda etc.
Only in Lucknow University there are 30,000 students and 500
teaching staff working presently. The present research has both
theoretical and empirical dimensions. For theoretical dimensions the
literature available in the form of books and journals are consulted.
For empirical data 300 students are drawn from Lucknow University.
Sampling:In statistics and survey methodology, Sampling is concerned with the
selection of a subset of individuals from within a statistical
population to estimate characteristics of the whole population. When
the part of the universe taken as the representative of the whole, the
study is called sampling study. According to Manheim (1977:270) “A
sample is a part of the population which is studied in order to make
inferences about the whole population”.
55
The Lucknow University has been treated as a universe for the
investigation. There are 30,000 students studying in University of
Lucknow, out of which the researcher by using the disproportionate
stratified random sampling method has selected 300 students for the
study. The two variables on the basis of which the sample of 300
students is to be stratified are (i) Faculty, i.e. whether the students
belong to Arts, Science or Commerce; (ii) Sex i.e. whether the student
is male or female. There are 9253 students in Bachelor of Arts, 2424
students in Bachelor of Science and 3913 in Bachelor of Commerce
are studying in University of Lucknow. Thus the researcher by using
disproportionate stratified random sampling method has selected 300
students from these three different faculties i.e. 100 students from
each faculty has been taken as sample to conduct the research. Out of
these 100 students from each faculty there are 50 each of Male and
Female students.
Data Collection:
An interview schedule has been constructed for the collection of data.
The schedule consisting 52 questions were prepared. In order to test
the applicability and practicability of the questions, a pilot survey was
proposed. After surveying in few students and having informal
meeting with them an interview schedule was applied with them and
56
their responses were recorded. The interview schedule included both
type of questions that is open and close end. For pilot survey finally
20 students were contacted. Reviewing the data recorded, it became
clear to the researcher that few of the questions were not very relevant
to the respondents as well as for the study. Further it was also
observed that there was some scope left for enquiry which could be a
vital importance for the study but at first it did not occur to the
investigator.
Consequently, some of the questions were modified, restructured and
after that, some new questions were also constructed and included in
the series. When interview schedule was finalised, the final interviews
were recorded. However the investigator tried their level best to
establish a rapport with respondents. Average time consumed for one
interview was between half an hour to one hour. After completing the
data collection all the coded data have been transferred to the master
sheet. The tabulation and the analysis work have been done by
calculating statistical measures.
General Profile of Students:The general profile of the students mainly include their sex, age, caste,
marital status, education, type of the family, type of residence.
57
Figure-3.1
Faculty wise Students
100
100
100
Arts Students
Commerce Students
58
Science Students
Table-3.1
Faculty wise Students
S.No. Faculty
Male
students
Female
students
Total
students
1.
Arts (B.A.)
50
50
100
2.
Science (B.Sc.)
50
50
100
3.
Commerce
(B.Com.)
50
50
100
4.
Total
150
150
300
From the above table it may be observed that the students sample
consists of 300 graduation students, these three hundred students are
from three different faculties i.e. Arte, Science and Commerce.
Hundred students from each faculty have been interviewed out of
them fifty girls and fifty boys. The age group of these respondents can
be seen from the table below.
Table-3.2
Age group of Students
Sl.
No.
Age group
Male
of students students
% of
Female
% of
Total
% of
Male students Female students Total
students
students
students
1.
18-19 yrs.
65
43.3%
83
55.3%
148
49.3%
2.
20-21 yrs.
36
24.0%
38
25.3%
74
24.7%
3.
22 yrs. And
above
49
32.7%
29
19.3%
78
26.0%
4.
Total
150
100%
150
100%
300
100%
From the above Table 3.2, it is observed that age group was divided in
three groups. First group consist of students having age of 18-19
59
Figure 3.2 (Table 3.3)
Castewise distribution of Students
300
250
200
150
100
50
0
Caste wise Total Students
Caste wise Male Students
SC/ST
OBC
General
60
Caste wise Female
Students
years; second group consist of students having age of 20-21 years and
the third group consist of students having age 22 years and above. The
observation shows that 49.3 % students were in the age group of 18-19
years, 24.7 % students were in the age group of 20-21 years and 49.37
% students were in the age group of 18-19 years and 26% students
were in the age group of 22 and above years. Maximum Number of
students was in the age group of 18-19 years.
Table-3.3
Castewise distribution of Students
Sl.
No.
Caste of
students
No. of
% of
No. of
% of
Total
% of
Male
Male
Female Female
No. of
Total
students students students students students students
1.
SC/ST
24
16.0%
07
4.7%
31
10.3%
2.
OBC
19
12.7%
21
14.0%
40
13.3%
3.
General
107
71.3%
122
81.3%
229
76.3%
4.
Total
150
100%
150
100%
300
100%
From the above Table 3.3, it is observed that out of 300 students there
were 150 boys and 150 girls. Caste wise they were divided into three
group viz. SC/ST (Schedule caste/ Schedule Tribe), OBC (Other
Backward Class) and General. The observation shows that 76.3%
students were from General Category; 13.3% students were from OBC
and 10.3% students were from SC/ST Category. Maximum Number
of students was in the General category.
61
Table-3.4
Marital Status of Students
Sl.
No.
Marital
status of
students
No. of
% of
No. of
% of
Total
% of
Male
Male
Female Female No. of
Total
students students students students students students
1.
Married
Students
18
12.0%
04
2.6%
22
7.3%
2.
Unmarried
students
132
88.0%
146
97.4%
278
92.7%
3.
Total
150
100%
150
100%
300
100%
From the above Table 3.4 it has been seen that out of three hundred
students, there were one hundred fifty boys and one hundred fifty
girls. According to marital status they were divided into two groups
i.e. Married and unmarried. Observation shows that 7.3% students
were married and 92.7% were unmarried. 12% boys and 2.6% girls
were married and 88.0% boys and 97.4% girls were unmarried. It can
be seen from table that 92.7% students were unmarried.
Table-3.5
Students Family Type
Sl.
No.
Family
Type
No. of %
of No. of %
of Total
%
of
Male
Male
Female Female No. of Total
students students students students students students
1.
Joint
Family
52
34.7%
38
25.3%
90
30.0%
2.
Nucleus
family
98
65.3%
112
74.7%
210
70.0%
3.
Total
150
100%
150
100%
300
100%
Table 3.5 shows that out of three hundred students, there were one
hundred fifty boys and one hundred fifty girls. The observation
62
Figure-3.3 (Table 3.6)
Residential Status of the Students
250
200
150
100
50
0
Residential Status of Total
Students
Residential Status of Male
Students
Rural
Urban
63
Residential Status of Female
Students
indicates that according to the Type of family 30% students were from
joint family and 70% students from Nuclear family. It may also be
seen that 34.7% boys and 25.3% girls belongs to Joint family and
65.3% boys and 74.7% girls belongs to Nuclear family. It is evident
that total 70% students come from Nuclear family.
Table-3.6
Residential Status of the Students
Sl. Residential
No. of
% of
No. of
% of
Total
% of
No. status
of Male
Male
Female Female No. of
Total
students
students students students students students students
1.
Rural
61
40.7%
45
30.0%
106
35.3%
2.
Urban
89
59.3%
105
70.0%
194
64.7%
3.
Total
150
100%
150
100%
300
100%
It is observed from Table 3.6 that out of three hundred students, there
were one hundred fifty boys and one hundred fifty girls. The
observation shows that according to the residential status 35.3%
students were from rural areas and 64.7% students from urban areas.
40.7% boys and 30.0% girls belongs to Rural areas and 59.3% boys
and 70.0% girls belongs to Urban areas. It was observed that
maximum number of students i.e. 64.7% students belongs to urban
areas.
64
Analysis of Data:-.
For the purpose of qualitative analysis, the answers, as given by
students on our interview schedule (attached as appendix), were
analysed by the researcher. Marshall and Rossman (1999)
recommend that the main technique for data analysis involves
“reading, reading, and reading once more through the data, [which]
forces the researcher to become familiar with those data in intimate
ways”. Therefore, after re-reading the interviews several times, the
emergent concepts and themes that correspond to the research
questions used in the study were spotted and noted down. Then the
specific examples of evidence supporting these concepts and themes
were added to the main analysis. The identified themes were
organized according to the theoretical perspective and the research
questions investigated in this study.
For the qualitative analysis, the data collected from survey were
quantitatively analyzed and interpreted using with the help of MSOffice tools. Overall, the main aim of the selected methods and data
analysis was to examine the youth culture in era of Globalization in
perspective of cultural changes in Indian society through the proposed
theoretical framework and research questions. The results of the
qualitative and quantitative analysis are presented in the following
chapters.
-------:0:------65
Chapter 4
IMPACT OF GLOBALIZATION ON EDUCATION
Education is undergoing a constant change under the effect of
globalization due to rapid development in the field of communication
and technology. Through this development changes have taken place
in learning system leading to the emergence of innovative ideas, new
values and new techniques across the world. Advancement in the field
of ICT has brought about a significant change in the role of students,
parents and teacher, thus producing a shift in society from
industrialization to information based society and it has affected the
culture and brought about cultural harmonization. Now, education has
become invaluable for individuals. In modern time education provides
individual with better opportunities of employment in specialised
fields, which in turn leads to a better lifestyles, power and social
status.
Education is the key instrument in the process of development.
Academic leadership and educational institutions are very important
and crucial element in the development of the society but with the
changes in the structure, process, values and customs of society, the
purpose and aims of education should also remain dynamic. There are
very sharp and strategic shifts in the traditional objectives/ aims of
66
education in contemporary society. Traditional education talks about
physical development of the student, inculcation of values in the
students, self and social knowledge and vocational training. With the
effect of globalization in all areas of life like economy, culture,
society, religion on etc it is very significant not only to understand the
requirement of redesigning the objectives/ aims of education but also
to set up the environment for the smooth working of these.
Changes in the Education system also bring changes in the society.
Education by itself does not bring about social change. Education is an
instrument, which does the function entrusted to it. This is why it has
been suggested that education should be designed to bring about social
change. As compare to the traditional view, the modern education
system has been fully changed. It has changed the thinking pattern of
an individual, specially our youth. Their thinking has become job
oriented and they don’t believe in just collecting the degrees. Here in
this chapter, through the questionnaire an attempt is made to
understand how much globalization affected the student’s thinking
while their choices for subject selection, after graduation the priority
for higher study vs job and need for the job during job etc.
The following table expresses the views of the students about their
choice of subject selection:-
67
Table-4.1
Students choice on Subject Selection
Faculty
Total
Student
Self interest
Parent’s
Only for
(%)
interest (%) degree (%)
B.A.
100
78%
13%
9%
B. Sc.
100
82%
14%
4%
B. Com.
100
80%
16%
4%
Total
300
240
43
17
100%
80%
14.3%
5.7%
Overall %
The above table shows that the percentage of students chosen their
subject just because of their self interest was highest in all the three
faculties and very less difference were found faculty wise. The
percentage of students chosen their subject because of parent’s interest
was on second number and the percentage of students chosen their
subject only to get a graduate degree was very low in all the three
faculties.
Table-4.2
Faculty wise Subject Selection by Students
Self
interest
Parent
interest
Only for
degree
Total Female
Students
B.A.
80%
6%
14%
50
76%
20%
4%
50
B. Sc.
90%
4%
6%
50
74%
24%
2%
50
B. Com.
82%
12%
6%
50
78%
20%
2%
50
Total
126
11
13
150
114
32
4
150
Overall %
84%
7.3%
8.7%
76%
21.3%
2.7%
Self
interest
Total Male
Students
Female Students
Only for
degree
Male Students
Parent
interest
Students
68
The above table shows that there are 84% male students and 76%
female students who says that they have chosen their subject because
of their interest on the subject, there are 7.3% male students and
21.3% female students who says that they have chosen their subject
because of their parent’s choice and there are 8.7% male students and
2.7% female students, who say, that they have chosen their subject
just only to get a graduate degree.
The result indicates that overall there are 80% students have chosen
their subject because of their interest, which is the highest percentage;
14.3% have chosen their subject because of their parents choice in
which the percentage of female students was more than the male
students that shows that the girls are very much concerned with their
parent’s choice while taking any important decision of their life. There
are only 5.7% students who says that they have chosen their subject
just only to get a graduate degree and it is noticeable that in this case
the percentage of male students are higher than that of female
students.
69
Figure-4.1 (Table 4.3)
Sex wise Students preference for Job or higher study
Job ?
Study ?
70
Table-4.3
Sex wise Students preference for Job or higher study
Faculty
Male Students
Female Students
Total
Students
Job
Pursue
higher
study
Job
Pursue
higher
study
B.A.
48%
52%
34%
66%
100
B. Sc.
54%
46%
36%
64%
100
B. Com.
42%
58%
42%
58%
100
Total
48%
52%
37.3%
62.7%
300
From the table shown above it is evident that 48% of male students are
interested in doing job after completing their graduation and there are
52% students, who say, they will continue their studies. In case of
female students there are 37.3% students who are interested in doing
job after the graduation and 62.7% students say that they will continue
their studies. The percentage of male students interested in doing
job after graduation was found higher than that of female
students.
71
Figure-4.2 (Table 4.4)
Faculty wise interest for Job
Job vs Study
Job (42.7%)
Study(57.3 %)
72
Table-4.4
Faculty wise interest for Job
Faculty
Job (%)
Study (%)
Total Students
B.A.
41%
59%
100
B. Sc.
45%
55%
100
B. Com.
42%
58%
100
Total
128
172
300
42.7%
57.3%
Overall %
The above table shows that faculty wise there was no very much
difference found in the percentage of students interested in doing job
after graduation and the students who prefers to continue their higher
studies after graduation. It was more or less same.
The result indicates that the orientation towards job was clearly visible
among these graduation level students though their percentage was not
higher than that of to pursue the higher study.
Table-4.5
Sex wise Students doing Job
Faculty
Male Students
Female Students
With
Job
Without
Job
With
Job
B.A.
22%
78%
10%
90%
100
B. Sc.
12%
88%
8%
92%
100
B. Com.
44%
56%
28%
72%
100
39
111
23
127
300
26%
74%
15.3%
84.7%
Total
Overall %
73
Total
Without Students
Job
The table 4.5 indicates that the sex wise pattern of students doing the
job during their graduation. 26 % of male students and 15.3 % of
female students reported that they are doing the job along with the
study. There were 74% of male students and 84.7% of female students
were not doing any job. The percentage of male students doing the job
is higher than percentage of the female students doing the job. The
overall data indicates (From Table 4.6 below) that there were 20.7
% of total students were doing the job and the rest 79. 3%
students were not doing any job.
Table-4.6
Faculty wise Students doing Job
Faculty
With Job (%) Without Job (%) Total Student
B.A.
16%
84%
100
B. Sc.
10%
90%
100
B. Com.
36%
64%
100
62
238
300
20.7%
79.3%
Total
Overall %
The above table indicates the Faculty wise percentage of the students
doing the job and it is visible from the table that percentage of B. Com.
Students doing the job is highest among three faculties and percentage of
B. Sc. Students doing the job is lowest among all the faculties and
percentage of students from Arts faculty was found in the middle.
74
Table-4.7
JOB: Need of family Vs pocket money
Students
Doing job to fulfil
the need of family
Not satisfied with the Total
pocket money
Students
No.
(%)
No.
(%)
Male
15
10%
24
8%
150
Female
9
6%
14
9.3%
150
Total
24
8%
38
12.7%
300
Table 4.7 shows that there are 10% male students and 6% female
students, who says they are doing job to fulfil the needs of family.
Other side 8% male and 9.3% female students say that they are doing
job because their needs are not fulfilled with the pocket money, which
they get from their parents. The overall data shows that percentage of
students not satisfied with their pocket money was higher than the
percentage of students doing job to fulfil the needs of their family.
The result indicates that the needs and the desire of the students have
become so higher, which are not fulfilled with the limited pocket
money they get from their parents and that compelled them to do the
job to full fill their not ending needs.
75
Table-4.8
Sex wise pocket money of students
Pocket
Money (in
Rs.)
