Sociology 372: Explaining Crime
Southern Illinois University at Edwardsville
MWF 12:00-12:50Spring 2001
Dr. David Kauzlarich
1208 Peck
Phone: (618) 650-2891
Fax: (618) 650-3509
Email: dkauzla@siue.edu
Web Page: http://www.siue.edu/~dkauzla/index.html
Course Bulletin Board and Chat Access: http://webct.siue.edu:8900
Office Hours: MWF 11:00-12:00
And by appointment
I. Course Information
This course is designed to be an introduction to the field of criminology, the study of lawmaking, lawbreaking, and the reactions to crime and criminality. My primary objectives are to (1) expose students to the nature, extent, and distribution of crime in the U.S., and (2) provide students with the knowledge to more deeply understand the causes and correlates of crime. We will also study and critique criminal justice policy through the lenses of criminological theory and research.
Although most of the lecture materials for this course are grounded in the assigned readings, the lectures will not duplicate (and may diverge significantly from) the readings. Therefore, it is imperative that the student reads all of the assigned readings for a particular meeting prior to the commencement of class. Additionally, the lectures will be much more understandable if you have read the assignments beforehand.
II. Required Texts
A. Williams, Frank P. and Marilyn McShane (1999). Criminological Theory. Third Edition. Upper Saddle River, N.J.: Prentice Hall.
B. Cromwell, Paul (1999). In Their Own Words: Criminals on Crime. Los Angeles: Roxbury.
C. Handouts dispersed in class as needed
III. Course Requirements
The final course grade will be determined by the students' performance on:
A. Four In-Class Exams..................................64%.....288 points
B. Four Short Papers.......................................28%.....126 points
C. Class Attendance and Participation............8%..... 36 points
Total..............................................................100%.... 450 points.
A. Exams will be structured in various formats. Be prepared for multiple choice, listing, and essay questions. Exams will be based on both class lectures and the assigned readings. Make-up exams will be given only under exceptional circumstances. If given, they will be completely essay exams.
B. Four Short Papers. See section VII of this syllabus.
C. Unannounced and random roll will be taken (about ten times throughout the course of the semester). Students are also expected to participate in group discussions, raise issues in class, ask questions, and to read and then post at least one substantive message on the course bulletin board. See the last section of this syllabus for more information on my expectations for student use of the bulletin board.
IV. Itemized Point Values and How the Final Grade is Determined
Exam I......................................... 72 points
Exam II........................................ 72 points
Exam III....................................... 72 points
Final Exam................................... 72 points
Paper 1......................................... 31.5 points
Paper 2......................................... 31.5points
Paper 3 ........................................ 31.5 points
Paper 4 ........................................ 31.5 points
Attendance/Participation............. 36 points
Total........................................... 450 points
Final grades will be determined by dividing the total amount of points earned by the total amount of points possible. The resulting percentage will be converted into a letter grade according to the following scale:
A 90-100% (405-450 points)
B 80-89% (360-404 points)
C 70-79% (315-359 points)
D 60-69% (270-314 points)
E under 60% (269 points and below)
(The point values may change if exams need to be curved).
V. Tentative Course Outline
1/8 Introduction to the Course
1/10-12 The Relationship Between Sociology, Criminology, and Criminal Justice
What is Crime? What is Criminology?
