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Lesson 7 Sociological Theories: Emphasis on Social Process
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Sociological Theories: Emphasis on Social Process Lesson Overview
Learning Theories Differential Association Theories Control Theories Containment theory Neutralization and Drift Theory Social Bonding Theory Self-Control Theory Life Course Theories
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Learning Theories Introduction
Socialization is critical for social order Deviant norms and values are learned from delinquent peers Criminality is result of socialization process
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Learning Theories Edwin H. Sutherland: Differential Association Theory
Principles of Criminology (1939) Study of professional thieves and white-collar crime
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Learning Theories Differential Association Theory 9 propositions
Criminal behavior is learned Learned through interaction with others through communication Occurs within intimate personal groups Learning includes techniques and specific motives, drives, rationalizations and attitudes Definition of legal codes as favorable or unfavorable
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Differential Association Theory
9 propositions (cont.) Excess of definitions favorable to crime Frequency, duration, priority, and intensity Learning criminal behavior same as learning other types of activities Criminal behavior not explained by general needs and values
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Differential Association Theory
Evaluation of the theory Positive Aspects Emphasized social nature of crime Significant historical importance Explains variation in offending of people in similar structural conditions “Watershed in criminology”
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Differential Association Theory
Evaluation of the theory Criticisms Problem of causal order Neglects other influences of friends’ behavior Implication that crime committed in groups Claims mass media has little effect Difficulties in testing the theory Does the theory apply to females?
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Learning Theories Other Learning Theories
Daniel Glaser: Differential Identification Theory Rests on notion of reference groups Learning criminal behavior can occur without interacting with the group influencing you Albert Bandura: Social Learning Theory Social learning theory of aggression Aggressive tendencies are learned Studied effects of mass media on aggression
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Learning Theories Burgess and Akers: Differential Reinforcement
Integration of operant conditioning and differential association concept Criminal behavior more likely to be learned if reinforced People calculate potential rewards and risks of the behavior
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Control Theories Introduction Why do people not become criminals?
Personal controls: individual conscience, commitment to law, positive self-concept Social controls: Attachments to and involvement in conventional social institutions (i.e. family, schools, religion)
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Control Theories Walter Reckless: Containment Theory
Inner and outer containments help prevent juvenile offending Inner containments: positive self-concept, tolerance for frustration, ability to set realistic goals Outer containments: institutions such as family Internal pushes: need for immediate gratification, restlessness, and hostile attitude External pushes: poverty, unemployment
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Containment Theory Evaluation of the theory
Chicken-and-egg question; which comes first Is positive self-concept most important factor in preventing delinquency? Research does not always find link between self-concept and delinquency
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Control Theories Gresham M. Sykes and David Matza: Neutralization and Drift Theory Need to neutralize guilt before committing crime 5 techniques Denial of responsibility Denial of injury Denial of the victim Condemnation of the condemners Appeal to higher loyalties Drift into and out of delinquency
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Neutralization and Drift Theory
Evaluation of Neutralization and Drift Theory Some don’t accept conventional values, thus having nothing to feel guilty about or to neutralize Techniques of neutralization may be “after-the-fact rationalizations rather than before-the-fact” Drift theory - What about chronic offenders?
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Control Theories Travis Hirschi: Social Bonding Theory
Bonds to conventional social institutions may keep us from committing crime Four elements of social bond Attachment Commitment Involvement Belief
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Social Bonding Theory (Social Control Theory)
Research supports the theory Relatively simple to define and measure variables of the theory Family structure: The way the family is organized Family interaction: Nature of interaction and relationships Family disruption
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Social Bonding Theory Physical and sexual abuse are thought to contribute to delinquency Children of teen mothers at higher risk Poor grades and negative attitudes about teachers more likely to be delinquent Religiosity helps prevent delinquency/criminal behavior?
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Social Bonding Theory Sociodemographic Factors and Social Bond Theory
Gender; girls less delinquent than boys because of attachment to family and school Race and Class; inconsistent findings in research; Asian-Americans traditionally have stronger bonds; social class and parental discipline Age; bonding theory helps explain why criminality decreases as we age out of adolescence
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Social Bonding Theory Evaluation of the theory
Relationship between social bonding and delinquency pretty weak Explains minor offending more so than serious offending Causal order Difficult to distinguish between commitment and involvement
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Control Theories Michael Gottfredson and Travis Hirschi: Self-Control Theory All crime stems from one problem – lack of self-control (resulting from ineffective child rearing) Reducing crime will involve improving child rearing
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Self-Control Theory Evaluation of the theory Circular reasoning
What is the proper measurement of low self-control? Does not adequately delineate causal order Effects of low self-control are not strong Assumes low self-control lasts throughout one’s life Is the only source of low self-control ineffective child-rearing? Assumption that all crime is spontaneous and unskilled
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Life-Course Theories Overview of the Life-Course Approach
Recognizes importance of childhood problems for adolescent delinquency and adult criminality Also emphasizes many children exposed to problems do not end up committing crime Turning points in one’s life that may lead to desistance from crime Marriage Employment opportunities
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Life-Course Theories Specific Life-Course Theories
Terrie E. Moffit: Life-Course Persistent/Adolescence-Limited Theory Life course Persistent – less than 10% of the population, chronic criminals, antisocial behavior begins in childhood and continues through adulthood (perhaps due to neuropsychological problems prenatally). Adolescent Limited – minor offending in adolescence which stops once they leave adolescence Robert J. Sampson and John H. Laub: Age-Graded Theory Key events over the life course act as turning points in helping individual desist from crime (e.g. marriage and job)
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