Male Students
Female
Students
M/ F Students
both
No.
(%)
No.
(%)
No.
(%)
Up to 500
48
32%
49
32.7%
97
32.33%
501 to 1000
46
30.7%
48
32%
94
31.33%
Above 1000
56
37.3%
53
35.3%
109
36.33%
Total
150
150
300
Table 4.8 shows that pocket money of the students, which they get
from their parent, were divided into three groups i.e. up to Rs. 500,
Rs.501 to 1000 and above Rs. 1000. In the first group there are 32%
male students and 32.7% female students get their pocket money from
Rs. 200-500, in the second group there are 30.7% male students and
32% female students get their pocket money from Rs. 501 to 1000 and
in the third group there are 37.3% male students and 35.3% female
students get their pocket money from Rs 1000 and above.
The overall data reveals that 36.33% students were found in the
third group i.e. pocket money from Rs 1000 and above, which is
highest percentage among the all three group. 32.33% students
were in the first group i.e. students getting pocket money from Rs.
200-500 and 31.33 % students were in the second group i.e. students
getting pocket money from Rs. 501 to 1000.
76
Table-4.9
Students satisfaction with pocket money
Students
Satisfied with the
pocket money
Not satisfied with
the pocket money
Total
Students
No.
(%)
No.
(%)
Male
88
58.7%
44
29.3%
150
Female
119
79.3%
15
10%
150
Total
207
69%
59
19.7%
300
The above table indicates the sex wise satisfaction summary for the
pocket money given by their parents. There are 58.7% male students
and 79.3% female students, who says they are satisfied with the
pocket money which they get from their parents and there are 29.3%
male students and 10% female students found, who says they are not
satisfied with their pocket money.
The overall data shows, there are 69% students found, who are
satisfied with their pocket money which they get from their parents
and there are 19.7% students, who says they are not satisfied with
their pocket money. It is evident from the above data that the
percentage of satisfied students was higher than the percentage of non
satisfied students. On the other side when it is compared between male
and female students, the percentage of female students was found
higher than the male students, who say they are satisfied with their
pocket money.
77
Table-4.10
Faculty wise Students satisfaction with pocket money
Faculty
Satisfied Students
Non satisfied Students
No.
(%)
No.
(%)
Total
Students
B.A.
66
66%
26
26%
100
B. Sc.
81
81%
11
11%
100
B. Com.
60
60%
22
22%
100
Total
207
69%
59
19.7%
300
In above Table 4.10, it is clearly visible that the percentage of nonsatisfied students with their pocket money was found highest in Arts
Faculty and percentage of satisfied students with their pocket money
was found Lowest in B.Sc. Stream. Here it can be seen the reflection
in the thinking pattern of the students.
-------:0:-------
78
Chapter 5
IMPACT OF GLOBALIZATION IN PERSPECTIVE OF
MOBILE & THEIR USE
The Globalization has set the revolutionary effect on the information
and communication system which have paved the way for
globalization of information. This globalization of information is
observed, with the globalized telecommunications and information
technologies, operating in today’s world. For instance, the satellite TV
channels, Cellular Phones, Internet and Broadband etc, all these have
successfully transformed the world into global village.
The growth of mobile phones in India and in particular their
popularity and use by youth
in India has been the object of
international and national media attention in the past few years. In
2004, British Broadcasting Corporation (BBC) reported that “youth
drives India’s mobile phone revolution” , and Cell phones have grown
at an unprecedented rate in the Indian subcontinent in the past few
years and one of the success stories in India after Telecom sector was
opened up in year 1991due to economic reforms. As per the latest
report released by TRAI (Telecom and Regulatory Authority of India),
Total Telecom subscription data base in India as on 30th April, 2013
79
Figure 5.1
Total Mobile Subscriber base (in Million) as on 30th April, 2013
900
867
800
700
521.18
600
500
345.85
400
300
200
100
0
Total
Urban
Rural
80
was 897 million out which 867 million subscribers were using
wireless services i.e. through mobile phone. In context of the mobile
telephony, total urban users were 521.18 million (60.11%) and rural
users were 345.85 million (39.89%) as on 30th April, 2013.
In 2007, a leading Indian news magazine, India Today, reported that
70% of urban youth between the ages of 18 and 30 years owned a
mobile phone, but only 23% of them owned a PC or a laptop. The
India Today survey found that young people use mobile phones
mainly for communicating with family and friends.
Media and government institutions are also using cell phones to reach
out to young people. News and entertainment companies are engaging
young audience by incorporating text messaging into television
programs. For example, the “Indian Idol,” a reality talent hunt music
show targeted at young people, asks audience to send votes for their
favourite contestant via text messages. During the 2009, Indian
general elections, Indian political parties launched text messaging
campaigns to reach out to young voters. In addition, they hired
Bluetooth kiosks in malls, where people could download pictures,
messages and ringtones.
Now a day’s mobile has become one of the most important sources of
81
communication or it can be better said that “Cell phone is a lifeline”.
It has also become a status symbol for the many, especially among
the youth. In present time almost everybody is using the mobile
phones. It keeps them connected, it is an emergency device, with its
help one can easily co-ordinate and plan their day to day activities and
on the flip side it may have hazardous effect on the health of society,
affecting the youth culture and their behaviour badly and so on.
Mobile has both positive and negative impact on our society, but
somewhere its negative impact is found much on our society. Keeping
all these points in mind, the researcher tried to know, why mobile
has become such an important need of today’s people, especially
the youth.
Table-5.1
Sex wise Students having Mobile
Students
Students having
Mobiles
Students not having
Total
Mobiles
Students
No.
(%)
No.
(%)
Male
140
93.3%
10
6.7%
150
Female
136
90.7%
14
9.3%
150
Total
276
92%
24
8%
300
The above table 5.1 shows the Sex wise findings about the mobile
phone user and it is observed that there are 93.3% male students and
82
90.7% female students who are having the mobile phones and 6.7%
male students and 9.3% female students who are not having the
mobile phones. The overall data shows that there are 92% students
found who are using the mobile phones and only 8% students are
not using the mobile.
Table-5.2
Faculty wise Students having Mobile
Students
Students having
Mobiles
Students not having Total
Mobiles
Students
No.
(%)
No.
(%)
B.A.
92
92%
8
8%
100
B. Sc.
90
90%
10
10%
100
B. Com.
94
94%
6
6%
100
Total
276
92%
24
8%
300
The above mentioned data of Table 5.1 and 5.2 signifies the
importance of mobile phones in the life of today’s new generation or
the generation next and faculty wise analyses shows the importance of
mobile among Indian youth irrespective of their faculty and sex and
almost every university going student is using the cell phone.
83
Table-5.3
Expenditure of Mobile phones
Students Able to manage with
pocket money
Not able to manage
with pocket money
and use other
sources
Total
Students
No.
(%)
No.
(%)
Male
128
89.3%
22
14.7%
150
Female
139
92.7%
11
7.3%
150
Total
267
89%
33
11%
300
The above table shows, sex wise there are 89.3% male students and
92.7% female students, who says that they manage the expenditure of
their mobile from the pocket money and there are 14.7% male
students and 7.3% female students who says they are not able to
manage it from their pocket money but using other sources such as
part time job, giving tuitions to students etc. The overall data shows
that there are 89% students, who manage the expenditure of their
mobile from their pocket money, and other 11% students are not
able to manage it from their pocket money and they use some other
sources for it. Here it is pertinent to mention that in these 11%
students those students are included who do not use the mobile
phones.
84
Table-5.4
Expenditure of Mobile phones (Faculty wise)
Students
Students able to
manage with pocket
money
Students not able to
Total
manage with pocket Students
money and use other
sources
No.
(%)
No.
(%)
B.A.
91
91%
9
9%
100
B. Sc.
96
96%
4
4%
100
B. Com.
80
80%
22
22%
100
Total
267
89%
33
11%
300
The above table indicates the faculty wise analysis of the management
of expenditure on mobile phones. There are 96% B. Sc. Students
found, who say they manage the expenditure of their mobile from
their pocket money, which is highest among all three faculties. There
are 91% students found in Arts section, who say they manage the
expenditure of their mobile from their pocket money. 80% B. Com
Student is able to manage the expenditure of their mobile from their
pocket money and which is lowest percentage compared to other two
faculties.
Mobile use for Communication activities:
The elaborated interviews with the student reveal that they use the
mobile phones for variety of activities. According to student mobile
phones keep them connected, facilitate the easier communication with
85
loved ones and parents, used for coordination and planning, an
emergency device and importantly some say that they use it because
their friends are using the mobile. Connectivity according to them
does not mean that they are communicating all the time but it is also
meant that they had the ability to communicate with not only the
family but outside the world. Broadly speaking, students use the
mobile because all of their friends are using the mobile, secondly it is
an easier way of communication and thirdly no other specific reason
was found.
Table-5.5
Sex wise importance of Mobile Phones
Students
Mobile for
easier
communication
All friend are
using mobile
Other specific
reason
Total
No.
(%)
No.
(%)
No.
(%)
Male
140
93.3%
10
6.7%
-
-
150
Female
138
92 %
12
8%
-
-
150
Total
278
92.7%
22
7.3%
-
-
300
Sex wise analysis shows that there are 6.7% male students and 8%
female students, who says, mobile is important for them because
all of their friends are using mobile. There are 93.3% male students
and 92% female students found, who say, mobile makes it easier to
communicate with each other. There is no other specific reason
mentioned by the participants. The overall percentage shows that
86
92.7% of total students found, who say, mobile makes easier to
communicate with each other, which is the highest percentage.
Table-5.6
Faculty wise importance of Mobile Phones
Students
Mobile for
easier
communication
All friend are
using mobile
Other specific
reason
Total
No.
(%)
No.
(%)
No.
(%)
B.A.
92
92%
8
8%
-
-
100
B. Sc.
96
96%
4
4%
-
-
100
B. Com.
90
90%
10
10%
-
-
100
Total
278
92.7%
22
7.3%
-
-
300
Table 5.6 shows that the percentage of students, who said mobile
makes it easier to communicate with each other, was high in all the
three faculties and percentage of students in science section is found
highest and in commerce section found lowest. On the second reason,
the percentage of student, saying they are using mobile because all
their friends are using, was highest in Commerce section and lowest in
Science section. No interviewee has stated the third choice i.e. any
other specific reason and thus its percentage is the lowest one.
87
Table-5.7
Students preference for Mobile conversation:
Students
With parents
With relatives
With Girl/ boy
friend
Total
No.
(%)
No.
(%)
No.
(%)
Male
2
1.3%
48
32%
100
66.7%
150
Female
24
16 %
20
13.3%
106
70.7%
150
Total
26
8.7%
68
22.7%
206
68.7%
300
The above table shows that there are 66.7% male students and 70.7%
female students, who say, they prefers to talk much with their mobile
to their girl friend/ boy friend. There are 32% male students and
13.3% female students, who say, they prefers to talk much with their
mobile to the relatives an further there are 1.3% male students and
16% female students, who say, they prefers to talk much with their
mobile to their parents.
The overall percentage shows that the percentage of students
preferably talking much to their girl friend/ boy friend is 68.7%
and which is the highest percentage among the other reasons.
22.7% Students are talking much to their relatives and it is found
the second highest percentage, in which the percentage of male
students was highest than the female student. The students talking to
much their parents is found the overall lowest percentage, in which the
percentage of female student was highest than the male student.
88
The result reveals that the percentage of students talking much to their
girl friend / boy friend was found the highest percentage, which
somewhere shows the result of previous table i.e. the importance of
mobile for the youth.
Table-5.8
Faculty wise Students preference for Mobile conversation
Students
With relatives
With parents
With Girl/ boy
friend
Total
No.
(%)
No.
(%)
No.
(%)
B.A.
21
23%
9
9%
70
70%
100
B. Sc.
26
25%
11
11%
65
65%
100
B. Com.
21
20%
6
6%
71
71%
100
Total
68
22.7%
26
8.7%
206
68.7%
300
The above table shows that faculty wise the percentage of students
talking much with their mobile to their girl friend/ boy friend is found
highest in B. Com. Students, which is 71% and is found lowest in B.
Sc. Students, that is 65%. Students talking much with their mobile to
their relatives are found highest in B.Sc. Students, which is 26% and
lowest percentage is found almost same in B. Com. and B.A. Students
both. The percentage of students talking much to their parents is found
highest in B.Sc. students, which is 11% and lowest in B. com.
Students and that is 6%.
89
Table-5.9
Preferable time for talking by Mobile
Students
At free time
No limitation
of time(at
any time)
At night
hours
Total
No.
(%)
No.
(%)
No.
(%)
Male
61
40.7%
81
54%
8
5.3%
150
Female
80
53.3 %
54
36%
16
10.7%
150
Total
141
47%
135
45%
24
8%
300
The above table shows that there are 40.7% male students and 53.3%
female students, who said they prefer to talk much on their mobile
when they are free. There are 54% male students and 36% female
students who said that there is no limitation of time for their talking on
mobile and there are 5.3% male students and 10.6% female students,
who said they talk much on their mobile during night hours. The
overall data shows that there are 47% students who preferred
talking much on their mobile when they are free, 45% students
says they don’t have any time limitation for it i.e. they prefers to
talk at any time. 8% students say that they prefer talking at night
on their mobile.
90
Table-5.10
Students preferable time for talking with Mobile
Students
At free time
No limitation
of time(at any
time)
At night
hours
Total
No.
(%)
No.
(%)
No.
(%)
B.A.
45
45%
42
42%
12
12%
100
B. Sc.
42
42%
50
50%
9
9%
100
B. Com.
54
54%
43
43%
3
3%
100
Total
141
47%
135
45%
24
8%
300
The above table 5.10 reveals that there are 54% B.Com. Students
prefer to talk on mobile while they are free and which is the highest
percentage. There are 45% B.A. students and 42% B. Sc. Students,
who say they prefer to talk when they are free. The percentage of
students who say they don’t prefer any time limitation in relation with
their talking on mobile was found highest in B.Sc. Students and was
found lowest in B.A. Students but the percentage of B.A and B.Com.
Students are more or less almost same in this regard. The percentage
of students prefer talking at night is found much in B.A. Students that
is 12% and the lowest percentage is found among B. Com. Student
which is 4%.
-------:0:------91
Chapter 6
IMPACT OF GLOBALIZATION ON SOCIAL
INSTITUTIONS AND CULTURE
The term ‘culture’ refers to a state of intellectual development or
manners. The social and political forces that influence the growth of
a human being are defined as culture. Culture is composed of the
integrated customs, traditions and current behaviour patterns of a
human group or society. It is an antecedent complex of values into
which every individual is born. According to eminent sociologist E. B.
Tylor “Culture is a complex whole which includes knowledge,
belief, art, morals, law, customs and any other capabilities and
habits acquired by man as a member of society” (1874). Social
groups are distinguished from each other by difference in the stocks of
culture pattern and values.
Cosmopolitan India- Destroying cultural values:
Indian culture is rich and diverse and as a result unique in its very own
way. For years we have been proud of the rich traditions of our vast
country. It is wealth of knowledge, cultural diversities and sacred
destinations are unmatched. India for long has remained as the India
one could think of.
92
93
Many sociologists have various arguments on the effect of
globalization on our core cultural stream of India or to which extant
our youth have undergone normative transformation. Dr. Yogendra
Singh, eminent Sociologists writes in his book Culture change in
India “with the expansion of market and the globalization of media,
the clout of popular culture eventually have a disruptive influence
both upon the folk and elite forms of traditional culture. Culture is
then increasingly converted into commodity”.
This particular notion though is fast changing. Changing in the way,
where the norms and life style of the Indian people, especially of
youth in contemporary India bear a deep impact of the changes in
society, its social structure and values. The elements of the western
culture and lifestyle occupy much space in the cultural life of the
youth today. This changed has not occurred over night. The consistent
and ever growing mode of ‘self styled independence’ helped in large
by the western branding exercises left a hole, so deep in our culture
that one imagines, whether it can be brought back to parity ever again.