Sections of Chapter 1, Barlow and Kauzlarich (Handout)
1/15 No Class Dr. MLK, Jr. Day
1/17-22 Crime Data and the Methods of Criminology
Sections of Chapter 2, Barlow and Kauzlarich (Handout)
Chapter 1, Cromwell
1/24-26 The Social Distribution of Crime: Class, Gender, and Race
Handouts from UCR and NCVS
1/29-31 Varieties of Violent Crime
Sections of Chapter 4, Barlow and Kauzlarich (Handout)
Chapters13 and 14, Cromwell
1/-31-2/2 Drugs and Prostitution
Sections of Chapter 9, Barlow and Kauzlarich (Handout)
2/2-7 White Collar Crime
Sections of Chapter 6, Barlow and Kauzlarich (Handout)
2/7 Paper 1 Due in Class
2/9 EXAM I
2/12-16 Introduction to Theory
W & M: Chapter 1
2/19-26 The Classical School
W & M: Chapter 2
Cromwell, Chapter 2
2/28-3/2 Contemporary Rational Choice
Routine Activities Theory
W & M, Chapter12, pp.233-237 only
3/2-5 Positivism
W & M, Chapter 3
3/7 Functionalism
No Readings
3/7 Paper 2 Due in Class
3/9 EXAM II
3/12-16 No Classes - Spring Break
3/19-23 The Chicago School/Social Disorganization Theory
W & M, Chapter 4
3/26-30 Differential Association Theory
W & M, Chapter 5
4/2-6 Merton's Anomie and Agnew's Strain Theory
W & M, Chapter 6
4/6 Paper 3 Due in Class
4/9 Exam III
4/11-16 Social Control Theory
W & M, Chapter 10
Cromwell, Chapter 11
4/16-20 Labeling Theory
W & M, Chapter 8
4/23-27 Conflict Theory
W & M, Chapter 9
W & M, Chapter 13, pp. 254-259 only
4/27 Paper 4 Due in Class
4/30 FINAL EXAM, 10:00-11:40
VI. A Note on the Course
United States citizens seem to be fascinated, fearful, and most often fallaciously informed about the phenomena of crime and criminality. One can hardly turn on the television, read the newspaper, or surf the internet without being somehow exposed to images of crime, criminal justice, or deviance. Do the messages we receive from these mediums reflect the real, objective nature of crime or, instead, create falsified or distorted images? A class in criminology should help you answer this question. Thus, this course is designed not only to introduce you to the academic sociological understanding of crime and criminality, but also to facilitate the critical assessment of the mechanisms which instruct our ideas about crime. To begin understanding these phenomena we will examine seemingly elemental questions such as "what is crime?" "who commits crimes?", and "what are the causes of crime?". We will find that these questions are much more difficult to answer than it would appear.
Throughout the tenure of the course we will explore some provocative issues. I hope to create an environment which is conducive to class debate and discussion on these themes. Please do not hesitate to ask questions or to raise issues.
VII. Short Paper Rules and Guidelines
These papers are designed to get you thinking more deeply about crime, crime data, theory application, and the relationship between criminological theory, practice, and action. Some of the paper topics require use of the internet, others do not. For each of the four papers, you have two topics to choose from. Which one you choose to write on should be based on your individual intellectual interests. All of the options are reasonably comparable in scope, depth, and in the amount of time and energy required to successfully write the paper.
The papers are due in class on the particular day and time indicated in section V of this syllabus. Papers will be degraded at a rate of 25% for every day they are late, starting the second after class ends on the due date.
Formal Guidelines:
Each paper must be between 3.5 and 5 five typed pages, with no larger than a 12 point font and 1 inch margins. If you are having problems writing a long enough paper, you are probably not being thorough or engaging in an appropriately detailed analysis. Do not be afraid of investigating an important and relevant line of reasoning further, except when there is not space to do so. Which leads me to my next bit of advice for those who may have problems keeping the paper under five pages: Eliminate any unnecessary sentences, superfluous substantive comments, and if necessary, eschew insignificant or irrelevant details which are unnecessary to reach the goals of the paper, as describe in the guidelines.
Each paper should be logically organized, free of misspelled words, and consistent with the standards of good college writing. Please don't hesitate to ask should you have any questions.
Paper 1 Topics. Elect to write your paper on either "1A" or "1B".
You will need the adobe acrobat reader for this assignment. If the computer you are working on does not have this software program, you can get it free by clicking on the icon at the bottom of the page in stage "2" of this exercise.
