crim lecture 14-20 Flashcards
Is crime learned? - social learning theory
Social learning theories argue that we learn the norms, values, and motivations engage in crime and deviance → not inherent from birth
“The basic proposition is that the same learning process in a context of social structure, interaction, and situation, produces both conforming and deviant behavior”
These attitudes are learned from families, friends and through imitation
- Primary and secondary sources - ex media and pop culture
Learning pro-crime and deviance attitudes involves the same learning process as learning other behaviour → through interaction - symbolic interactionism
Primary socialization
Primary socialization occurs during childhood
Our immediate family are the strongest influence on our behaviours
Through socialization we learn the norms, values, customs and manners of everyday life
→ pro social norms and values usually, but sometimes they can be deviant. This depends on parents and circumstances
- Learn basic concepts of right and wrong
Secondary socialization
Occurs during adolescence
Our peers become the strongest influence on our behaviours
- They become a reference group - who we should be in society
- People with a strong peer group do better in school and work, outcasts are less likely to succeed
- Associations with negative peer groups tend to follow us and affect us longer into life
Peer groups can play a positive or negative role in our lives
Peer pressure can contribute to involvement with deviant or criminalized behaviours
Learning through differential association
Crime is learned through a process called differential association
Principles of Criminology (Sutherland, 1939)
Crime was not the product of individual traits or socio-economic position
Crime is a product of normal learning processes that can affect anyone
Definitions favourable to crime are acquired through social interaction
- Defined and redefined through social interaction
- Direct association with criminal/deviant peers, secondary sources as well
Sutherlands principles of differential association
Crime is learned:
→Crime is learned through interactions with others
→Crime is learned through interactions with intimate personal groups
→Learning crime includes specific techniques and attitudes, motives and rationalizations
→Different groups will have competing definitions of what is criminal, which leads to conflict
- Pro crime norms have been positively responded to in society
Criminal behaviour is seen as having more benefits than an unfavourable consequences
Differential associations can vary in frequency duration, priority and intensity
The process of differential association involves normal human learning process
Crime is an expression of general needs and values , but it is not explained by those general needs and values
- Rewards of crime, ex monetary rewards, respect, etc
→ Can receive the same benefits from law abiding behaviour → both behaviours have the same goals
Differential association: how do we acquire definitions?
Definitions comprise our own values, beliefs, and attitudes about what is acceptable and unacceptable behavior
- Can be pro social or pro deviant
Definitions are acquired from primary and secondary sources
Definitions can also be general and specific in nature
- General could be moral/norms/beliefs/values or religious, and specific is depending on the situation -> symbolic interactionism
The roles and types of definitions
We come to hold both positive and neutralizing definitions
- Neutralizing makes sense of breaking the law - rationalizing it, positive
The more pro crime definitions we hold, the more likely we are to engage in those activities
Pro crime definitions can be approving or neutralizing
Approving definitions frame crime in a positive light
Neutralizing definitions aid in excusing criminal behaviors
Differential reinforcement
A differential association reinforcement theory of criminal behavior
Consistent with psychological theories of operant conditioning
- Hedonistic calculus - maximize pleasure, minimize pain
→ Shaped by direct conditioning
→ Ex negative reinforcement comes from sanctions in relation to behaviour
Behaviour can be learned either directly or indirectly:
- Behaviour is reinforced through both positive rewards and negative stimuli
- Positive reinforcement involves positive reactions to behaviour and achieving positive outcomes
Negative reinforcement can involve the removal of negative consequences or achieving negative outcomes
Differential reinforcement is based on the degree, probability and frequency of its occurrence
Social influences, such as peer groups, churches, friends, other institutions, have the strongest influence on behaviour
- Ex rational choice, the most effective sanction for preventing crime is informal sanctions - shame from peers, loss of respect
Behaviour can be learned through imitation
Neutralization theory
Most people hold conventional values and beliefs
We learn techniques that allow them to rationalize and neutralize feelings of guilt that come with crime and deviance
Subterranean values exist alongside conventional values, no one is all good or all bad
People drift in and out of delinquency
Five primary techniques of neutralization:
1. Deny responsibility → “I had no choice”
2. Deny injury → “No one really got hurt”
3. Deny victim → “The victim’s fault”
4. Condemn the condemners → “Who are you to judge me, you’re the one who pushed me to do this”
5. Appeal to higher loyalties → “It was in defense of other social norms” - noble cause corruption ex. Planting drugs on a known drug dealer to convict them
Assessing neutralization theory
Neutralization theory has proven to be influential.. But difficult to test
How do we know if someone applied these techniques before or after the act
If someone hold different values or beliefs do they need neutralizations
Despite these concerns, the main tenets of neutralization theory can be seen in different aspects of our criminal legal system
- Ex. criminals meeting the victims, seeing the harm they caused
Social Learning Mechanisms
- Differential association: The balance of people and groups encouraging or discouraging criminal behavior provides the major immediate and intermediate social contexts in which social learning mechanisms operate
- Definitions –> “For example, peer pressures to go along can increase the odds of delinquency even when a youth defines the activity as wrong. Concern about parental reaction can inhibit delinquency even when a youth does not define the activity as something he or she ought not to do.”