94
Table-6.1
Students having girl friend / boy friend
Students
Don’t have girl/ boy
Total
friend
Students
No.
(%)
Have girl/ boy
friend
No.
(%)
Male
Students
105
70%
45
30%
150
Female
Students
76
50.7%
74
49.3%
150
Total
181
60.3%
119
39.7%
300
The above table shows that there are 70% male students and 50.6%
female students, who said, they have girl friends/boy friend. There are
30% male students and 49.3% female students who say they don’t
have any girl friend/ boy friend.
The overall percentage shows there are 60.3% students who say they
are having girl friend/ boy friend and there are 39.7% students who
say, they don’t have any girl friend/ boy friend. The results reveal that
the percentage of students having girl friend/ boy friend is highest than
the students who don’t have the girl friend/ boy friend.
95
Table-6.2
Students having girl friend / boy friend
Students
Don’t have girl/ boy
friend
Have girl/ boy
friend
Total
Students
No.
(%)
No.
(%)
B.A.
48
48%
52
52%
100
B. Sc.
67
67%
33
33%
100
B. Com.
66
66%
34
34%
100
Total
181
60.3%
119
39.7%
300
The above table shows that faculty wise the percentage of students
having girl friend/ boy friend is highest in B.Sc. student and it can be
easily seen that it is almost same in B. Sc. and B.Com Student. It is
found lowest in Arts student which is 48%.
The result shows that B.Sc. and B. Com Students are much influenced
by this western culture effect of making girl friend / boy friend.
Apparently it shows that they are much smarter than the Arts students.
Table-6.3
Response of Students on meeting with their GF/BF
Students Students meet daily
Students don’t meet
daily
Total
Students
No.
(%)
No.
(%)
Male
73
48.7%
51
34%
150
Female
34
22.7%
34
22.7%
150
Total
107
35.7%
85
28.3%
300
96
The table 6.3 shows that there are 48.7% male students and 22.7%
female student, who said, they meet daily their girl / boy friend. There
are 34% male and 22.7% female students who said that they don’t
meet daily to their girl/boy friend. Percentages of male student are
found higher than the female students, who say, they meet daily to
their girl/boy friend. The overall percentage of students who meet
daily to their girl/boy friend is found higher than those students who
say they don’t meet daily to their girl/boy friend.
Table-6.4
Faculty wise Students meeting with their GF/BF
Students
Students meet
daily
Students don’t meet
daily
Total
Students
No.
(%)
No.
(%)
B.A.
26
26%
25
25%
100
B. Sc.
48
48%
36
36%
100
B. Com.
33
33%
24
24%
100
Total
107
35.7%
85
28.3%
300
The above table 6.4 shows the details faculty wise, the percentage of
B.Sc. students was found high compare to B. Com. and B.A. students,
who said, they use to meet daily to their girl/ boy friend. B.Com.
students were found in second and the lowest percentage of students
was found from Arts faculty, who said, they use to meet daily to their
girl/ boy friend.
97
The above results indicate the faculty wise difference in the thinking
pattern of students in respect of having girl/ boy friend.
Table-6.5
Students preference towards marriage
Students
Arrange
marriage
Love
marriage
Love cum
arrange
marriage
Total
No.
(%)
No.
(%)
No.
(%)
Male
63
42%
40
26.7%
47
31.3% 150
Female
88
58.7 %
24
16%
38
25.3% 150
Total
151
50.3%
64
21.3%
85
28.3% 300
The above table reveals that there are 42% male students and 58.7%
female students shown their interest towards arrange marriage. 26.7%
male students and 16% female students are interested in doing love
marriage and there are 31.3% male students and 25.3% female
students, who are interested in doing love cum arrange marriage.
In first place, the percentage of students interested in doing arrange
marriage is highest, which is 50.3% and further the percentage of
female students are higher than the male students.
In second place, the percentage of students interested in doing love
cum arrange marriage was found with 28.3%, in which the percentage
of male students were found higher than the female students.
98
The student interested in doing love marriage was found on third
number with 21.3%, in which the percentage of male students was
found again higher than the female students.
Table-6.6
Faculty wise Students preference towards marriage
Students
Arrange
marriage
Love marriage
Love cum
arrange
marriage
Total
No.
(%)
No.
(%)
No.
(%)
B.A.
58
58%
15
15%
27
27%
100
B.Sc.
37
37%
32
32%
32
32%
100
B.Com.
57
57%
17
17%
26
26%
100
Total
151
50.3%
64
21.3%
85
28.3% 300
The above table 6.6 shows that the percentage of students, interested
in arrange marriage was found all most same in B.A. and B.Com
Students. Student interested in love marriage was found highest in
B.Sc. students and percentages of students, who are interested in love
cum arrange marriage was also found highest in B.Sc. students.
The above data brings forward the difference in thinking pattern of
B.Sc. students which is some degree different from students of B.A.
and B.Com.
99
Dowry system:
Indian women have been suffering from many traditional evils such as
dowry, inequality and low image of women in society. Abuse of
women was prevalent in India before globalization. But globalization
has caused the increase of it because of the stress and strain of the
community and the changes in the traditional life style. In the joint
family system, there were social control systems, which helps women
in these issues but in the individualistic lifestyles now, women suffer
more abuse. New Delhi police report says that deaths in the city of
about six women every day are dowry related suicides. Jane McNally,
in her book “Abuse of Christian women in India” deals with this issue
very well.
The dowry system is so deeply rooted in Indian culture, that
sometimes one fact, that there is going to be no way out at least not for
another century. Today Indian society is surrounded with many
problems. Among these problems, a problem that is deep routed in
Indian society is the problem of dowry system. In modern Indian
political discourse the custom of dowry is often represented as the
cause of serious social problems including the neglect of daughter’s,
sex selective abortions, female infanticide, harassment and abuse etc.
the fact that is condemned by every modern citizen of this century and
100
yet it still flourished at a very large in our society.
The dowry system is responsible to a great extent for child marriage
and discrimination against girl. If a girl is married at tender age, a
small amount of dowry will work but if the girl is educated and
qualified, she needs a handsome amount of dowry to get a bridegroom
of the same status. Unfortunately the dowry system is still prevalent in
India despite the Dowry prevention act which prohibits the act of
dowry have a stringent provision against the dowry including
imprisonment in jail.
What does this have to do with Globalization?
Globalization has increased the greed of people for more goods, and
as a result, more Dowries are demanded for the marriage of young
women. This has made it worse for young women and their parents to
meet the dowry demands. The government has passed some laws
against these traditions but have not been able to remove them. More
dowries are demanded now than previously. The researcher tried to
know what our young generation think about this worst tradition. This
can also linked with the freedom of choosing their life partner in
Indian society. In Indian context, parents decide the life partners but as
to what extent the next generation thinks about the dowry system is a
question needs to be answer.
101
Table-6.7
Sex wise response on dowry system
Students
In favour of dowry
system
Not in favour of
dowry system
Total
Students
No.
(%)
No.
(%)
Male
97
64.7%
53
35.3%
150
Female
13
8.7%
137
91.3%
150
Total
110
36.7%
190
63.3%
300
The above table reveals that there are 8.7% female students and 64.7%
male students found in favour of dowry system and there are 91.3%
female student and 35.3% male student was not in favour of dowry
system. The overall data shows that there are 36.7% students, who are
in favour of dowry system, in which the percentage of male student
found highest and there are 63.3% student, who are not in favour of
dowry system, in which the percentage of female students is higher
than the male students.
Table-6.8
Faculty wise response on dowry system
Students
In favour of dowry
system
Not in favour of
dowry system
Total
Students
No.
(%)
No.
(%)
B.A.
29
29%
71
71%
100
B. Sc.
43
43%
57
57%
100
B. Com.
38
38%
62
62%
100
Total
110
36.7%
190
63.3%
300
102
The table 6.8 shows the faculty wise response of students on dowry
system, there are 43% B.Sc. students, 38% B.Com. Students and 29%
B.A. students found in favour of dowry system and there are 71%
B.A. students, 62% B.Com students and 57% B.Sc. students, who are
not in favour of dowry system. The results indicate that the students
from Arts faculty are having a broad thinking, compare to students of
other two faculties.
Table-6.9
Response of male students on life partner (Sex wise)
Students
Working life
partner
House wife
Total
Students
No.
(%)
No.
(%)
Male
Students
117
78%
33
22%
150
Total
117
78%
33
22%
150
The simple analysis of the data shows that there are 78% male
students, who said, their life partner should be working and there are
22% students, who said, their life partner should be a house wife. The
result shows that the percentage of students interested in working life
partner are found high than the house wife or non working life partner.
103
Table-6.10
Response of male students on life partner (Faculty wise)
Students Working life partner
House wife
No.
(%)
No.
(%)
Total
Students
B.A.
36
72%
14
28%
50
B. Sc.
40
80%
10
20%
50
B. Com.
42
84%
9
18%
50
Total
117
78%
33
22%
150
The above table shows the percentage of students interested in
working life partner is found highest in B.Com. Students and that is
84% than the B.Sc. students. The result shows that the percentage of
students interested in working life partner are found lowest in arts
faculty compare to other two faculties and which is 72%.
Live- in relationship- a way of life or a way to hell:
Live-in relationship is all about sharing your life with your partner or
living with him/her without getting married either religiously or
legally. There is no such rule in our constitution that stops the couples
to be in live-in relationship. India is a religious and culturally rich
country, where marriage plays a very significant role or it can be said
that it is a pre requisite for couples to start their life together. Now the
scenario is changing and many couples are adopting the culture of
living- in together.
104
This lifestyle is gaining immense popularity amongst the youth and is
a sign of danger in years to come. Almost every youngster grabs an
opportunity for a live-in relationship. What is this phenomenon?
Nothing but a way to destroy ones creativity and harness all the wrong
deeds.
It has been regarded by the young folks as something through which
you can experience independence and get emotional bonding. Now the
question arise that didn’t people have emotional bonds earlier without
living –in. we may agree that it is no harm to experience everything in
life but the experiencing at the cost , which would kill our society and
break the very fabric of our family system and culture is not
commendable. It is even worth to mention that this particular lifestyle
is not seen with high regard in west. Further close knit families living
in every city find it extremely hard to live by.
Table-6.11
Live-in relationship before marriage
Students
Right
Wrong
No.
(%)
No.
(%)
Total
Students
Male
103
68.7%
47
31.3%
150
Female
29
19.3%
121
80.6%
150
Total
132
44%
168
56%
300
105
The table 6.11 shows that there are 68.7% male students and 19.3%
female students who are in favour of Live-in relationship and there are
31.3% male students and 80.6% female students, who are not in
favour of Live-in relationship and in their opinion it is wrong. The
overall data shows, there are 44% students, who are in favour of Livein relationship and there are 56% students, who are not in favour of
Live-in relationship.
It can be deduced from the above table that percentage wise the
percentage of students, who are not in favour of this relationship is
higher than the percentage of students who are in favour of this. It is
also evident that the percentage of male students is higher than the
female students who are in favour of this relationship.
Table-6.12
Faculty wise response on Live-in relationship before
marriage
Students
Right
Wrong
Total
students
No.
(%)
No.
(%)
B.A.
46
46%
54
54%
100
B. Sc.
47
47%
53
53%
100
B. Com.
39
39%
61
61%
100
Total
132
44%
168
56%
300
106
107
The table 6.12 shows, faculty wise the percentage of students who are
in favour of Live-in relation before marriage was found highest in
B.Sc. and B.A. students and their percentage was more or less almost
same and inn B.Com. Students, the percentage of students, who are
not in favour of Live-in relation before marriage, were found highest
with 61%.
Table-6.13
Students Response on pre marital sex
Students
In favour of pre
marital sex
Not in favour of pre
marital sex
Total
Students
No.
(%)
No.
(%)
Male
51
34%
99
66%
150
Female
Nil
Nil
150
100%
150
Total
51
17%
249
83%
300
The above table shows the percentage of male students, who are in
favour of sexual relationship before marriage is 34% and in female
students it was found 0%, none of the female respondents are in
favour of this relationship before marriage which shows their bond
towards the values of Indian culture and traditions. The percentage of
male students, who are not in favour of sexual relationship before
marriage, is 66%.
108
Figure 6.1 (Table 6.14)
Students Response on Pre Marital Sex
Yes- Male
34 %
No- Female
100%
No- Male
66%
Yes- Female
0%
109
The overall percentage shows, there are 17% students, who are in
favour of this type of relationship and there are 83% students, who are
not in favour of this type of relationship before marriage and
according to their opinion it is wrong.
Table-6.14
Students Response on pre marital sex
Students
In favour of pre
marital sex
Not in favour of pre
marital sex
Total
No.
(%)
No.
(%)
B.A.
15
15%
85
85%
100
B. Sc.
14
14%
86
86%
100
B. Com.
22
22%
78
78%
100
Total
51
17%
168
83%
300
The above table shows the Percentage of students, who are in favour
of sexual relationship before marriage, are found highest in B.Com.
Students with 22% and is almost same in B.A. and B.Sc. students with
15% and 14% respectively. The percentage of students, who are not in
favour of this type of relationship, is found highest in B.A and B.Sc.
students and is lowest in B.Com Students.
-------:0:-------
110
Chapter 7
IMPACT OF GLOBALIZATION ON YOUTH LIFESTYLE
Norms of Modern Youth and the Western Lifestyle:
The norms and lifestyle of youth in contemporary India bear a deep
impact of the changes in society, its social structure and values. The
elements of the western culture and lifestyle occupy much space in the
cultural life of the youth today. The scope of the spread of the western
lifestyle is observable by youth’s acceptance of the western foods and
beverages, dress, cosmetics, ornamentations, music dance and
artefacts, which is now very substantial. Consumerism has permeated
and changed the fabric of contemporary Indian society. Fashions are
coming to India. Traditional Indian dresses are changing, especially
among urban youth. Buying the latest trendy clothes has become quite
popular. Branded clothes and fashions such as Jeans, T-shirts,
Bermuda, and Capri from multinationals companies Levis, Lee etc and
ladies dresses from middies to skirts have almost replaced the
traditional Indian Sari in the Metros and gaining popularity among
urban youth. T.V. commercials and advertisement have influenced the
buying habits of our youth.
111
112
With the first ever non-socialistic generation’s thriving aspiration &
new found money power combined with steadily growing GDP,
bubbling IT industry and increasing list of confident youth, the
scenario appears very lucrative for the global and local retailers to
target the “Youngisthan” (young-India). The Indian youth roughly
estimates close to 250 Million (between the ages of fifteen and
twenty-five) and can be broadly divided into three categories. In the
first category comes 67% of the young population who lives in the
rural areas with least influence of globalization, high traditional
values. They are least economically privileged, most family oriented
Bollywood influenced generation. The other Second category youths
constitute 31.5% and have moderate global influence. In the third
category, youth are well aware of the global trends but rooted to the
Indian family values, customs and ethos. These youth are basically the
creamy layers and marginal in number though they are strongly
growing. They are affluent and consume most of the trendy & luxury
items. They are internet savvy & the believers of global-village,
highly influenced by the western music, food, fashion & culture yet
Indian at heart. Cable T.V. and Hollywood movies have become
widely available and their impact is widespread. Western songs and
rhythms have influenced Indian films and changed our taste of music,
113
especially of our youth. Old cinema halls have been replaced by
Multiplexes.
An attempt is made to see and analyse how far the elements of the
western culture and life style occupy the space in cultural life of our
Indian Youth.
Table-7.1
Students preference on Dresses
Students
Western outfits
Traditional Indian
wear
Total
Students
No.
(%)
No.
(%)
Male
148
98.7%
2
1.3%
150
Female
100
66.7%
50
33.3%
150
Total
248
82.7%
52
17.3%
300
The above table shows that there are 98.7% male students and 66.7%
female students, who like to wear western outfits and there are 1.3%
male students and 33.3% female students, who like to wear traditional
Indian dresses.
The overall percentage shows that there are 82.7% students whom
prefer to wear western outfits and there are only 17.3% students, who
like to wear traditional Indian dresses. The data shows that the male
respondents are more inclined towards the western outfits than the
female students.