1. Go to my web page: http://www.siue.edu/~dkauzla/index.html
2. Click on the "FBI's Uniform Crime Reports" link
3. Click on "1999". If that doesn't come up, click on "1998".
4. Click on "Section II: Crime Index Offenses Reported"
5. One the toolbar to the left, click on "Crime Index Tabulations"
6. In this document, there is a lot of data on the rate and actual number of crimes in various geographic areas. Now, (1) randomly select ten states or cities (your choice) and note their Index offense rate per 100,000 (you will find this data under the column "Crime Index Total"). Rank order (1-10) the states or cities by crime rate starting with the highest. Note which are above, about the same, or below the national crime index rate for the U.S. (You should find this number in Table 2). (2) Now, do you feel as though it is reasonable to conclude that the further down the list one goes, the safer you will be from crime in that state or city? Provide at least three reasons why or why not. (3) Overall, what are the advantages and disadvantages of this data in understanding the relative distribution of crime by city or state?
You will need the adobe acrobat reader for this assignment. If the computer you are working on does not have this software program, you can get download it free by going to "adobe.com"
1. Go to http://www.ojp.usdoj.gov/bjs/abstract/cv99.htm
2. Click on "Acrobat file." Assuming you have the acrobat reader, this will move you to the proper document.
3. Your paper must be written on an analysis/interpretation of Tables 2 (page 6) and 3 (page 7). So, you can just print them out, or if you prefer, work from the computer screen.
4. Study the tables, and answer the following questions in essay format:
A. How significant are the differences in victimization by gender, age, and race/ethnicity by offense? How would a sociologist of crime interpret (make sense out of) these differences? Provide at least a paragraph explanation for each.
B. Why are wealthier people, according to this data, less likely to be victimized by crime? Why is the victimization rate higher in urban than suburban or rural areas? Devote at least 1-2 paragraphs of interpretation to each issue.
C. Speculate on whether the nature of the NCVS's methodology and definitions can account for some of the findings in Tables 2 and 3. In other words, do you think these differences in victimization represent more of the "reality" of crime, or a "reality" produced by the way the survey is conducted.
Paper 2 Topics. Elect to write your paper on scenario "A" or "B".
Classical theorists believed that the punishment for a crime should match the harm caused by the crime. In other words, the punishment should be proportional to the injury. Some people believe we have moved away from this idea in the United States, and have simply raised punishments without thinking about whether the level of social harm caused by the crimes really warrants increased penalties. Others feel that more severe punishments are warranted. Here is your assignment:
Go to wwws.crimeandpunishment,net and click on "State of Illinois". Now you will see a chart with include dozens of offenses and their legislatively prescribed punishments. Go through this list and find at least two crimes which you believe have proportionate and fair (i.e. commensurate) punishments and two crimes where the punishment seems disproportionate (i.e. the punishments are either to harsh or to lenient). Provide at least a one paragraph rationale for your thoughts on each crime. Now, more generally, pretend you are a public policy maker, and speculate on how you could convince the general public and those in legislative bodies to make the change to a more punitive or lenient punishment, whichever you chose.
John, a 20 year old male, is sitting at home thinking about his life. He is single, jobless, and in no serious intimate relationship. He lives with his parents and has no desire to go to college. He occasionally frequents a tavern, and has heard that the manager religiously drops off the day's cash at a bank around 2:30 a.m. John suspects that the manger has about $2500 in cash to deposit each night. He hatches a plan to rob the manger as he walks up to the depositary tomorrow night. For your paper, answer the following questions:
1. Through the lens of Classical theory, why would John even consider robbing the manager?
2. John apparently thinks he won't get caught, and we wonder whether he knows that robbery is a crime that calls for a minimum of three years in prison. Using the vocabulary of Classical theory, how does this contribute to our understanding of John's thought process about committing the crime.
3. If you were a public policy maker, what recommendations would you propose to curb the type of decision making exemplified by John? Be specific.
Paper 3 Topics. Your paper must be written on either topic "3A" or "3B".
1. Go to htttp://www.nationaltownwatch.org/nno.html
2. Click and read the files "About National Night Out", "Frequently Asked Questions". Also check out the "gallery of photographs".
3. After absorbing the basic substance of the information presented on these pages, answer the following questions in essay format:
A. Generally speaking, how is the perspective of the Chicago School/Social Disorganization theory represented in the "National Night Out" program? Is the logic and rationale behind the program grounded or inspired by the theory's basic assumptions? How? Cite specific propositions ideas and concepts from the book or lecture illustrate your points.
