2. Copyright © 2006 Pearson Education Canada Inc. 7 - 1 Chapter 7 Sociology- Based Perspectives of Crime The sociological imagination enables us to grasp history and biography and the relations between the two within society C.W. Mills (1916-1962)

3. Copyright © 2006 Pearson Education Canada Inc.7 - 2 Learning Objectives  Appreciate the contribution that sociologists have to the study of crime and the uniqueness of the perspective they bring to such study.  Identify the factors that contributed to the emergence of the sociological school.  Identify the different sociological perspectives.  Appreciate the strengths and limitations of the major sociology-based perspectives of crime.  Better understand and appreciate the need for a multidisciplinary approach.

4. Copyright © 2006 Pearson Education Canada Inc.7 - 3 Introduction  Starts with idea that all behaviour is social through learned roles NOT because of biology or personality (psych) humans make rules, break rules  Shaped by social forces in environment

5. Copyright © 2006 Pearson Education Canada Inc.7 - 4 Innately “good” or ”bad”?  Crime vs. deviance  Rich historical dominance  Social structure and social forces Socialized through social environment Social environment = opportunity  Social structure = “norms” perscriptive norms (what we can do) proscritpive norms (what we can not do)

6. Copyright © 2006 Pearson Education Canada Inc.7 - 5 History  Auguste Comte (father of sociology): observation, positivism, deduction 3 laws: theology, metaphysical, positive  G. Tarde: (law of imitation) proportion - frequency direction - superior insertion - fashionable or superior  E. Durkheim crime is NORMAL… necessary collective conscience - for stability

7. Copyright © 2006 Pearson Education Canada Inc.7 - 6 History  Heterogeneity! - sociology in N.A.  Burgess & Parks: Chicago School concentric circle human ecology/ CPTED  Dawson: Canadian sociology  Socially defined norms  Functional or systems approach

8. Copyright © 2006 Pearson Education Canada Inc.7 - 7 Anomie/Strain Theory  Durkheim and Merton Homogeneity vs. heterogeneity Organic solidarity  R. Merton & 5 modes of adaptation Conformist; Innovation; Ritualist; Retreatist; Rebel All societies have core values Goals vs. means Opportunity to access

9. Copyright © 2006 Pearson Education Canada Inc.7 - 8 Differential Association  E. Sutherland  Individual in relation to environment  NINE principles (pp. 196-7)  Social learning (Tarde, Sutherland, Jeffery, Akers)  Neutralization (Sykes & Matza)  Social control (Reiss, Hirschi)

10. Copyright © 2006 Pearson Education Canada Inc.7 - 9 Labelling Theory  E. Lemert  Primary deviance Just not caught but do the act  Secondary deviance Get caught and ‘tagged’  Deviance amplification  Moral entrepreneurs  Tannenbaum: dramatization of evil  Becker: symbolic interactionism

11. Copyright © 2006 Pearson Education Canada Inc.7 - 10 Labelling Theory  How and why do certain behaviours become defined as deviant/criminal?  Why does society/CJS discriminately apply labels of sanction?  What are the effects of labelling?

12. Copyright © 2006 Pearson Education Canada Inc.7 - 11 Social Conflict Theories  Conflict: caused by inter-group conflict & rivalry that naturally exists in every society at every level  Peacemaking: societies could make better use of policies, involve mediation & conflict resolution  Feminist: identifying & representing women’s interests historically judged insufficiently represented in mainstream

13. Copyright © 2006 Pearson Education Canada Inc.7 - 12 Summary  Focus on social structures & processes  Effects of social disorganisation  Not explain onset of primary deviation  Behaviours ‘universally’ sanctioned yet we do them (rape, murder)  Powerful line of inquiry Move towards integration and interdisciplinary understanding