114
Table-7.2
Faculty wise Students preference on Dresses
Students
Western outfits
Traditional Indian
wear
Total
Students
No.
(%)
No.
(%)
B.A.
71
71%
29
29%
100
B. Sc.
90
90%
10
10%
100
B. Com.
87
87%
13
13%
100
Total
248
82.7%
52
17.3%
300
The above table shows that the percentage of students, who prefers to
wear western outfits, was found higher in all the three faculties.
Percentage wise it is found highest in B.Sc. students with 90%
followed by B.Com Students. The lowest percentage is found in Arts
section students with 71%. The traditional Indian dresses are much
preferred by the B.A. students with 29% and its percentage is found
low in B.Sc. students with 10% only.
Table-7.3
Students liking towards western dresses
Students
Feeling
comfortable
To look smart
& sexy
It is in fashion/
vogue
Total
No.
(%)
No.
(%)
No.
(%)
Male
Students
93
62%
37
24.7%
18
12%
(148)
150
Female
Students
75
50 %
24
16%
01
0.7%
(100)
150
Total
168
56%
61
20.3%
19
6.3%
(248)
300
115
The table 7.3 show that there are 62% male students and 50% female
student likes to wear western dresses because they feel comfortable in
it. There are 24.7% male students and 16% female students like to
wear western outfits to look smart and sexy and there are 12% male
students and only 0.7% female students, who said they like to wear
western dresses because it is in fashion. The overall data shows that
there are 56% students, who said, they like western dresses because
they feel comfortable in it, there are 20.3% students, who said, they
wear western dresses to look smart and sexy and there are only 6.3%
students, who like western dresses because it is in vogue or fashion.
Table-7.4
Faculty wise liking towards western dresses
Students
Feeling
comfortable
To look smart
It is in
Total
& sexy
fashion/ vogue
No.
(%)
No.
(%)
No.
(%)
B.A.
52
52%
9
9%
10
10%
100
B. Sc.
62
62%
23
23%
5
5%
100
B. Com.
54
54%
29
29%
4
4%
100
Total
168
56%
61
20.3%
19
6.3%
300
The above table shows that there are 62% students in B.Sc., who said,
they like western dresses just because they feel comfortable in it. In
case of B.A. and B.Com students the percentage is almost same with
116
52% and 54% respectively. There are 29% students in B.Com. , who
said, they prefer it to look smart and sexy and there are 10% B.A.
students, who said, they prefer western dresses, because it is in fashion.
The data indicates that for the first option the percentage of B.Sc.
students are found highest, for the second option the percentage of
B.Com students are found highest and for third option the percentage
of B.A. students are found highest.
Table-7.5
Sex wise preference of students towards traditional dresses
Student
Feeling
comfortable
Like
traditional
dress
No.
(%)
No.
(%)
No.
(%)
Nil
Nil
1
0.7%
1
0.7%
(2) 150
Female
3
2%
9
6%
38
25.3%
(50) 150
Total
3
1%
10
3.3%
39
13%
(52) 300
Male
For simple
sober look
Total
The table shows that there are 1% students, who said, they like
traditional dresses because they feel comfortable in it and the
percentage of male students are nil in this regard. There are 0.7% male
students and 6% female students said they wear traditional dresses
because they like Indian traditional dresses and there are 25.3%
female students who said, they like it because it gives simple and
sober look.
117
Table-7.6
Faculty wise preference of students towards traditional
dresses
Students
Feeling
comfortable
Like
traditional
dress
For simple
sober look
No.
(%)
No.
(%)
No.
(%)
B.A.
3
3%
6
6%
20
20%
100
B. Sc.
Nil
Nil
4
4%
6
6%
100
B. Com.
Nil
Nil
Nil
Nil
13
13%
100
3
1%
61
3.3%
39
13%
300
Total
Total
The above table 7.6 shows that there are 1% students of arts faculty
given the option 1 i.e. feeling comfortable in traditional dresses and
no students from science and commerce section given this option as a
reason to wear the traditional dresses. For the second reason i.e.
option 2 there are 6 % students found in B.A. and 4% found in B.Sc.
but no respondent given option 2 from B.Com. there are 20% students
from B.A., 13% from B.Com and 6% from B.Sc., who said, they
prefer the traditional dresses because it look simple and sober and thus
given the option 3. There are majority of respondents found for third
option.
118
Table-7.7
Students choice on branded/ Non-Branded dresses
Students
Branded dress
Non-Branded dress
Total
Students
No.
(%)
No.
(%)
Male
120
80%
30
20%
150
Female
121
80.7%
29
19.3%
150
Total
241
80.3%
59
19.7%
300
The above table shows that there are 80% male students and 80.7%
female students, who prefer, wearing branded dresses and there are
20% male students and 19.3% female students, who prefer, wearing
normal dresses. The overall percentage shows, there are 80.3% male
students, who prefer, wearing branded dresses and there are 19.7%
female students, who prefers, normal dresses. The data shows the
distinct thinking of both male and female regarding their dress
selection.
Table-7.8
Faculty wise Students choice on branded/ Non-Branded
dresses
Students
Branded dress
Non-Branded dress
Total
Students
No.
(%)
No.
(%)
B.A.
76
76%
24
24%
100
B. Sc.
84
84%
16
16%
100
B. Com.
81
81%
19
19%
100
Total
241
80.3%
59
19.7%
300
119
The table 7.8 shows B.Sc. students are more inclined towards branded
dresses compare to other two faculty viz. arts and commerce though
B.A. and B.Com students also prefer branded dresses but their
percentage is less than B.Sc. students. In case of wearing normal
dresses, the percentage of B.A. student is found higher than other two
faculties.
Table-7.9
Preference of students on branded dresses
Students Quality is good
Friends buy
from show
room
Inspired by Total
advertisement
No.
(%)
No.
(%)
No.
(%)
Male
103
68.7%
11
7.3%
6
4%
150
Female
104
69.3 %
12
8%
5
3.3%
150
Total
207
69%
23
7.7%
11
3.7% 300
The above table shows that there are 68.7% male students and 69.3%
female students, who said, they like branded dresses because quality
wise they are good. There are 7.3% male students and 8% female
students, who said, they like branded dresses because their friends buy
their dresses from branded showrooms and there are 4% male students
and 3.3% female students, who said, they are inspired by the
advertisements regarding their buying habits. The percentage of
students, saying they like branded dresses because quality wise they
120
are good is found highest with 69% followed by the percentage of
students inspired by their friends buying habit and the percentage of
students inspired by advertisement is found lowest.
The data indicates that students are giving first preference to the
quality of product, which they are buying.
Table-7.10
Faculty wise preference of students on branded dresses
Students
Quality is
good
Friends buy
from show
room
Inspired by
advertisement
Total
No.
(%)
No.
(%)
No.
(%)
B.A.
77
77%
3
3%
3
3%
100
B.Sc.
82
82%
2
2%
Nil
Nil
100
B.Com.
55
55%
18
18%
8
8%
100
Total
207
69%
23
7.7%
11
3.7%
300
The above table shows that the percentage of B.Sc. students are found
highest with 82%, who said, they like branded dresses because quality
wise they are good, 70% B.A. students and just 55% B.Com students
are supporting this reason for their preference of branded dresses.
There are 8% B.Com. students, who said, they are inspired by
advertisements shown in TV for their buying habits and there are 18%
students found in B.Com., who said, they buy branded dresses because
all their friends buy it from show rooms. The result shows that faculty
121
wise there was not very much difference found among the thinking of
students in this regard.
Table-7.11
Money spends by students annually on dresses
Students Rs. 1000-8000
Rs. 800112000
Rs. 12000 &
above
Total
No.
(%)
No.
(%)
No.
(%)
Male
92
61.3%
39
26%
19
12.7%
150
Female
95
63.3 %
35
23.3%
20
13.3%
150
Total
187
62.3%
74
24.7%
39
13%
300
In the above table 7.11 students were divided into three groups based
on the annual spends on dresses. In the first group, there are 61.3%
male students and 63.3% female students, who spend Rs. 1000 to
8000 annually on their dresses. In the second group, there are 26%
male students and 23.3% female students, who spend Rs. 8001 to
12000 annually on their clothing and there are 12.7% male students
and 13.3% female students in the third group, who spend Rs. 12000 &
above annually on their clothing.
The overall data shows that there are 62.3% student found in first
group, there are 24.7% students found in second group and in the third
group there are 13% students found. In the first group, the percent of
female student is higher than the male student, in the second group,
122
the percentage of male student is higher than the female student and in
the third group, the percentage of male and female students are found
almost same.
Table-7.12
Faculty wise Money spends by students annually on dresses
Students Rs. 1000-8000
Rs. 800112000
Rs. 12000 &
above
Total
No.
(%)
No.
(%)
No.
(%)
B.A.
64
64%
25
25%
11
11%
100
B.Sc.
67
67%
23
23%
10
10%
100
B.Com.
56
56%
26
26%
18
18%
100
Total
187
62.3%
74
24.7%
39
13%
300
The above table shows that the percentage of B.Sc. students are found
higher in the first group and B.Com student’s percentage are found
lowest in this first group. In the second group, the percentage of
B.Com student is higher compare to other two faculties and B.Sc.
students are having the lowest percentage in this group. In the third
group the percentage of B.Com student is found higher and the other
B.Sc. and B.A. students are more or less having the same percentage.
123
Table-7.13
Sex wise Students choice on watching Movies
Students Bollywood movies
Hollywood movies
No.
(%)
No.
(%)
Total
Students
Male
98
65.3%
52
34.7%
150
Female
128
85.3%
22
14.7%
150
Total
226
75.3%
74
24.7%
300
The above table shows that there are 65.3% male students and 85.3%
female students, who love watching bollywood movies and there are
3.7% male students and 14.7% female students, who love watching
Hollywood movies.
The overall data shows that there are 75.3% students, who are
interested in watching bollywood movies and there are 24.7%
students, who are interested in watching Hollywood movies. The
percentage of female students are found higher than the male students
in case of viewing bollywood movies and contrary to this the
percentage of male students are found higher than female students,
who love watching Hollywood movies.
124
Table-7.14
Faculty wise Students choice on watching Movies
Students
Bollywood movies
Hollywood movies
No.
(%)
No.
(%)
Total
Students
B.A.
79
79%
21
21%
100
B. Sc.
76
76%
24
24%
100
B. Com.
71
71%
29
29%
100
Total
226
75.3%
74
24.7%
300
The table 7.14 reveals that in case of Arts faculty, the percentage of
B.A. students interested in watching bollywood movies are found
higher with 79% than other two faculties and the percentage of B.Com
students are lowest with 71%.
The respondents interested in watching Hollywood movies are found
highest among B.Com students and lowest among the B.A. students
and the percentage of students from B.Sc. are found in between the
other two faculties.
Table-7.15
Preference of place for watching Movies
Students Watching movies at
home
Watching movies at
Cinema hall
Total
Students
No.
(%)
No.
(%)
Male
28
18.7%
122
81.3%
150
Female
52
34.7%
98
65.3%
150
Total
80
26.7%
220
73.3%
300
125
The table 7.15 shows that there are 18.7% male students and 34.7%
female students, who love watching movies at their home and there
are 81.3% male students and 65.3% female students, who prefer
watching movies in cinema halls.
The overall data shows that there are 26.7% students, who are
interested in watching movies at home and on the other side there are
73.3%% students are interested in watching movies in cinema halls.
The percentage of female students are found higher than the male
students in case of watching the movies at home and contrary to this
the percentage of male students are found higher than female students,
who love watching the movies at cinema halls.
Table-7.16
Faculty wise Preference of place for watching Movies
Students
Watching movies
at home
Watching movies at
Cinema hall
Total
Students
No.
(%)
No.
(%)
B.A.
36
36%
64
64%
100
B. Sc.
22
22%
78
78%
100
B. Com.
22
22%
78
78%
100
Total
80
26.7%
220
73.3%
300
126
As per the table 7.16, faculty wise percentage of B.A. students are
found high with 36%, who are interested in watching movies at home
and the percentage of B.Sc. and B.com students are found same. On
the other hand, the percentage of B.Sc. and B.Com students are found
highest with 78%, who love watching movies in cinema hall and in
case of B.A. students its percentage is lowest with 64%.
The data reveals that in case of place of choice for watching movies
the B.Sc. and B.com students thinking pattern are same compare to
thinking pattern of Arts section students, which is quite different
especially the girls of B.A., who love watching the movies at home.
Table-7.17
Preference of company for watching Movies
Students
With parents
With friends
With Girl/
Boy friend
Total
No.
(%)
No.
(%)
No.
(%)
Male
Students
Nil
Nil
101
67.3%
49
32.7%
150
Female
Students
16
10.7 %
99
66%
35
23.3%
150
Total
16
5.3%
200
66.7%
84
28%
300
The above table shows the response of students on their preference of
company with whom they love watching movies viz. parents, friends
127
128
or their girl/boy friend. In the first group there are no male students
and only 10.7% female students, who love watching movies along
with their parents, further there are 67.3% male students and 66%
female students, who prefer watching movies with their friends and
there are 32.7% male students and 23.3% female students, who are
interested to see movies with their girl/boy friend. The data shows that
the percentage of students interested in going for movies with their
girl/boy friend are found higher in male students than female students
and the percentage of students interested in going for movies with
their friends are found almost same in both male and female students.
The overall data shows the percentage of students, who are interested
in watching movies along with their friends are found highest with
66.7% and the percentage of students, interested in watching movies
with their girl/boy friend, are 28% and the percentage of students
interested in watching the movies with their parents are found lowest
with 5.3%.
Globalization: Emergence of junk food culture in India:
The fast food culture emerged as early as the 19th century. During the
Industrial Revolution, a large workforce was required to work for 10
to 12 hours a day. With so much work to be done, fast food was the
idea of a quick and easy lunch. In India, fast food culture emerged in
129
the decades after independence, starting from the 1950’s. Eating at
home used to be a significant aspect of Indian culture, so the change
was gradual.
Over a period of time, with a growth in the number of nuclear
families, economic growth and increasing per capita income as well as
globalization, fast food culture gained prominence. With the
liberalization of the economy in 1992, new multinational fast food
giants started dotting India with their outlets. Burger King, Wimpy’s,
Pizza Hut, Domino’s Pizza, McDonald’s, and KFC outlets can be seen
today in nearly every shopping mall and other public areas.
Table-7.18
Preference of food by Students
Students
Indian Food
Chinese Food
No.
(%)
No.
(%)
Total
Students
Male
100
66.7%
50
33.3%
150
Female
67
44.7%
83
55.3%
150
Total
167
55.7%
133
44.3%
300
The above table shows that there are 66.7% male students and 44.7%
female students, who said, they love Indian food and there are 33.3%
male students and 55.3% female students, who said, they love Chinese
food. The overall percent shows there are 55.7% students, who loves
130
Indian food and there are 44.3% students, who said, they love Chinese
food. The result shows, male students are interested in eating Indian
food, whereas, the female students shows their interest towards
Chinese dishes.
Table-7.19
Faculty wise preference of food by Students
Students
Indian Food
Chinese Food
Total
Students
No.
(%)
No.
(%)
B.A.
66
66%
34
34%
100
B. Sc.
55
55%
45
45%
100
B. Com.
46
46%
54
54%
100
Total
167
55.7%
133
44.3%
300
As per the above table, the percentage of B.A. students shows their
interest towards Indian food and their percentage is found highest with
66% followed by B.Sc. students with 55% and the lowest percentage
is found from B.Com students with 46%. There are 54% of B.Com
students who loves eating Chinese food, which is highest and the
percentage of B.A. students are found very less, who are interested in
Chinese food.
131
Table-7.20
Preference of company for going the Restaurant
Students
With friends
With Girl/
Boy friend
With parents/ Total
relatives
No.
(%)
No.
(%)
No.