B. Now, interrogate the program through the lens of social disorganization theory. Do you think this program can really have an effect on crime, or just people's attitudes toward crime? What social forces are working against the success of such a program? What would make such a program successful?
C. Would you attend a national night out if invited? Why or why not?
1. Go to http://www.dare.com/index2.htm
2. Select and read the files on "D.A.R.E. Overview", "D.A.R.E Scientific Advisory Board", and "D.A.R.E. Curricula". Now, read the "Junior High Curriculum" link found in the "D.A.R.E. Curricula" page.
3. After absorbing the basic substance of the information presented on these pages, answer the following questions in essay format:
A. Generally speaking, how is differential association theory represented in the DARE program? Is the logic and rationale behind DARE grounded or inspired by the theory's basic assumptions? How? Cite specific propositions in Sutherland's theory to illustrate your points.
B. Now, interrogate DARE by using the four central variables in found in proposition 7 of the theory. Is it frequent enough? Long enough? Intense enough? Started at an early enough age? Explain why or why not, and the associated implications for crime reduction/prevention.
Paper 4 Topics. Elect to write your paper on scenario 4a or topic 4b.
Karla is a 13 year old girl living in a very upper middle class environment. She does ok in school, averaging C's, but doesn't really care much about it. Every once in while her parents get on her about her grades, but Karla usually just ignores them or shouts: "What's the point, I don't want to go to college anyway!" Her parents usually throw their hands up in frustration and drop the subject. Speaking of mom and dad, she doesn't see them much. During the week, they leave for work before she even gets up for school, and in the evening, her parents get home around 6:00 p.m., tired and grumpy. They usually just turn on the TV, and they may or may not even have dinner with Karla. All told, Karla might say 10 words to them at the most on any given weekday. On weekends, her father plays softball, works on his motorcycle, and generally ignores everyone else in the family.. Her mom is usually putting in some extra work at home on the weekends, but may occasionally may take Karla to a movie.
Karla spends most of her time hanging out with her friends, occasionally smoking pot and having some beers. She has also engaged in a bit of vandalism and once she and her friends broke into their neighbors house and stole some CDs and bottles of booze. She doesn't think it is a big deal because the neighbors are rich anyway.
Based on this vignette, answer the following questions in essay form:
a. Generally speaking, how would Hirschi's social control theory go about explaining Karla's delinquency? What would a theorist from this perspective be particularly inclined to focus on?
b. Now specifically explain how the four main variables in Hirschi's theory apply to Karla's delinquency. Make sure to write at least one solid paragraph on each.
c. Finally, adopt a wider sociological perceptive on the problem by speculating on how and why there may be an increased level of juvenile delinquency in our postmodern society given the level of work, business, and various other demands placed on the lives of parents. Do too many things nowadays compete with parents for their time, and energy? Explain why or why not.
Read the following italicized narrative and, in essay format, answer the questions at the end.
The Saints and the Roughnecks
_________________________________________________________________
William J. Chambliss (1973) followed the experiences of two small-town juvenile gangs whose members were students at "Hannibal High." The youths regularly broke the law. However, only the members of the Roughnecks were considered delinquent by officials and repeatedly arrested. The other gang, the Saints, largely escaped criminalization, and no members were ever arrested.
According to Chambliss, four factors played important roles in the differential response, and all related to the class position of the gang members. The Roughnecks came from the lower-class, while the Saints came from more "respectable" upper middle-class families.
First, the Roughnecks were more visible. Unlike the Saints, whose members had access to cars and could escape the local community, the Roughnecks had little choice but hang out under the surveillance of neighbors and local authorities.
Second, the outward demeanor of the Saints deceived parents and officials. Around authority figures, they wore masks of courtesy and obedience, and when accused of deviant behavior, they were apologetic. The Roughnecks on the other hand, misbehaved openly and showed little regard for social customs or the feelings of others.
Third, when responding to the gangs' misbehavior, authorities displayed bias that favored the Saints. The Saints were characterized as typical adolescents who were merely sowing their wild oats as normal boys do.
