Criminological Theory: CCJ5600_0518_19101

Course:            Criminological Theory:
CCJ5600_0518_19101
 
 
Textbook:        Schmalleger, F. J. (2012). Criminology today: An integrative introduction (6th ed.). Upper Saddle River, NJ: Prentice Hall.
 
 
 
Complete Section:  EACH QUESTION MUST BE ANSWERED INDIVIDUALLY AND HAVE 2 SCHOLARLY RESOURCES (ONE REFERENCE MUST BE FROM THE UNIT READING THAT IS ATTACHED / THE OTHER REFERENCE MUST BE A SCHOLARLY REFERENCE) Each answer must be minimum of 300 words.
 
NEW APA FORMAT AND MUST USE IN-TEXT CITATIONS.   THIS IS NOT AN ESSAY PAPER AND DOES NOT NEED A COVER SHEET.   PLEASE ANSWER EACH QUESTION SEPARATELY AND INCLUDE THE QUESTION NUMBER
 
 

1. Explain “Broken Window Theory” and give examples from your professional or personal life where you have seen examples of these areas being conducive to crime

2. What is the “school to prison pipeline” and how can this trend be reversed?

3. Strain Theory according to your text is the pressure to achieve socially determined goals. Do you think the “American Dream” is possible for everyone? Why or why not?

4. Analyze ‘relative deprivation’ and its connection to criminal activities.

5. What are the techniques of neutralization? Give examples of how a juvenile may apply these techniques when apprehended.

6. According to the FBI, there are now more than 33,000 violent street gangs in the United States. Using scholarly research, identify possible social and political reasons for the growth of these subcultures.

6. What are the policy implications of Social Structure Theories?

7. Do you believe that there is a correlation between social injustice, poverty and criminality? Explain your answer.

 
 
 
Assignment:  reply to the following peer’s statement.  Respond Min 150 words (one reference)
 
 
from Carter, Anganique, posted 06/10/2020 11:49 PM EDT
The subculture of violence “consists of systems of norms, values, interests, and related artifacts that support criminal or delinquent behavior” (Anderson & Short, 2002, p.499). Cultures have two important principles that affect subcultures: adaptive and social separation produces cultural differentiation (Anderson & Short, 2002, p. 499). Individuals who are socially separated from their culture ultimately face issues with living (Anderson & Short, 2002, p. 499). For example, in America when someone is separated from their culture or family, they are usually considered the black sheep. Likewise, the adaptive principle “follows that subcultures are adaptive and as is true of social life in general” (Anderson & Short, 2002, p.499). For example, individuals within a subculture adapt to changes with technology, music, and finances (Anderson & Short, 2002, p.499.
With that in mind, I agree with Ferracuti and Wolfgang that “the development of favorable attitudes toward violence and its use in a subculture usually involves learned behavior and a process of differential learning, association, or identification” (Schmalleger, 2012, p. 173). The differential association theory suggests “people acquire their behavioral orientations by learning to define experiences through the eyes of their associates” (McCord, 2003, p. 988). Also, differential association theory allows for an individual to experience strain theory. Strain theory “depicts delinquency as a form of adaptive problem-solving behavior committed in response to problems involving frustrating and undesirable social environments” (Schmalleger, 2012, p. 164).
In comparison, anomie is a part of the strain theory. According to Robert Merton, “anomie involves the goals of wealth, status, and personal happiness” (Schmalleger, 2012, p. 165). However, “the means to obtain these goals are limited due to not being equally available” (Schmalleger, 2012, p. 165). As a result, individuals feel “pressured” to “succeed in socially approved ways” (Schmalleger, 2012, p. 165). For example, children who grow up in neighbors with gang violence or other criminal behaviors will likely engage in that kind of behavior. “Communities in which criminal activities are common tend to establish criminal behavior as acceptable” (McCord, 2003, p. 988).
Every child and adult wants to feel like they are a part of something, whether it is good or bad. As a result, they begin fitting in with crowds that are available to them and who deem their behavior as acceptable.
References:
Anderson, E. & Short, J.F. (2002). Delinquent and criminal subcultures. Encyclopedia of Crime
and Justice (2nd ed., Vol. 2, 499-507). New York, NY: Macmillan Reference USA. Retrieved from https://link-gale-com.bethelu.idm.oclc.org/apps/doc/CX3403000089/GVRL?u=tel_a_bethelc&sid=GVRL&xid=f2a5cb27
 
McCord, J. (2003). Juvenile Delinquency. International Encyclopedia of Marriage and Family
(2nd ed., Vol. 2, 983-989). New York, NY: Macmillan Reference USA. Retrieved from https://link-gale-com.bethelu.idm.oclc.org/apps/doc/CX3406900251/GVRL?u=tel_a_bethelc&sid=GVRL&xid=eea928bd
 
Schmalleger, F. J. (2012). Criminology today: An integrative introduction (6th ed.). Upper
Saddle River, NJ: Prentice Hall
 
 
Assignment:  reply to the following peer’s statement.  Respond Min 150 words (one reference)
 
Subcultures consist of norms, values, interests—and artifacts associated with them—that are derivative of, but distinct from, a larger referential culture (Anderson & Short, 2002). The development of favorable attitudes toward violence and its use in a subculture usually involves learned behavior and a process of differential learning, association, or identification. This proposition stood at to me the most because it is true. Most of the time, the behavior that is being performed is learned behavior. Learned behavior is a skill or action that is developed by watching or being told to do, mostly being told what to do. If we all grew up in the same community and I spend 90% of my time with you, I am going to pick up some habits whether those habits are right or wrong. Therefore when I commit a crime or do something wrong, instead of you punishing me, it seems as if it’s okay because it’s ordinary in that community. That is how people grow up, whether we like it or not. Behaviorists assume that the only things that are real (or at least worth studying) are the things we can see and observe (Bustamante & Tennant& Ramo, 1996). The same way applies to the way we behave or act; we get our behavior from things we see or how a person acts, or don’t react towards our behavior. These behaviors can be unlearned, but it is so hard once a person has adapted to this type of behavior. Differentiated instruction as a philosophy of teaching that is based on the premise that students learn best when their teachers accommodate the differences in their readiness levels, interests, and learning profiles (Subban, 2006). Wolfgang believes that this type of learning will not work for them; I have to agree. I think the only way a subculture can change or develop into a new subculture is to take those people into a different area so that they can be taught differently. Usually, a subculture is as different as the South is from the North; it is hard to fix a whole lot of people because it’s their culture and their way of life. My mother always said once you know better, you do better. When you do not know, you do not know. Somethings you have to experience for yourself and coming out of your comfort zone to a better situation is a change.
 
ANDERSON, E., & SHORT, J. F. (2002). Delinquent and Criminal Subcultures. In J. Dressler (Ed.), Encyclopedia of Crime and Justice (2nd ed., Vol. 2, pp. 499-507). New York, NY: Macmillan Reference USA. Retrieved from https://link-gale-com.bethelu.idm.oclc.org/apps/doc/CX3403000089/GVRL?u=tel_a_bethelc&sid=GVRL&xid=f2a5cb27
Bustamante, L., Tennant, D., & Ramo, C. (1996). The Behavioral Approach. Retrieved from https://web.cortland.edu/andersmd/BEH/BEHAVIOR.HTML
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947. Retrieved from https://files.eric.ed.gov/fulltext/EJ854351.pdf