(%)
Male
59
39.3%
73
48.7%
18
12%
150
Female
93
62 %
36
24%
21
14%
150
Total
152
50.7%
109
36.3%
39
13%
300
The above table shows the responses from students on their preference
of company along with whom they would like to go restaurant viz.
with friends or their girl/boy friend or with parents/relatives. In the
first group there are 39.3% male students and 62% female students,
who prefer to go restaurant along with their friends, then in the second
group there are 48.7% male students and 24% female students, who
prefer to go restaurant along with their girl/boy friend and there are
12% male students and 14% female students, who are interested to go
restaurant with their parents/relatives..
The overall data shows the percentage of students, who prefer to go
restaurant along with their friends are found highest with 50.7% than
the other two groups, the percentage of students, interested in going
restaurant with their girl/boy friend, are found on second number with
36.3% and the percentage of students, who prefer to go restaurant with
their parents/ relatives are found lowest with 13%.
132
Table-7.21
Faculty wise preference of company for going the
Restaurant
Students
With friends
With Girl/
Boy friend
With parents/ Total
relatives
No.
(%)
No.
(%)
No.
(%)
B.A.
56
56%
26
26%
16
16%
100
B. Sc.
32
32%
55
55%
13
13%
100
B. Com.
62
62%
28
28%
10
10%
100
Total
152
50.7%
109
36.3%
39
13%
300
The above table shows that the percentage of B.Com and B.A students
are found higher than B.Sc. students, who prefer going with their
friends and in the second group, the percentage of B.Sc. student are
found higher with 55% in compare to B.Com and B.A. student, who
like to go restaurant with their girl/boy friend. Further in third group,
the percentage of B.A. student are found higher than the B.Sc. and
B.Com students, who prefer going restaurant with their parents and
relatives. Faculty wise difference is clearly visible from above table.
-------:0:-------
133
Chapter 8
IMPACT OF GLOBALIZATION IN PERSPECTIVE OF
SOCIAL MEDIA
What is Mass media?
The mass media are diversified media technologies that are intended
to reach a large audience by mass communication. The Technologies
through which this communication takes place varies. Broadcast
media such as radio, recorded music, film and television transmit their
information electronically. Print media use a physical object such as
a newspaper, book
or pamphlet to
distribute
their
information.
Outdoor media is a form of mass media that comprises billboards,
signs or placards placed inside and outside of commercial buildings,
sports stadiums and shops etc.With the explosion of digital
communication technology in the late 20th and early 21st centuries,
the question of what forms of media should be classified as "mass
media" has become more prominent. Now a classification called the
"seven mass media" became popular, which are as follows:1.
Print (books, pamphlets, newspapers, magazines, etc.) from the
late 15th century.
2.
Recordings
on
gramophone,
magnetic
tapes,
cartridges, CDs, and DVDs from the late 19th century.
134
cassettes,
135
3.
Cinema from about 1900.
4.
Radio from about 1910.
5.
Television from about 1950.
6.
Internet from about 1990.
7.
Mobile phones from about 2000.
Impact of Internet on modern youth:
Earlier, when teens spent hours alone in their rooms or with close
friends dancing in front of the mirror, playing outside their houses,
trying different outfits and modelling around the corner and now a
days trying on different personas in person is out and the internet
deletes the middle man. Now, there are varieties of online social
media applications are available and enable the social networking sites
to allow adolescent to extend their true personalities to the online
world, while also adding on to them. The impersonal nature of
communicating from behind a computer screen allows adolescents to
create a completely new and unrestrained personality that they would
never show in real life. The personal web pages give teens the control
to present themselves in whatever way they choose to an actual
audience that is also controllable and far less intimidating than
showing up in person to try out a new possible identity (Schmitt al,
2008).
136
The internet has quickly became the most expeditious central means
of communication and access to information therefore it makes perfect
sense that is trend in media would trickle down to impact the lives of
youth worldwide.
There are numerous reasons why the internet has become the chosen
means by which youth discover their identity. youth find that the
internet and personal web pages on social media offer them a safe
place to try on different ‘hats’ or try out new personalities without the
fear of rejection or embarrassment and the normal risk associated
with real life trials of the same magnitude. The internet, especially
sites like Face book, twitter, Orkut, Linkedin etc. offer prominent
places for youth to put themselves out there in a multimedia forum for
others to see. The attempt was made to see and analyse the importance
of modern communication technology of internet in the lives of our
new generation and its impact on their lives and culture.
Broadband/Internet:
Total Broadband subscriber base, according to TRAI latest report, has
increased from 15.05 million at the end of March 2013 to 15.09
million at the end of April 2013, there by showing a monthly growth
of 0.29%. Yearly growth in broadband subscribers is 8.21% during the
last one year (April 2012 to April 2013).
137
138
Social Networking Sites:
Tata Consultancy Services Gen-Y survey 2012-13, reveal that youth
are collaborating through social networking tools and building virtual
communities aided by affordable bandwidth and smart devices.
Harnessing the power of Internet, about 75 percent of India's youth
prefers
social
media
over
phone
calls
to
communicate.
"India's post-millennial generation, those people born in 1996 and
afterwards, seem set to overtake the preceding millennial generation,
taking communication over social networks like Facebook and Twitter
and instant messaging modes like Whatsapp to newer extremes"
-TCS Gen-Y Survey-2013
Table-8.1
Students using the internet
Students
Using the internet
Not using the internet
No.
(%)
No.
(%)
Total
Students
Male
123
82%
27
18%
150
Female
115
76.7%
35
23.3%
150
Total
238
79.3%
62
20.77%
300
The above table shows that there are 82% male students and 76.7%
female students, who use internet and there are 18% male students and
23.3% female students, who do not uses the internet. The overall data
139
shows that there are 79.3% students, who are computer friendly and
uses the internet and on the other side there are 20.7% students who
do not uses the internet.
The result shows that male and female both have maximum
percentage in case of internet use but the percentage of male students
are found slightly higher than the female respondents and it shows that
male respondents are more inclined towards access of internet.
Another aspect that is noticed from above data is that now a day
among students community, internet has taken a prominent place due
to variety of reason and 79.3% students are using it.
Table-8.2
Faculty wise Students using the internet
Students Using the internet
Not using the internet
No.
(%)
No.
(%)
Total
Students
B.A.
73
73%
27
27%
100
B. Sc.
83
83%
17
17%
100
B. Com.
82
82%
18
18%
100
Total
238
79.3%
62
20.77%
300
As per the above table, faculty wise percentages of student using the
internet are found. It is evident from table that the percentage of
students , who uses the internet , are high in all three faculties and its
140
percentage is found highest in B.Sc. students with 83% followed by
B.Com students with 82% ,which is only 1 % less than B.Sc. students
and lowest percentage is found among B.A. students. The result shows
that the B.Sc. and B.Com students are more technology savvy and
inclines towards the use of internet as compare to B.A. students.
Table-8.3
Sex wise Students using internet
Students
Using internet at
cyber cafe
Using internet at
home
Total
Student
No.
(%)
No.
(%)
Male
66
44%
57
38%
123(150)
Female
37
24.7%
78
52%
115(150)
Total
103
34.3%
135
45%
238(300)
The above table shows that there are 44% male students and 24.7%
female students, who use internet at cyber café as they don’t have
computer at their home and there are 38% male student and 52%
female students, who said they have computer and internet at their
home. The overall data shows that there are 34.3% students, who go
cyber café for accessing the internet and rest 45% students have
computer and internet at their home.
The result shows that percentage of male students are found higher
than the female, who access the internet in cyber café and the
141
percentage of female students are found higher than male students in
case of access of internet at the home. Findings shows that for the
young generation computer and internet has become the necessities
and higher percentage of net user at home indicates that parents are
trying to provide the internet facility at the home.
Table-8.4
Faculty wise Students using internet
Students
Using internet at
cyber cafe
Using internet at
home
Total
Student
No.
(%)
No.
(%)
B.A.
39
39%
34
34%
73(100)
B. Sc.
34
34%
49
49%
83(100)
B. Com.
30
30%
52
52%
82(100)
Total
103
34.3%
135
45%
238(300)
The above table shows the percentage of students, who goes cyber
café for accessing the internet, was found highest among B.A. students
with 39% and lowest among B.Com students with 30% and there are
only 4% difference found in B.Sc. and B.Com students. The
percentage of students, who are having computer at home was found
highest in B.Com students and there are only 3% difference found in
B.Sc. and B.Com students and lowest percentage is found in B.A.
students in this regard.
142
Table-8.5
Sex wise Students using social networking sites
Students Member of social n/w
sites
Not a member of
social n/w sites
Total
Student
No.
(%)
No.
(%)
Male
125
83.3%
25
16.7%
150
Female
101
67.3%
49
32.7%
150
Total
226
75.3%
74
24.7%
300
The above table shows that there are 83.3% male students and 67.3%
female students, who say they are the member of social networking
site (e.g. Facebook, twitter, Orkut etc.) and there are 16.7% male
students and 32.2% female students, who are not the member of social
networking site.
The overall data shows that there are 75.3% students, are the
member of social networking site and rest 24.7% are not member
of any social networking site. The result shows that percentage of
male students are found higher than the female students, who are the
member of social networking site and this shows activeness of male
students towards accessing the social networking sites and internet.
143
Table-8.6
Students using social networking sites
Students Member of social n/w
sites
Not a member of
social n/w sites
Total
Student
No.
(%)
No.
(%)
B.A.
66
66%
34
34%
100
B. Sc.
82
82%
18
18%
100
B. Com.
78
78%
22
22%
100
Total
226
75.3%
74
24.7%
300
The above table shows the faculty wise data of students, who are
accessing the social networking sites. The percentage of B.Sc. and
B.Com students are found higher than B.A. students and which shows
the activeness and inclination towards the accessing of these sites by
B.Sc. and B.Com students. The B.A students are also active to access
such sites on internet but their percentage is less compare to other two
faculties.
Table-8.7
Time spends by students on internet
Students
1-2 hrs
3-4 hrs
5 hrs and
above
Total
No.
(%)
No.
(%)
No.
(%)
Male
69
46%
30
20%
6
4%
105
(150)
Female
47
31.3 %
34
22.7%
4
2.7%
85
(150)
Total
116
38.7%
64
21.3%
10
3.3%
190
(300)
144
The table 8.7 shows the sex wise data of the time spends on internet.
Based on the time spends on internet the students may be divided into
three groups. In the first group, there are 46% male students and
31.3% female students, who spent 1-2 hrs daily on internet; in the
second group, there are 20% male students and 22.7% female
students, who spent 3-4 hrs daily on internet and in the third group,
there are 4% male students and only 2.7% female students, who spent
5 hrs and above daily on internet.
The overall data shows that the highest percentage of student is found
in first group with 38.7% and the percentage of male students are
found higher than female students. In the second group, the percentage
of female student is found higher than male student. In the third group,
the percentage is quite low and almost same in both male and female
student.
Table-8.8
Faculty wise time spends by students on internet
Students
1-2 hrs
3-4 hrs
5 hrs and
above
No.
(%)
5
5%
B.A.
No.
37
(%)
37%
No.
15
(%)
15%
B.Sc.
33
33%
31
31%
1
1%
B.Com.
46
46%
18
18%
4
4%
Total
116
38.7%
64
21.3%
10
3.3%
145
Total
57
(100)
65
(100)
68
(100)
190
(300)
146
The table 8.8 shows the faculty wise data on time spends for internet
by students. Faculty wise, the percentage of B.Com student, who
spends daily some time on net, is found higher with 68% and there are
only 2% difference is found between B.Sc. and B.Com students. The
percentage of B.A. students is found lowest with 57%. Time wise
analyses shows that the percentage of B.Com student is found highest
in first group, the percentage of B.Sc. student is found highest in
second group and the percentage of B.A. student is found highest in
third group.
The Impact of media on new generation youth:
In modern society, our access to different kinds of information is
broadening. The media, especially TV, has become a key source to
valuable information. Peter Gonsalves say that youth constitute the
most vulnerable group to the influence of media. Three characteristic
of youth, first a search for identity, second the carving for freedom
and lastly the push and pull of sexuality, makes them very exploitable.
Teen agers are the most global market of all. The various studies
reveal the fact that in all major cities of the world teenagers and young
adults between 20 and 25 have the same taste. From the media young
people get the inspiration for their life style, pattern of behaviour,
dress codes and jargon. Rural India is not too far behind. TV and film
147
culture have invaded our village youth. Youth are the targets of our
media campaigns. Media also uses the youth than any other groups.
Media’s impact is very high on the cultural values of youth, who are
already in the stage of identity crises, where they reject the adult
authority. So, when extra push and freedom is given them, they
misuse the freedom. Access of television grew from 10 % of urban
population to 75% in 1999 and further 90% in 2009.cable TV and
foreign channel become widely available for the first time and have
acted as catalyst in bulldozing the cultural boundaries. When the TV
penetration is almost on every one reach and the internet penetration is
above 10% in India, the media is not only providing information,
entertainment, education, promotion, democracy, news and acting as
the agent of change in one hand but also on the other side it promotes
the violence and desire to buy the products through advertisements /
commercials, which are not essential and adversely affecting the
Indian culture and ethos knowingly or unknowingly. When the media
has become such an important feature of Indian Society, an attempt is
made to see and analyse, how far, the media has influenced our Indian
youth and their life style.
148
Table-8.9
Time spends by students on watching TV
Students
1-2 hrs
3-4 hrs
5 hrs and
above
Total
No.
(%)
No.
(%)
No.
(%)
Male
103
68.7%
40
26.7%
7
4.7%
150
Female
89
59.3 %
54
36%
7
4.7%
150
Total
192
64%
94
31.3%
14
4.7%
300
The above table shows the sex wise data of the time spends daily on
watching TV. Based on the time spends daily on watching TV the
students may be divided into three groups. In the first group, there are
68.7%% male students and 59.3% female students, who spent 1-2 hrs
daily on watching TV; in the second group, there are 26.7% male
students and 36% female students, who spent 3-4 hrs daily on watching
TV and in the third group, there are 4.7% male students and 4.7%
female students, who spent 5 hrs and above daily on watching TV.
The overall data shows that the highest percentage of student is found
in first group with 64% and the percentage of male students are found
higher than female students. In the second group, the percentage is
found 31.3% and the percentage of female student is found higher
than male student. The lowest percentage is found in the third group
with 4.7%, the percentage is same in both male and female student.
149
Table-8.10
Faculty wise time spends by students on watching TV
Students
1-2 hrs
3-4 hrs
5 hrs and
above
Total
No.
(%)
No.
(%)
No.
(%)
B.A.
65
65%
31
31%
4
4%
100
B.Sc.
66
66%
29
29%
5
5%
100
B.Com.
61
61%
34
34%
5
5%
100
Total
192
64%
94
31.3%
14
4.7%
300
The above table shows the faculty wise data on time spends for
watching the Television by students. Faculty wise, there is not very
much difference found among all three faculties and it is more or less
same with 2-4% difference. In the first group, the percentage of B.Sc.
students is found highest with 66%, in the second group, the
percentage of B.Com students is found highest with 34% and in the
third group, the percentage of B.Sc. and B.Com students are same
with 5%.
Table-8.11
Sex wise preference of channels
Students
News
(%)
Discovery
(%)
Sports
(%)
Music
(%)
Serial
(%)
Total
Male
23.3%
24%
32%
8.7%
12%
150
Female
11.3%
24%
nil
30%
34.7%
150
Total
17.3%
24%
16%
19.3%
23.3%
300
150
The table 8.11 shows the sex wise data of the favourite channels seen
by students. Based on the choice of favourite channel, the students are
divided into five groups. The data shows that, the male student’s
favourite channels are Sports, Discovery and News channel whereas
Serial, Music and Discovery channel were the favourite channels of
female respondents. In case of sports channel it is observed that none
of female students has given their preference in watching Sports
channel.
Table-8.12
Faculty wise preference of channels
Students
News
(%)
Discovery
(%)
Sports
(%)
Music
(%)
Serial
(%)
Total
B.A.
24%
21%
19%
10%
26%
100
B.Sc.