- Imitation and differential reinforcement –> If the learning process involves observation of the rewards and punishments experienced by others, the social learning mechanism is vicarious learning. If the learning process involves personal or direct experience of rewards and punishment as a product of one’s own behavior, then the process is one of differential reinforcements”
SSSL theory
In the SSSL approach, social learning is the principal mediating process by which social structure has consequences for criminal and delinquent behavior.
Social structural variables and factors are the primary macro-level and meso-level causes of crime, while the social learning variables reflect
the primary or proximate causes of criminal behavior that mediate the relationship between social structure and the behavior of individuals that make up group, community, and societal crime rates”
Procedural justice
The process is more important than the result
- People can accept bad legal outcomes if they feel that good legal procedures were observed
Four principles of justice
- Fairness is more important than favorability
- We compare our outcomes to other people - Procedure is more important than outcomes
- Criteria for decisions needs to be visible and accessible to people to accept the outcome - outcomes feel less personal - Habits matter more than choices
- Choices - choosing whether to obey or comply, habits - autopilot, what we do non consiouslsly - better predictors of who will obey the law - Legitimacy matters more than force
- Force - coercion, does not treat the root cause of crime
- Legitimacy - people are more likely to obey if they believe in the law
The instrumental approach to procedural justice
Rational choice theories assume that individuals are:
- We are primarily motivated by self interest
- Calculate potential risks and rewards of courses of actions
- Seek out information that will help us make the best decision
Rational choice theories predict that legal compliance is a calculated response to the consequences for offence
- Although people become irrational when put in a room together (not rational choice)
The Asch conformity experiments
Over time, people adapt their views to conform to the group
- People’s perceptions are guided by their surrounding social contexts
We are group animals,
Cognition is an evolutionary development
- Ability to pull information out of environment
- It developed after our ability to form group connections
- Individuals weigh many factors when making a judgment
The normative approach: group dynamics matter
The better questions than rational choice:
- When do people make rational decisions?
- What other factors motivate decision making?
Deterrence is a limited tool - telling people not to do something
- What you want is voluntary compliance
- Personal morality/internalized obligations
- Legitimacy
Internalized obligations
MADD example - Extending motherly compassion for victims of drunk driving
Linking personal morality to shared social values - safety, care for our children, responsibility for our actions / reputation
Norms are internalized, promoting compliance by pre-empting offense
Early intervention before the relevant decision contexts become real
A focus on shared values and experience
An emphasis on social, not legal consequences for offending
- Different from deterrence theory which is what will happen to you, not the victim
Bad vibes, not procedural injustice per se that leads to noncompliance
- When citizens feel that authorities don’t have their best interest in mind, or are receiving unfair treatment, that leads to less belief in the rightousness of the law
- If we feel respected, we feel like we belong and we abide by group norms
- If we feel detested, we feel excluded and are likely to lash out
Normative commitment through morality vs normative commitment through legitimacy
“Normative commitment through personal morality means obeying a law because one feels the law is just; normative commitment through legitimacy means obeying a law because one feels that the authority enforcing the law has the right to dictate behavior.”
Although legitimacy and morality are similar, they are not the same
Legitimacy enforces the need to follow the law even when they don’t align with personal morals
Moral leaders
During social dilemmas, society voluntarily elects leaders
Similarly, groups develop rules governing members’ conduct to preserve valuable social relationships. These informal rules are the precursors of formalized law
Likelihood to violate the law under procedural justice
Four such factors are considered: deterrence, peer opinion, personal morality, and the evaluation of authorities”
- “Citizens with higher levels of support for the authorities are less likely to engage in behavior against the system”
Police in contemporary society
- Increase in having private security guards
- 80% of crimes go unreported to the police
- Police needs our cooperation and help
- Special constables- campus safety(earlier known as campus safety)
- Police are the only public society given the power and authority by us to impose force on us. They have an immense power and with that power comes discretion