Finally, in defining the Roughnecks as boys who get in trouble, the community reinforced the "deviance" of gang members and helped produce a self-fulfilling prophecy B deviant self-images promoted further deviance. The Saints, meanwhile, remained respectable in the eyes of the community, although in fact they continued to maintain a high level of delinquency.
Chambliss' study is one of the best examples of the application of labeling perspective to date. It clearly shows that "labeling, stigma and negative self-images have a powerful impact in determining who we are and what we become" (Chambliss, 1999: 120).
Questions (remember to answer them in essay form):
A. Generally speaking, how does the labeling perspective shed light on this case? Use specific examples from the text or lecture notes.
B. Who has the better chance of being an adult criminal, the members of the Saints or the Roughnecks? Using the language and logic of labeling theory, provide explain your reasoning and provide a brief scenario to illustrate your point.
C. Finally, relate this example to your own experiences at school. Do you know of people who have "gotten away with murder" just because they were not "defined" as problem kids? How does this compare to the kids in Chambliss' study? How about kids who always seemed to get caught doing things everyone, or most people might have done? How does this compare to the kids in Chambliss' study?
VIII. The Course Bulletin Board and Your Participation
Web based bulletin boards are a great way to contact and interact with your professor and fellow students. I have created this board for your use, and hopefully, to your benefit. Check it a few times a week for announcements, study tips, reminders, and of course, to ask me questions or to provide commentary.
You are required to read at least read one and post one substantive message on this bulletin board. Substantive means anything to do with the substance of the course, not grades, times, "if this on the exam questions?", or messages to tell me that you are sick. Those messages are procedural, not substantive. Substantive questions and comments include:
A. comments or questions on the substance of a particular lecture or discussion.
B. arguments or critiques of one of my lectures or your readings.
C. interesting real-world applications or examples of a point or concept in lecture or discussion.
D. a response to a question I post on the bulletin board specifically labeled as worthy of a substantive comment for credit.
E. A response to a substantive issue (A-D) from another student.
Here's how to get on the page.
1. You need Internet Explorer or Netscape Navigator/Communicator. There is a conflict with AOL.
2. Go to http://webct.siue.edu:8900
3. Click on "Course Listing"
4. Click on "College of Arts and Sciences"
5. Click on "SOC 372"
6. You are now prompted by a box asking you for your username and password.
7. Your username is the first letter of your first-name followed by your full last name (all small case, no spaces).
8. Your password is the same as your username.
You should now be at the webct home page for this course. You should see six icons on your menu. I suggest you change your password now so that you do not risk someone falsely a message in your name. That could get ugly.
From our webct menu, you can access the course syllabus, go to the bulletin board, course tools and online chat, change your password, or follow a couple of links.
To use the bulletin board, just click the "bulletin board" icon. You will see a list of posts and a menu toolbar to your right. To read a message, just click on it. You can then reply to that message or just go back to the main menu. You may also post a message by hitting the "compose button".
The web cite does not constantly update itself. So, to see your post as it appears to others while you are still logged on, just hit the "Update Listing" button. It is like the "refresh" button on internet explorer.
If you are having problems finding messages or posts at any time, just hit the "show all" button. That way, you will see all of your read and unread messages.
Since we have a smart classroom, I will also conduct a quick tutorial on the bulletin board sometime during the beginning of the course. Good luck and I hope you find it useful!
Online Course Chat Room: There is no requirement that you participate in the course chatroom, but you might want to organize study sessions or discussions with your fellow students in this way. You may also just want to check it out occasionally - who knows, you might find yourself getting into a profound criminological discussion or debate! I will also be occasionally dropping by the chat room. When this happens, consider me available to answer questions or to engage in conversation related to the course. I'll announce the times that I will be in the chatroom in class. To access the chatline, just follow steps listed above for the bulletin board, but click on "Course Tools and Online Chat" button. Then click "Online Chat." This will bring you to the chatroom options. Just hit the button that reads "General Chat for SOC_372." That's where I'll be found when I am logged on. Feel free to use the other rooms if you wish.