English or Perish? The Value of Linguistic Capital in the Social Sciences and Humanities.

The term “lads” was introduced by the British social scientist Paul Willis to describe informal student groups with negative orientations. Such groups are typically characterized by common interests and close interpersonal ties; however, they often resist school rules and classroom management, interfere with classmates’ studies and daily lives, and may even engage in delinquent or criminal activities (). During the research process, the authors found that “lads” exist in every township junior high school in China, accounting for one-fifth to one-quarter of the class. Compared to those in urban junior high schools, “lads” in township junior high schools are more active and widely recognized. In some cases, they may even join campus gangs, street corner youth gangs, or adult-organized criminal syndicates. They often make teachers and parents feel frustrated. Consequently, how to educate and guide them has become a major challenge. Positioned at the margins of their classes and schools, “lads” are commonly identified by a series of externalizing problem behaviors. These behaviors are defined as observable maladaptive responses in which individuals or groups exhibit overtly confrontational or destructive actions toward others or their environment as a means of coping with inner distress or maladaptation due to poor self-control (). Such behaviors include addictive behaviors, deceptive behaviors, disciplinary violations, aggressive behaviors, and delinquent acts (; ; ). The externalizing problem behaviors of “lads” not only hinder their own physical and mental development but also adversely affect others, disrupt the teaching order of schools, and even threaten the social harmony. Moreover, compared to the externalizing problem behaviors of individuals, such behaviors of “lads” often unfold in the form of groups, thus are more destructive and harmful. With the frequent occurrence of gang-like violent incidents in township junior high schools in recent years, investigating the externalizing problem behaviors of “lads” has become an unavoidable issue. However, as of now, no relevant research has been conducted. Therefore, this study aims to reduce externalizing problem behaviors of “lads” and ultimately promote their positive transformation or de-grouping by exploring the mechanisms underlying such behaviors. Previous studies have emphasized the role of risk factors in shaping the externalizing problem behaviors of adolescents, showing that reducing exposure to such risks can help mitigate these behaviors. However, focusing on positive factors offers a dual advantage: it not only reduces externalizing problem behaviors but also promotes the development of positive behaviors in adolescents. As these positive behaviors strengthen, they can gradually replace externalizing problem behaviors, thereby further reducing them to a greater extent (). In recent years, with the prevalence of positive psychology research, the study and application of positive youth development theory have received increasing attention. According to positive youth development theory, the development of adolescents is plastic, and they can integrate various external resources to promote the development of individual strengths and potentials, thereby reducing externalizing problem behaviors (). It can be seen that the positive youth development theory is a supplement and balance to the long-standing dominant “defect view,” and is in line with the essence of human nature and development. It provides a new and positive perspective for exploring the influencing factors and mechanisms of externalizing problem behaviors of “lads” in township junior high schools. Previous studies have found that positive factors can reduce externalizing problem behaviors among ordinary adolescents (; ). It is still unknown whether they can also reduce externalizing problem behaviors among “lads” in township junior high schools. Therefore, from the perspective of positive youth development theory, this study examines how external developmental assets, such as family resources and peers’ positive moral character, along with internal developmental assets, specifically positive youth development, influence the externalizing problem behaviors of “lads” in township junior high schools.