18%
26%
15%
19%
22%
100
B.Com
10%
25%
14%
29%
22%
100
17.3%
24%
16%
19.3%
23.3%
300
Total
Faculty wise data shows from the above table that News channels and
Serial channels are much preferred by Arts students compare to other
two faculties. Preference for Sports and Discovery are more or less
same among all the three faculties with less difference of 1-4 %.
Music channels are much preferred by B.Com students.
151
152
Television Advertisements/ commercials:
Advertisement is a form of non personal communication about an
organization or its products, ideas, services and issues that is
transmitted to a target audience through Mass media. Borden say
advertisement includes those activities by which visual or oral
messages are addressed to the people for the purpose of informing
them and influencing them either to buy merchandise or to act or be
inclined towards ideas, institutions or persons.
Advertising is a task of interpreting the qualities of a product in terms
of consumer’s need. It is the art of influencing human action, the
awakening of the desire to process one’s products.
Advertisement persuades buyers to purchase the goods advertised.
There are various media of advertising such as newspaper, magazines,
films, radio and posters etc. but TV is the latest and more influencing
media. It displays a variety of advertisements in such an attracting and
influencing manner so that one is convinced to buy the advertised
goods. This study is an attempt to understand the impact of media and
the influence exert through advertisements and TV commercials on
the buying habits of our youth.
153
Table-8.13
Students inspired by advertisements shown in TV
Students
Inspired by Advt.
Not inspired by
Advt.
Total
Student
No.
(%)
No.
(%)
Male
86
57.3%
64
42.7%
150
Female
137
91.3%
13
8.7%
150
Total
223
74.3%
77
25.7%
300
The above table shows that there are 57.3% male students and 91.3%
female students, who are inspired by the advertisements shown on
Television and there are 42.7% male students and 8.7% female
students, who are not influenced by the advertisements shown on
Television. The overall data shows that there are 74.3% students, who
are inspired by the advertisements shown on Television and there are
25.7% students, who are not influenced by the advertisements shown
on Television. The results shows that compare to male students,
female respondents are much influenced by the advertisements shown
on the Television.
154
Table-8.14
Faculty wise Students inspired by advertisements shown in
TV
Students
Inspired by Advt.
Not inspired by Advt.
Total
Student
No.
(%)
No.
(%)
B.A.
57
57%
43
43%
100
B. Sc.
76
76%
24
24%
100
B. Com.
90
90%
10
10%
100
Total
223
74.3%
77
25.7%
300
Above table shows the faculty wise data about the students inspired by
advertisements. The percentage of students inspired by the
advertisements shown on the Television is found highest among the
B.Com student with 90% and lowest in B.A. student with 57%. The
results indicate that the B.Sc. and B.Com students are influenced
highly by TV advertisements compare to B.A. students.
Table-8.15
Sex wise influence towards advertisement
Students
Cosmetics
Clothes
House hold
No.
(%)
No.
(%)
No.
(%)
Male
19
12.7%
34
22.7%
33
22%
Female
109
72.7%
6
4%
22
Total
128
42.7%
40
13.3%
155
Total
86 (150)
14.7% 137 (150)
55 18.3% 223 (300)
The table 8.15 shows sex wise data on the type of product respondents
buy due to influence of advertisements shown in TV. The data shows
that 72.7% female preferably buy the cosmetic product under the
influence of advertisements. Clothes and House hold products are
given preference by the male respondents compare to female
respondents. The overall data shows that Cosmetics products are
preferred by 42.7% students, dresses are preferred by 13.3% and
house hold products are preferred by 18.3% students. The results show
that the preferences for cosmetics products are found higher compare
to clothes and house hold products.
Table-8.16
Faculty wise influence towards advertisement
Students
Cosmetics
Clothes
House hold
Total
No.
(%)
No.
(%)
No.
(%)
B.A.
39
39%
8
8%
18
18%
65(100)
B.Sc.
44
44%
15
15%
17
17%
76(100)
B.Com.
45
45%
17
17%
20
20%
82(100)
Total
128
42.7%
40
13.3%
55
18.3% 223(300)
The above table shows the faculty wise data and these data reveals that
cosmetic products are the first choice of all three faculties. In case of
156
B.Sc. and B.Com students this percentage is almost same with 44%
and 45% respectively and for B.A. students its percentage is slightly
low with 39%. However, in case of buying the clothes, the more
preference is given equally by B.Sc. and B.Com students compare to
B.A. students. Preference shown by the student for the household
products is more or less same among all three faculties.
The result shows, the thinking pattern of B.Sc. and B.Com students
regarding their preference towards products selection under the
influence of advertisements is almost same as compare to B.A.
students. The students from arts faculty had shown less interest
regarding the advertisements.
Table-8.17
Response on mass media vulgarizing Indian ethos
Students
Yes affecting ethos
Not affecting ethos
Total
Student
No.
(%)
No.
(%)
Male
93
62%
57
38%
150
Female
93
62%
57
38%
150
Total
186
62%
114
38%
300
The above data is the concluding data summarizing the all above table
in the sense that by this data the researcher tried to know about the
thinking of new generation about mass media and tried to find out
157
their answer on whether mass media is vulgarizing the ethos of Indian
values or not.
The data show, male and female both have the same response towards
this question. There are 62% male and female students, who agree and
said yes, the mass media is vulgarizing the ethos of Indian values and
rest 38% male and female students disagree and say that it is not
vulgarizing the ethos of Indian values.
Table-8.18
Faculty wise response on mass media vulgarizing Indian
ethos
Students
Yes affecting ethos
Not affecting ethos
No.
(%)
No.
(%)
Total
Student
B.A.
66
66%
34
34%
100
B. Sc.
55
55%
45
45%
100
B. Com.
65
65%
35
35%
100
Total
186
62%
114
38%
300
The above table 8.18 shows that the percentage of B.A. and B.Com
students are almost same compare to B.Sc. students, who agrees and
said, yes the new means of mass media is vulgarizing the ethos of
Indian culture and the percentage of B.Sc. students are found 10% less
in this regard as compare to other two faculties.
-------:0:------158
Chapter 9
CHALLENGES OF GLOBALIZATION
Globalization describes the process by which regional economies,
societies and cultures have become integrated through a global
network of political ideas through communication, transport and trade.
The Globalization is most closely associated with economic
globalization, the integration of national economy through trade,
foreign direct investment, capital flows, migration, technology and
military presence. The term can also refer to the transnational
circulation
of
ideas,
languages
or
popular
culture
through
acculturation. An aspect of world which has gone through the process
can be said to be globalized. Globalization was started in the name of
improvement of the world economy and poverty alleviation. In this
way globalization is a economical and social process. All developing
and under developed nations have to accept this process. Today every
aspect of human life is being affected by this process. Globalization is
a double edged sword. It has both positive as well as negative
potentials.
Globalization was introduced to India in 1991, when the Indian
government introduced a set of reforms for the ailing Indian economy
159
to prevent it from going to further crisis. These reforms were the
Liberalization, Privatization and Globalization reforms. Since 1991,
we have seen major changes in India. Globalization has opened India
to the world and has brought in the much needed exposure.
Globalization has had impacts in the economic, social, cultural and
political way of India. The significant remains the impact of
globalization on the economic sector. India has seen tremendous
growth since 1991. India is one of the fastest growing countries in the
world and that is all due to the reforms undertaken in 1991. The role
of multinational corporations (MNCs) is very significant in the Indian
scenario. Multinational companies are taking the lead in almost every
part of the world. Coca-Colas, McDonalds, Nike and PepsiCo are
some of few examples of such growth and proliferation.
Globalization has had a very profound impact on Indian culture and
this can be seen anywhere. It has had a very deep impact on our
culture and has dug its way to the roots of our culture. Technology,
internet and media, emerging global culture, MNCs, easy Transport
and Trade are also impacting the youth mindset.
Internet and youth mindset for social networking sites:
The internet technologies have revolutionized the entire world and
making it a small global village. Every kind of information is
160
available at the click of the mouse. Traditionally the internet was used
by the scientists, academics, engineers and big organizations like
military to interchange and share the information. Today internet is
used for the downloading of music, forming of virtual communities
and establishment of news groups. In the age of digital literacy
children could well overtake their parents when it comes to using the
internet for social networking, social gathering, tweeting, chatting,
sending e mails and downloading movies and songs. According to
survey conducted in 2010 by IMRB and IMAI (Internet and mobile
association of India) and published in TOI nearly 25 million school
and college going students are internet savvy. Times of India show
that “India has recently become the third largest market for twitter in
just two months, with 5 million subscribers of total 11.5 million.
It can be said that one of the biggest innovations of technology is
social networking. A web based social network services focussed on
building online communities of people who shares interests or
activities, attracting people based on common languages, sex religion
or nationality based identities. These sites also integrate new
information and communication tools, such as mobile connectivity,
blogging and photo/ video sharing. It has been surveyed that 63.3%
youth spend over an hour time online and 75.3% students are member
161
of social networking sites. Facebook, Orkut and twitter are most
popular online destinations.
Every technology has its own negative aspects. The risk of using
communication technology include mental health and concentration
problem in study, cyber bulling (emotional distress), texting (texting is
used to harass people using cell phone and social networking sites for
instant messaging to threaten and harass the social media partner) and
privacy violation. These are a disturbing new trend among youth
abusing the technology. There are so many cases exposed related to
cyber sexual harassment on social sites and chat rooms.
Youth and health:
Internet addiction makes a person more aggressive, frustrated and
isolated and leads to certain physical symptoms such as back aches,
dry eyes, migraine and other physical symptoms. Excessive use of
mobiles can cause Tumours and acoustic neuromo. It also decreases
the user’s physical identity amongst their families, peers and coworkers. People tend to become isolated from rest of the world as they
continue to live in a fantasy of unreal identities. This is causing
concern within societies as people are thought to loose their sense of
reality, interaction and their physical identity. Online sharing has one
of the most disadvantages of keeping all you have shared in memory
forever.
162
Youth mindset for marriage and sex:
Traditional Indian values about female relationships and marriages
have had a severe blow from the pornography available on internet.
Online friendships sometimes turn into violent rapes on actual
meeting. Youth is totally confused who want to be westernized but
their deep rooted Indian values stops them to be free. Flirting and
sexing-sharing sexually explicit photos, videos and chat by cell phone
or internet- is fairly common among youth.
The various surveys reveal that most of the Indians couples have used
mobile phone and internet for late night romances and these romances
occur without physical or visual contact and it is seen most of the
times it may ends to marriage.
Youth as a audience of media and markets for advertising:
Mobile and internet are clearly becoming a mass medium in India.
The advance technology enables advertisers to discover their target
audience on mobile internet sites in a measurable manner. It is a well
known fact that the youth segment in India is one of the most lucrative
consumer groups for market around the world.
The effort to commercialize and commoditize anything and everything
not only leads to the degradation of Indian culture, it is harmful to us
as a citizens. According to a survey 57% of the respondents browsed
163
the internet on their mobile phones and one third of those were
engaged with advertised brands. If India could use youth as a hook to
lure top brands, it would be the world’s most brand rich country. That
is why the international brands are making a beeline to tap the Indian
youth.
Impact of Globalization on Indian society:
Globalization has impacted heavily to Indian society. In terms of
people, India faces some resource and infrastructure constraints.
Increased longevity had led to the emergence of many health and
social issues. Fragmentation of the traditional Indian family network is
leading to an erosion of the available support within the immediate
and extended family.
Migration of younger generations from rural to urban and from urban
centre to another as well as transnational migration has resulted in the
elderly being left to find for themselves at a time when family support
becomes more crucial. For those who live within extended families the
elderly have to live in harmony with the younger generation that has
to face a highly competitive world of globalization. While the nuclear
family system is increasingly becoming the norm then the modern life
styles and changing professional and personal expectations are
impacting relationships of marriage and commitment. In cities young
164
people are starting to choose their own partners. Arranged marriages,
however, continues. Meanwhile, as divorce rates increase especially in
cities, the concept of single parenthood has not been accepted and
adopted in the Indian culture. One of the worst effect of globalization,
according to the Ministry of health report (2009), teenage pregnancies
are reaching all time high.
Consumerism has permeated and changed the very fabric of
contemporary Indian society. Western fashions are coming too India.
The traditional Indian dresses are increasingly being displaced by
western dresses especially in urban areas. MTV, soap television
channels and films set a stage for patterns of behaviour, dress code
and jargon.
As for women, the impact of Globalization has been interesting. On
one hand, it has allowed women to become a larger part of the work
force with opportunities for higher pay raising their self confidence
and independence. Globalization has provided a power to uproot the
traditional views about the women that have kept women
economically poor and socially exploited. The growth of the computer
and technology sector has provided middle class educated women
with better wages, flexible timings and the capacity to negotiate their
role and status within the house hold and society. On the other hand,
165
women continue to work in poorly paid, mentally, physically
unhealthy and insecure situations. For most women, their domestic
responsibilities are not alleviated. Wage gaps have not showed any
significant changes in most employment sectors other than
information technology.
Additionally, prostitution, abuse and dowry related suicides are on the
increase despite globalization and some say that the material greed is
one of the main causes. According to Thomas Reuters Foundation
survey, India is the fourth most dangerous place in the world for
women to live in. further the incidents of domestic violence are much
higher among the lower socio-economic classes. According to Indian
national crime record bureau in 2010, 8391 dowry death cases were
reported across India, meaning a bride was burned every 90 minutes.
On the other hand, unreported cases of rape are much higher compared
to 24,206 registered rape cases in India in 2011.
Globalization and Poverty, child labour and child abuse:
A large section of Indian society is anguished from chronic hard core
poverty considering the people are not capable to secure their basic
needs, let alone looking after their basic hygiene. They lack the
necessary socio-economic capacity and resources such as food,
shelter, health services, education and so forth hence to survive under
hard circumstances.
166
India is estimated to have a third of the world’s poor. In 2010, the
World Bank reported that 32.7% of the total Indian people fall below
the international poverty line of earning $1 per day. According to
2010 data from UNDP (United Nations Development Program), the
29.8% of Indian live below the country’s national poverty line. A
2013 UN report stated that a third of the world’s poorest live in India.
This is attributed to causing major socio-cultural issues e.g. child
labour and abuse, homelessness, vagrancy, matrimonial dowry, female
circumcision and foetus removal to list a few. These issues are over
linked and cause knock on affect on the overall societal fabric and
human well being. Poverty leads to illiteracy and it gives birth to
unemployment, baby boom, child labour and more.
Child abuse is nothing but a trauma faced by children in the form of
physical, sexual and emotional way. Mainly child abuse comes about
in a child’s home or any other social outlets like schools,
communities, with whom the child interacts. Child abuse can be
outcome of poverty, illiteracy, appalling affairs, domestic violence,
psychological issues and many more. There is a need to understand to
bring inner peace, joy and contentment to the victims through a
journey of healing and recovery and indeed a transformation.
Another aspect of poverty is child labour. Despite prohibition of child
167
labour by the Indian constitution, over 60 to 115 million children in
India work. Whereas most rural child workers are agricultural
labourers, urban children work in manufacturing, processing,
servicing and repairs. Globalization more directly exploits an
estimated 300,000 Indian children who work in India’s hand knotted
carpet industry, which exports over $300 million worth goods a year.
Uncounted other children work in less formal sectors, such as the
incense industry, used both for domestic and export needs.
Various reports indicate that urban Indian children and youth face
significant competition and pressure to succeed. Yet as the joint
family system weakens and there is less parental supervision and
support (both parents working), the youth seems more restless and
insecure. There are reports of increase in violent behaviour and
aggression especially in urban areas.
All of these facts is sad but true facts. One thing we cannot deny is
that globalization in inevitable. We have reached a point of no return,
even if we wanted we cannot reverse the effects of Globalization.
-------:0:-------
168
Chapter 10
CONCLUSION AND SUGGESTIONS
Globalisation and the opening up of the Indian economy have
introduced Indian society to new cultural and social norms. However,
this process has not able to eradicate traditional Indian values and
beliefs till now. Youth in particular want the best of both worlds.
While for a casual gathering they might choose to wear jeans and
perhaps a DKNY T-shirt and for more formal occasions they prefer
traditional dresses, the girls will wear saris, while the boys prefer
a sherwani.
