Class Name, Instructor Name

Class Name,Instructor Name

Date, Semester

Criminology 2011

Chapter 8SOCIOLOGICAL

THEORIES: EMPHASIS ON SOCIAL

PROCESS

© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved


8.2

8.3

8.4

8.5

8.6

Be able to describe and critique Sutherland's differential association theory.

Be familiar with the other learning theories discussed in the text: Glaser's differential identification theory,

Bandura's social learning theory, and Burgess and Akers' differential reinforcement theory.

Be familiar with the assumptions of control theory.

Be able to describe and evaluate Reckless's containment theory.

Be able to describe and evaluate Sykes and Matza's neutralization and drift theory.

CHAPTER OBJECTIVES8.1 Be familiar with the assumptions of learning theory.



8.8

8.9

8.10

8.11

Be able to describe and evaluate Gottfredson and Hirschi's self-control theory.

Be familiar with Tittle’s control balance theory.

Be familiar with Colvin and Cullen’s coercive control and social support theory.

Understand the integration of social process and structural explanations.

CHAPTER OBJECTIVES

8.7Be able to describe and evaluate Hirschi's social

control theory, including its implications for gender, race, class, and age.



8.13

8.14

Be able to describe and evaluate the specific life-course theories discussed in the text: Elliott’s integrated strain-control theory, Thornberry’s

interactional theory, Moffitt’s life-course-persistent/adolescence-limited theory, and

Sampson and Laub’s age-graded theory.

Appreciate the promise and problem of theoretical integration.

CHAPTER OBJECTIVES

8.12Be familiar with life-course theories and the life-course

approach.



Be familiar with the assumptions of learning theory.

Learning ObjectivesAfter this lecture, you should be able to complete the following Learning Outcomes

8.1


8.1

See criminality as the result of the socialization process we all experience.Because of their individual circumstances, some people learn and practice behaviors that the larger society condemns. These theories tell us how people come to adopt these views and how and why these views result in crime.Crime and delinquency are a consequence of “wrong” socialization.

Assumptions of learning theory:





8.2

© 2012 by Pearson Higher Education, IncUpper Saddle River, New Jersey 07458 • All Rights Reserved8

8.2Criminal Behavior Is Learned in Interaction with Others in the Process of Communication

Differential Association Theory



Be familiar with the other learning theories discussed in the text: Glaser's differential identification theory, Bandura's social learning theory, and Burgess and Akers' differential reinforcement theory.


8.3


8.3

Differential Identification


8.3

Social Learning



7.8 Social Learning Theory

Differential Association

ReinforcementModeling/Imitation

SocialLearningTheory



Differential Association-Reinforcement Theory8.3

Differential Association

OperantConditioning

DifferentialAssociation

Reinforcement





8.4


8.4

Why Don’t People Commit Crime?





8.5



Containment Theory

17

8.5

Pushes Towards

crime

Pulls Towards Crime

Containment The Criminal Event

Crime Results When Control Mechanisms or “Containments” Fail to Protect the Individual





8.6



Denial of Responsibil

ityDenying

the Victim

Denial of Injury

Condemning the

Condemners

Appeal to Higher Loyalties

8.6



Be able to describe and evaluate Hirschi's social control theory, including its implications for gender, race, class, and age.


8.7



Criminal Behavior

Conforming Behavior

8.7 Social Bond Theory

AttachmentFamilySchoolPeers

CommitmentFutureCareerFamilyPersonal Goals

InvolvementSchool ActivitiesSports TeamsReligious ActivitiesSocial Clubs

BeliefHonestyMoralityFairnessResponsibility


Sociodemographic Factors8.7

Gender

Race and

Class

Age

22





8.8



Crime and

Analogous

Behavior

Low Self-

Control

8.8 Self Control Theory

Ineffective Parenting





8.9


8.9

Control-Balance Theory

Control Surplus

Control DeficitBalance

CONTROL RATIO(Ratio of Exercised Control Experienced)

HighLowHigh

PROBABILITY OF DEVIANCE

Repressive & PredatoryBalanceAutonomous &

Acquisitive

TYPE OF DEVIANCE





8.10


8.10

Social Support

Coercion Control

Crime

Crime

REDUCES

CAUSES





8.11



8.11

Social ProcessStructural Explanations



Be familiar with life-course theories and the life-course approach.


8.12


8.12

Adult Criminalit

y

Adolescent

Delinquency

Childhood Problems



Be able to describe and evaluate the specific life-course theories discussed in the text: Elliott’s integrated strain-control theory, Thornberry’s interactional theory, Moffitt’s life-course-persistent/adolescence-limited theory, and Sampson and Laub’s age-graded theory.


8.13



8.13

Strain-Control Theory

Strain

Social LearningSocial Control



8.13 Thornberry's Interactional Theory

Environment in Which

Delinquency Can Be

Learned; Rule-Violating

Behavior Is Rewarded

Weakened Bond to

Conventional Society

Cause of Delinquency



Moffitt’s Dual Taxonomic Theory

36

8.13

10%

100%

60%

40%

20%

80%

90%

70%

50%

30%

Prev

alen

ce o

f Ant

isoc

ial B

ehav

ior

Age5 1

015

20

25

30

35

40

45

Adolescence Limited

Life CoursePersistent



8.13

Moffitt’s Dual Taxonomy: Adolescent Limiteds

Little to No Antisocial Behavior

DelinquencyOvercome

Maturity GapSocial Mimicry

Desist: No Adult Crime

Maturity Gap ClosedCosts of Crime Rise

Childhood Adolescence Adulthood



8.13

Moffitt’s Dual Taxonomy: Life-Course Persistent

Antisocial ConductNeuro-Psychological

Deficits & Environment

Serious DelinquencyCumulative

Consequences

Continue Criminal Behavior

Childhood Adolescence Adulthood



8.13

Laub and Sampson's Age-Graded Theory

Establish Social

Bonds With Adult

Institutions of Informal

Social Control

Adult Criminal Behavior

Turning Point:

Marriage

Turning Point:

Employment

Desist from Crime





8.14


8.14

Promise Problemsvs.



8.2

8.3

8.4

8.5

8.6


Be familiar with the other learning theories discussed in the text: Glaser's differential identification theory,

Bandura's social learning theory, and Burgess and Akers' differential reinforcement theory.




CHAPTER SUMMARY8.1 Be familiar with the assumptions of learning theory.



8.8

8.9

8.10

8.11





CHAPTER SUMMARY

8.7Be able to describe and evaluate Hirschi's social

control theory, including its implications for gender, race, class, and age.



8.13

8.14

Be able to describe and evaluate the specific life-course theories discussed in the text: Elliott’s integrated strain-control theory, Thornberry’s

interactional theory, Moffitt’s life-course-persistent/adolescence-limited theory, and

Sampson and Laub’s age-graded theory.


CHAPTER SUMMARY

8.12Be familiar with life-course theories and the life-course

approach.

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