Furthermore, while they may choose to marry for love, they are
equally eager for their parents to accept their choice of partner and
give their blessings to the marriage. In a traditional Indian family,
young people had minimal say in either the running of the household
or their own affairs, their finances were controlled by their parents,
who also made decisions on education and even personal matters such
as marriage. Young girls were largely confined to the home, which
was the major place of recreation for young people of both sexes.
While urban India today represents a combination of the traditional
169
and the modern and in a number of areas modern values and practices
are taking over. Materialism is increasing. Youth have emerged as a
significant target for marketers. Manufacturers are targeting this new
market, and new trends in fashion, culture and lifestyle are emerging.
The increasing reach of satellite television and the growth in Internet
usage has helped to facilitate the spread of these new trends among
youth and thus a emerging a new youth culture and cultural changes
may be easily observable. The study focused mainly on the negative
aspects of globalization and tried to discover the new horizon of youth
culture and cultural change in Indian society in the context of
Globalization.
It is evident from the survey, that the role of parents are decreasing on
the various important decision of their children lives in general, and
on study and job related matters in particular. The students/ children
are supposed to be smarter just because they are tech savvy and they
can easily conversant with modern technology and gadgets and make
use of them smartly. One of the positive aspects of this study is that
now the parents are not imposing their will on the children. Another
aspects of the survey was to look that whether the thinking of parents
are changed or not and whether they give the freedom to their children
to take their decisions on their own or not and when 80% students said
170
that they have chosen the subject because of their own interest it
shows that now Indian society is giving importance the choice of
children and honouring their passion for their interests, keeping in
view that in the values and norms of Indian society the decisions of
parents are regarded very high and their decisions on all aspects of
life, viz. education, job, marriage , social interactions, friendship, life
partner etc., of their children are full and final. Further it is seen that
female students are quite concerned with the choice of their parents on
subject selection for them compare to mail students.
Another noticeable fact is that only 5.7% students say that they are
studying just for degree shows that today’s generation is seems to be
much focused and only small amount of students are least concerned
about their studies.
One of the objectives of this study was to see that whether there was
any difference in the thinking pattern of student faculty wise and it is
observed that there is a misconception among others that the students
of arts selects the arts subject just because of there is no other option
before them but the data reveals the fact that 78% students of arts
faculty have chosen their subject because of self interest.
On comparison the data for the interest of students regarding job or
pursuance for higher degree after graduation reveals that 57.3%
171
students wants to pursue higher study for better carrier and other
42.7% prefers job after graduation because their friends are doing job
in MNCs and they are also tempted with the lifestyles of their friends.
On further enquiry, surprisingly 20.7% (26% male and 15.3% female)
of students were already doing the job. The researcher wanted to know
for what reason they are doing the job, the data further reveals that
students were doing the job primarily because their pocket money was
not sufficient (12.7%), secondly to fulfil the needs of their family
(8%). It can also be seen from the table that 36.33% students were
getting the pocket money more that Rs. 1000. On interviewing
personally with such students, it came to our notice that most of these
students were doing the job just to full fill the needs of their lifestyle
related needs, expenditure of mobile etc. It is evident from the study
that various brands, TV commercials and peer pressure etc add their
passion for living the hi-fi life style with passion and fashion and these
were the negative aspects of the globalization comes to the notice of
researcher.
In view of above, it is summarized that now a day’s parents giving
importance to the choice of their children in case of choosing the
subjects and students have become more career oriented and wanted to
live life king size and also doing part time job primarily to full fill
172
their life style related needs. Here it is to be mention that this is
somewhat contrary to norms of Indian society which says that the
students should acquire the basic knowledge first (Brahmacharya
ashram) then enter to materialistic world (Grihastha ashram).
The results of the qualitative study on mobile phone usage among
students, present the results based on the answer given by students on
the questionnaire and personal casual interactions with students. Then
data gathered from the interviews is presented under the following
five headings –
1. students having the mobile phones
2. management of expenditure of mobile
3. reason of importance of mobile phone
4. students preference to communicate with mobile phone
5. preference time of talking with mobile phones
The data based on all the above matters has been analyzed and this
data reveals that mobile phone has become a very important accessory
of modern youth. Data shows that young people use mobile phones for
a variety of reasons such as for easier communication (92.7%) and
secondly their friends are using the mobile (7.3%). Primarily it looks
that this is a powerful means of communication but later on further
elaborate analysis brings the real picture and effect of the
173
Figure 10.1
Purposewise Mobile Phone Usage
300
276
278
267
250
206
200
141
150
135
100
68
50
24
33
26
22
0
0
Series 1
Series 2
174
Series 3
24
globalization. The other 7.3 % students, who are using mobile because
their friend are using the mobile, reveals on further enquiry that they
were using it under the pressure that all of their friends are using
mobile and now a day mobile has become the status symbol too.
The study indicates that mobile phone used for the diverse purpose
including
communication,
to
express
freedom
and
identity,
entertainment and information. Students prefers talking to his/her Girl
Friend/Boy Friend (68.7 %) is a new phenomenon observed and this
mobile is a determining factor of the emerging new youth culture
centred around internet, mass media and social media. 8% students
talks in night hours and on personal interview it come to notice that
they prefer to talk to his/her Girl Friend/Boy Friend during night
hours. The night hour chatting may bring forth the many new aspects
of students individuality and freedom and this need further more
elaborate study.
Furthermore,
globalization
has
tremendous
effects
on
the
technological reach to the common man and particularly the mobile
technology. In Indian context mobile phone has reached in the hand of
almost everyone. Youth are using it for several reasons and it becomes
the integral part of their life and personality. Students are chatting
with friends for hours together and thus a peculiar youth culture is
175
emerging and mobile phone is playing a very important role.
We may summarize that students used mobile phones for easier
communication, to coordinate and plan activities with friends. The
females particularly found cell phones useful during emergency
situations. Although most of the young people used cell phones to
have private conversations with friends. The youth also perceived cell
phones as fashion and status symbol. Youth viewed mobile phones as
personal items and used them to store private content and maintain
privacy. The respondents viewed mobile phones as a marker of
adulthood, as an extension of self and showed emotional bonding with
them. The youth also used cell phones to stay in touch with friends
and maintain friendships with individuals. They also felt that it was
easier to talk to members of the opposite sex on mobile phones
because they could express themselves more openly that way than in
person.
The surprising fact noticed during the research work is that, now
students are talking about their marriage without hesitation. Approx
50% students are giving preference to the love or love cum arrange
marriage. In Indian cultural and social context, the marriages of
children are considered as an elderly work and arranged marriages are
regarded high. The effect of global culture of independence and
176
freedom is clearly visible.
In the context of globalization, the new trends are emerging among the
youth one of these are making Girl/ Boy Friend(60.3%), secondly live
in relationship(44%) is gaining popularity among youth and thirdly,
youth(Especially Boy, 34%) are not hesitating for the sexual
relationship before marriage. It may be said that these are the negative
and destroying aspects for Indian culture. Another aspect which is
noticed that boys prefer the working life partner (78%) in comparison
to house wives (22%). It is observed that girls are little bit hesitant
towards sex before marriage and even a single girl not supported this
view.
In view of Indian society norms, sex is supposed to a taboo, not to be
discussed in public and sex relationship before the marriage is
prohibitive. Any girls’ sanctity and piousness is destroyed in case of
pre marital sex. Sex before marriage is a negative impact of
globalization under the influence of mass media and internet now
which is observed amongst the Indian youth.
There is a serious
challenge before the value system, norms and tradition of Indian
society, which the globalization has posed. Possibility of spreading of
HIV/AIDS may not be ignored and also there may be serious health
risks for youth.
177
There are the many reasons for the growing popularity of these
concepts amongst youth. No doubt the world is truly moving a fast
pace and people come across with so many people of different
lifestyles and nature. In this context it becomes very important for
partner to check if they are compatible to each other. With the rising
number of divorce and with couples not being able to adjust with each
other has encouraged people to live with or choose their partner before
deciding on getting married. Independence may be understood as one
of the value of globalization. Today’s youth wants freedom and data
on life partner, making GF/BF, conversation on mobile, sex
relationship etc indicates that gone were the days when parents used to
find out the match for their children and they would happily agree
with them but now everybody wants that his/her own choice who
would share some level of similarity and interest.
Another paradox is apparent amongst youth even in this modern era in
respect of dowry. It is seen from data that the there is huge difference
in sex wise opinion. Whereas female are against the dowry system
(91.3%) but 36.7% boys are in favour of this. This indicates the
paradox in thinking of people particularly youth in the globalized
world about this pre established social norms. Still there is hope
because in Toto 63.3% youth does not support the dowry system and
178
there is also a transformation taking place in the thinking of Indian
youth while choosing the life partner.
It is observed that the faculty wise thinking pattern of youth is more or
less same and no distinct and different opinion is found in this regard
amongst the students.
There is a lot of discussion held for the new emerging youth culture
and their lifestyle in India onset of the globalization. Globalization, its
process and effects continues to be debated. The new youth culture is
emerging in India and it can be better understood by thorough analysis
of the lifestyle adopted by youth. There may be the effect of
Globalization, indigenous culture and traditions in their lifestyle and
its effect may be reflected on the analysis of their clothes, itinerary,
food, fashion, movie, mobile and music.
Research put the light on student’s choice of clothes, itinerary, food,
fashion, movie, mobile and music. It reveals that 82.7% students
prefers to wear western outfits as against the 17.3% of total students
prefers the traditional Indian outfits, out which 33.3% female prefers
the traditional Indian outfits, 80.3% students prefers Branded dresses
as compared to 19.7% wears the non branded dresses. It is evident
from the data that 26.7% students wear the western dresses because
they think that in western dresses they look sexy, smart and it is in
179
Vogue/Fashion. This show the growing influences of western values
of looking sexy, smart, pomp and show type of living style among
Indian youth and contrary to this Indian society appreciates the value
of simple living and high thinking.
Data further indicates that 24.7% students love watching the
Hollywood movies as against to 75.3 % Indian loves bollywood
movie, and they prefer watching movies at Cinema Hall or
multiplexes (73.3%). The more striking facts is that they love to watch
the movie along with their friends (66.7%) then followed by Girl
Friend/ Boy Friend. This may be seen as the expression of
independence and freedom and desire to live the life with joy, fun and
excitement. Study reveals that there are the signs of growing
popularity for the Chinese or junk food (44.3%) amongst youth and
this is the clear impact of globalization over the preference in Food.
The growing number of Mc Donald’s, Pizza Hut, Dominos, KFC,
Kungfu and Yonghe king in Indian shopping malls and markets and
the presence of youth over there, are the clear indication of the
prevalence of the junk food culture in contemporary India. Though
Indian youth love the rich Indian authentic food (55.7%) but the
changing lifestyles and need of moving with the pace of ultra fast
world makes them vulnerable to adopt the western lifestyle under the
180
influence of friend, media, advertisement, youth icon and the working
culture of MNCs.
Globalisation affected India and the Indian culture in general and
youth culture in particular. We may see from the above data on
tremendous impact of Internet, Mass media and Social media on
youth. Just as a coin has two sides, the impact of Internet, Mass media
and Social media on youth is also positive or negative.
The majority of students today are using the Internet (79.3%) and
most of them are the member of Social networking sites (75.3%) such
as Facebook, Twitter, Orkut, Linkedin etc. the data reveals that the
total time spend on the internet are increasing and about 24.7%
students spend more than 3 hrs time on Internet. The personal
interaction shows that these Youth are capable of using Information
and Communication Technology in diverse ways, as a result of which
traditional forms of socialization such as the family and school are
increasingly being challenged and overtaken. Many of the perceptions,
experiences and interactions that young people have daily are “virtual”
and
transmitted
through
various
forms
of
information
and
entertainment technology. These technologies offer a culture of
information, pleasure and relative autonomy, all of which are
particularly appealing to Youth. As indicated in World Youth report,
181
2003 which say that “it is appropriate to claim the practice of youth,
points towards a phenomenon called network sociality”. Though it is
apparent from many cases, which are reported to Police, that social
media now days leaving a negative impact. As data indicates that most
of the youth spend lot of time on internet to visit and check their
single or multiple social media accounts and this affects badly the
performance and concentration in study. The risk of using social
media may also include mental health, social bulling (emotional
distress), texting (texting is used to harass people using cell phone and
social networking sites for instant messaging to threaten and harass
the social media partner) and privacy violation.
Thus Information and communication Technology and media culture
in general are shaping the thinking of children and youth. The data
shows that 36% students watch TV for more than 3 hrs and 58.7%
students love watching the sports, Music and daily soap opera TV
Shows and these are their favourite channels too. On the analysis of
the impact of advertisement, data shows that 74.3% students are
influenced by the advertisements/ commercials shown on TV and they
buy the various products. Further analysis brings the fact that 56%
182
Figure 10.2
Mass Media Effect on Ethos of Indian Values
38%
62%
Yes
Not
183
students buy the lifestyle products such as clothes, cosmetics and
consumer goods to groom their personality and the convenience for
themselves. This reveals the eagerness and awareness of students
towards his/her personality under the deep influence of media driven
culture.
The overall analysis shows that youth are highly impacted with the
globalization in either way. In a first place with the growing ICT and
media culture, the youth are benefitted in area of education,
employment, personality improvement and other gains of technology
and on the other hand the new social interaction platform is emerging
apart from family and society and making youth vulnerable to
emotional breakdown, loneliness, security fear, threatening and
succumb to the pressure of the appeal of advertisement while in
decision making etc. thus there is a vast scope to further analysis of
the impact of Globalization on youth and cultural change in Society.
There is a ray of hope after knowing the response of students, when
asked to students that whether mass media is vulgarizing the ethos of
Indian value, 62% Students were agreed to the observation that new
means of mass media are definitely vulgarizing the ethos of Indian
values. This indicates that youth are well aware and concerned about
the coming challenges on Indian value system by way of new means
of mass media i.e. TV, internet, Cinema and Mobile.
184
Suggestions
The main purpose of the study was to see the negative aspects of
globalization on culture of Indian society in general and youth culture
in particular given the negative conditions, crises and predicaments
prevalent at present time. Further the study made an attempt to analyse
the impression of globalization process that has been imprinted in the
minds of student sex wise as well as faculty wise. Based on this
research following suggestions may be given, which may prove
meaningful not for the scholars and students of sociology but also
policy makers and planners of the country.
1. Be careful with mobile: Findings indicates that majority of students
are using the mobile for hours together resulting in the loss of
concentration, irritation, causing frustration etc. Naturally mobile is
not bad when it is used for communication, planning and
coordination and security purpose etc. but the excessive use, as
various study reveals, may cause the health hazards such as brain
tumour, cancer etc.
2. Parents should be watchful:
Globalizations facilitated the
proliferation of technology and trade irrespective of territory,
culture, civilization and society. With the advent of ICT and
internet technology in India, the youth, who are well versed with
185
the modern gadgets and technology, are gaining a lot. In a
meantime they are under risk of the misuse and other negative
aspect of Technology. In such scenario students may easily access
the sexually explicit material and pornographic content in the
internet and mobile. Therefore the role of parents has become
important and they should be watchful to such activity of their
children.
3. Society should be vigilant and take initiative: the findings show
that the Live in relationship and premarital sex concepts are
gaining popularity among youths and the part of new Global youth
culture. These new value system and norms may endanger the
cultural and social fabric of Indian society. In view of above
society as a whole should come forward to address these issues
which are vulgarizing the moral values and Indian ethos.
4. Government should enforce the relevant law against cyber crime:
due to rapid growth of ICT the youth have become vulnerable to
cyber related crime and they may also become the part of it
knowingly and unknowingly. Therefore government should start
the awareness drive against the cyber crime and enforce the strict
law against such crime.
5. Role of media and mass media should be positive not to
186
commercialize and commoditize everything: the role of media is
envisaged to educate, entertain, inform the society and act as the
agent of change in development process. Quite contrary to this role
of media have become negative. In the present scenario Indian
mass media are enormously subject to commercialization and
westernization of everything which in turn leading to degradation
of Indian culture and values. Media also promotes the desire in
people to buy and own products through advertisements which may
not be essential for them. In present scenario mass media should
not write, display or broadcast anything that is vulgar and obscene.
Media should bring the positive social changes in Indian society as
their social responsibility.
Preamble of our National Youth policy, 2003 reiterates the
commitment of the entire nation to the composite and all round
development of the young sons and daughters of India and seeks to
establish an all India perspective to full fill their legitimate aspiration
so that there are all strong of body and mind in successfully
accomplishing the challenging task of national reconstruction and
social changes that lie ahead.
National Youth Policy is designed to galvanize the youth to rise up to
new challenges, keeping in view the global scenario and aims at
187
motivating them to be active and committed participants in the
exciting task of national development.
Youth thus has been seen as the agent of social change and entrusted
with the exciting task of national development. This study shows that
majority of students thinking pattern is seems to be distracted in
context of Indian culture and ethos with the advent of globalization.
Their desire for the sex relationship before marriage (Male-34%,
Female-Nil), their preference for live-in relationship (Male-68.7%,
Female-19.3%), they are running behind the branded clothes (Male80%, Female-80.7%), their influence of Advertisement in Mass media
for decision making on buying (Male-57.3%, Female-91.3%), their
eating habits of junk food (Male 33.3%, Female-55.3%) and their
conversation pattern etc are the alarming bell to existing value system
of Indian society as a whole.
Not all effects of globalization is bad nor it can be but in present
globalization era, market have become all powerful and youth are the
prime targets and a soft war is imposed on our civilization and culture
by the market forces in the name of Globalization, Westernization and
Modernization as pointed out rightly by American thinker and
strategist Samuel P. Huntington in his famous book The clash of
Civilization and the remaking of world order “To understand current
188
and future conflict, cultural rift must be understood and culture rather
than the state must be accepted as a locus of future war”.
In this context we may have to be extra careful for the overall analysis
of the effect of Globalization and lest our generation next may become
the agent of Globalization rather than the agent of Social change as
envisaged in our National Youth Policy.
-------:0:-------
189
BIBLIOGRAPHY
1.
Ahuja, Ram (2001), Research Methods, Rawat Publication.
2.
Anderson M, (1971), Family, household and the industrial
revolution in sociology of the family, Penguin book,
Harmandsworth.
3.
Antonico Fermano da costa, (2002), Urban cultural identities in
a time of globalization.
4.
Atal, Yogesh (2006), Changing Indian Society, Rawat
Publications.
5.
Barran, R D and Norris, G M, (1976), Sexual divisions and the
dual Labour Markets in Barker and Allen.
6.
Bell, N W and Vogel E F (eds), (1968), A modern introduction
to the family, Free press, New York.
7.
Berger, P L and Luckmann T, (1969), Sociology of relief and
sociology of knowledge in Robertson.
8.
Bernard J, (1976), The future of marriage, Penguin Books,
Harmandsworth.
9.
Bhagat Chetan, (2004), Five point someone, Rupa & Co.
10.
Bhagat Chetan, (2005), one night @ call centre, Rupa & Co.
11.
Bhagat Chetan, (2008), The 3 mistakes of my life, Rupa & Co.
190
12.
Blossfeld,
Hans
Peter,
(2006),
Globalization,
growing
insecurities and the changing opportunities of the young
generation in modern societies.
13.
Bottommore, T.B. (1970), Sociology (A Guide to Problems and
Literature).
14.
Breinek, Povel, (2007), Processes of Globalization in the world
economy.
15.
Colley, Ann and Maltby, John, (2008), Impact of Internet on
our lives: Male and Female Personal behaviour.
16.
Daniela & Andreani Grace, (2003), Globalization, family
structure and declining fertility in the developing world.
17.
Derne Steve, (2005), the effect of cultural globalization in India;
Implication of cultural theory.
18.
Di Maggio, P Margittai, E Neuman & Robinson J, (2001), the
internet effect on society, annual reviews of sociology,
307-336.
19.
Dunklin, A, (2005), Globalization: a portrait of exploitation,
inequality and limits.
20.
Ferris, Elizabeth G and Lincoln, Jennic K (eds), (1981), Latin
America
foreign
policies;
Global
and
regional
dimensions, Westview press, Colorado.
21.
Fiss, Peer and Pal, Hirseh, (2005), the discourse of
Globalization: framing and sense making of an
191
emerging concept, American sociological Review, Vol.
70 no 1:29-52.
22.
Friedman, T L, (1999), The Texus and the olive tree, pp 7-8.
23.
Gard Jittery, (2001), The Youth Culture, Media and
Globalization processes, University of Greenland.
24.
Gardner, Richard N, Sterling, (1980), Dollar Diplomacy, New
York, Columbia university press.
25.
Giddens, Anthony, (1990), the consequences of modernity,
Stanford C A, Stanford university press.
26.
Gillespie, M, (1995), Television, ethnicity and cultural change,
London, Rautledge.
27.
Hamad Al Duaji & Imad M Al-Salameh, (2007), Effect of
Globalization on values.
28.
Hannerz U, (1990), Cosmopolitans and Locals in world culture,
Featherstone
(ed),
Global
culture:
Nationalism
globalization and modernity, pp 237-252, London Sage.
29.
Held, David et al, (1999), Global transformations, polity press,
Cambridge, ISBN.
30.
Hopkins, A G, (2004), Globalization in world history, pp 4-8,
London, Norton, ISBN.
31.
Huntington, Samuel P, (1997), the clash of civilization and the
remaking of world order.
192
32.
IMF report, (2000), Globalization threats and opportunity, 12th
April, IMF Publication.
33.
Jain Parul and Hazen Michael, (2007), TV viewing and its
relationship to changing values in Indian youth.
34.
Kole S.K., (2007), Globalization queer? AIDS, Homophobia
and
the
politics
of
sexual
identity
in
India
(Globalization and Health), Department of political
science, University of Hawaii at Monoa.
35.
Kuppuswami Sunitha, (2010), the impact of Social networking
website on the education of youth.
36.
Larson, Reed W, (2002), Globalization, Societal change and
New Technologies and its meaning for the future of
adolescence.
37.
Larsson Thomas, (2001), the race to the top: the real story of
globalization, pp 9-10, Cato institute, Washington D C,
ISBN.
38.
Lauran, Morious, (2010), Cultural globalization and challenges
to traditional communication theories, Journal of media
and communication.
39.
Lauren Morius, (2010), the Cultural Globalization and
challenges to traditional communication theories,
Journal of Media and communication.
40.
Lee Lisa, (2005), Young people and the Internet-From theory
to practice.
193
41.
Linda McDowell, (2004), Global change, local lives, youth and
societies.
42.
Maria Elena and Diaz Figuera, (2006), Cultural policies for the
development of a global context.
43.
Matanhelia Priyanka, (2010), Mobile phone use by young adult
in India, University of Maryland.
44.
Michal, P. Mc, (2000), development and social change, P
XXIII, 149.
45.
Millar wood C John, (2008), The impact of Globalization on
education reform, Case study of Uganda.
46.
Miltelman, J H, (2006), The Globalization, P-6.
47.
Ministry of health and family welfare, GOI, (2006-07), Youth
in India- situation and need, New Delhi.
48.
Ministry of youth welfare and sports, GOI, (1988), National
youth policy, New Delhi.
49.
Ministry of youth welfare and sports, GOI, (2003), National
youth policy, New Delhi.
50.
Mishra
S
K,
(2006),
Socio-Economic
dimensions
of
globalization in India.
51.
Nagla B K, (2009), Globalization and its impact on Indian
society.
52.
Nath Anita, (2008), HIV/AIDS and Indian Youth.
194
53.
Negrete Perze, (2000), Unity and diversity in global culture.
54.
Nisbet Robert A., (1967), the sociological tradition, chapter 1,
London, 1967.
55.
Obidoa, Chinekwu Azuka, (2010), the impact of Social change
on Adolescent sexual behaviour in Nigeria.
56.
Pande Sunandini, Department of Media and Communication,
London school of economics, (2007), the role of Global
TV and local realities; constructing narratives of the
self.
57.
Rantanen, T, (2005), the media and globalization, London Sage.
58.
Rao Mrinalini A. and Berry Ruchi, (2013), Journal of research
on adolescence; The Globalization and the identity
remix among urban adolescents in India.
59.
Richards Melanie Burleson, (2010), Mass Media relationship
with Adolescents values and behaviours; a theory of
mediated valueflection, Georgia state university.
60.
Robertson, K, (1992), Globalization: social theory and global
culture, London Sage.
61.
Robertson, R, (1992), Globalization, pp 8-9.
62.
Robertson, Roland, (1992), Globalization: social theory and
global culture (reprinted), London Sage, ISBN.
63.
Rohweder Die Jan, (2006), Globalization and its critics.
195
64.
Rygaad, Jette, (2003), Youth culture, Media and Globalization
on process in Green land.
65.
Sachdev Ruchi, (2008), the impact of social networking sites on
the youth of India.
66.
Saxena Shruti, (2009), Stilettos in the Boardroom.
67.
Schneider Werner, (2003), the changing nature of youth in
Germany.
68.
Sen Sunanela, (2007), Globalization and development.
69.
Sen, Amartya, (1999), development of freedom, Oxford
University press, Oxford, New York, ISBN.
70.
Sen, Amartya, (2005), the argumentative Indian; writings on
Indian culture, history and identity.
71.
Singh Yogendra, (1972), Modernization of Indian tradition,
Rawat Publication.
72.
Smart Josephine, (2004), Globalization and Modernity- a case
study of cognac consumption in Hong-Kong.
73.
Sodhi, Preeti, (2011), Reflection of Globalization on clothing
choices of Indian youth, Research journal of humanities
and social sciences.
74.
Srinivas, M.N., (1966), Social Change in Modern India,
University of California Press.
75.
Thulin, Era and Rilhelmson, Bertile, (2007), Youth, the mobile
phones and changes in every day, Goteborg (Sweden).
196
76.
Tomlinson, J, (2003), Globalization and cultural identity, 2nd
ed., pp 269-272, Cambridge, UK, polity.
77.
Triandis, H C, (2006), Cultural aspects of Globalization, Journal
of International management, pp 208-17.
78.
Turner Bryans, (2003), Cultural and cross cultural perspective
on parent- youth relations.
79.
Turner Elen, (2012), the Gender anxiety and contemporary
Indian popular fiction.
80.
UN, (1995), report on world summit for social development,
Copenhagen.
81.
UNDP, (2012), Human Development report.
82.
UNIDO, (1997), Industry and development Global report,
Chapter
1,
Globalization:
its
challenge
and
opportunities for industrial development, UNIDO,
Geneva.
83.
United Nations report on 4th youth forum, (2001), Darkar youth
empowerment strategy, Darkar.
84.
Unnithan, T K, Deva, Indra and Singh Yogendra (eds), (1965),
Towards a Sociology of culture for India, New Delhi,
Prentice Hall of India.
85.
UNRISD, (1995), Status of Disarray, The social effects of
Globalization, Geneva.
197
86.
Valentine, C A, (1968), Culture and Poverty, University of
Chicago press, Chicago.
87.
Vamsee Juluri, University of San Francisco, (2002), Music
Television and the invention of youth culture in India.
88.
Vieira Mauro & Silva Ana, (2002), Sexuality and gender
differences among university Youth.
89.
Water, M, (1995), Globalization, New Delhi, Prentice Hall of
India.
90.
World youth report, (2003), the Global situation of young
people.
-------:0:-------
198
Globalization, Youth and Cultural Change in Indian Society
INTERVIEW SCHEDULE
1.
Name
:
2.
Sex(Male/Female)
:
3.
Age
:………………years
4.
Class and department
:
5.
Caste/ community(SC/ST/OBC/GEN) :
6.
Marital status (Married/Unmarried)
:
7.
Residence (Urban/Rural)
:
8.
Nature of family(Joint/Nuclear)
:
9.
Why have you chosen this subject
i.
Because of your interest
ii.
Because of your parents interest
iii.
Or only just to get a graduate degree
10.
After graduation what you are deciding to do?.............................
11.
Are you doing job? If yes, where are you working:……………
12.
What is your monthly income? Rs………………………………
13.
Why are you doing job?
i.
To fulfil the needs of your family
ii.
Because your needs are not fulfilled with the pocket
money which you get from your parents
14.
How much pocket money you get from your parents: Rs………
199
15.
Are you satisfied with it?
Yes/No
16.
Do you have mobile: if yes, how much money every month you
spend on it? Rs…………………..
17.
Do you manage it from your pocket money:
Yes/No
18.
Being a graduation student, why mobile is so important for you?
i.
Because all your friends are using mobile
ii.
Because mobile make easier to communicate with each
other
iii.
19.
20.
Any other specific reason
To whom you like talk much with your mobile?
i.
To your parents
ii.
To your relatives
iii.
To your boy friends
iv.
To your girl friends
At what time you talk much with your mobile?
i.
When you are free
ii.
No time limitation
iii.
At night
21.
Do you have girl friend/ boy friend:
Yes/No
22.
Do you meet every day to your girl friend/ boy friend? If yes,
how much time you spend with each other?................................
23.
Where do you use to meet with your girl friend/boy friend?.......
200
24.
Which type of marriage do you like?
i.
Arrange marriage
ii.
Love marriage
iii.
Love cum arrange marriage
25.
Are you in favour of dowry system?
26.
You would prefer your life partner working or house wife?.......
27.
Live in relationship before marriage, in your opinion is Right or
Wrong?
28.
Yes/No
(Right/Wrong)
Are you in favour of sexual relationship before marriage:
Yes/No
29.
After your marriage would you like to keep your parents with
you: (Yes/No)
30.
31.
32.
Which type of dresses you like to wear?
i.
Western outfits
ii.
Traditional Indian dresses
Why you like to wear western outfits?
i.
Because you feel comfortable in it
ii.
To look smart and sexy
iii.
Because it is in fashion
Why you like to wear Indian traditional dresses?
i.
Because you feel comfortable in it
ii.
Because you like traditional dresses
iii.
Because it give a simple and sober look
201
33.
34.
35.
Would you like to wear what type of dresses?
i.
Branded
ii.
Normal(Non branded)
Why do you like to wear branded dresses?
i.
Because quality wise they are good
ii.
Because your friends buy their dresses from Shoe rooms
iii.
Or inspired by advertisement
Why do you like normal (Non branded) dresses?
i.
Because quality wise they are good
ii.
Because your friends buy their dresses from Shoe rooms
iii.
Or inspired by advertisement
36.
How much money you spend annually on your dresses?.............
37.
Do you like watching movies? If yes, which type of movies you
like the most?
38.
39.
i.
Bollywood movies
ii.
Hollywood movies
You like watching movies at
i.
At home
ii.
Cinema hall
With whom you like to go for a movie?
i.
Parents
ii.
Friends
iii.
Girl friend/ boy friend
202
40.
Which type of food you love the most?.......................................
41.
With whom you like to go to restaurants?
42.
43.
i.
Friends
ii.
Girl friend/ boy friend
iii.
Parents/relatives
Where do you spend your free time?
i.
University canteen
ii.
Mall
iii.
Restaurant
With whom you spend your free time?
i.
Friends
ii.
Girl friend
iii.
Boy friend
44.
Do you use computer or internet?
Yes/No
45.
Do you have computer at home or you went to Cyber
Café?.....................
46.
Are you the member of Orkut or any other Social networking
website?
(Yes/No)
47.
How much time you spend on watching television?....................
48.
How much time you spend on net daily?.....................................
49.
What are your favourite channels?...............................................
203
50.
Are you inspired by the advertisements shown on the
television?
(Yes/No)
51.
Which type of products you use to buy?
52.
Is the new means of mass media such as TV, internet, cinema,
Mobile etc. are vulgarizing the ethos of Indian values?
Yes/No
Supervisor
Researcher
Dr. (Mrs.) Rangoli Chandra
Mrs. Sarika Singh
-------:0:-------
204