Social Groups and Crime continuedToday •Social Groups continued•Review 3 theories on crime (functionalism, symbolic interactionism, conflict theory)•Juvenile Delinquency•Solutions•About asn #6 next class

“If people around you aren’t going anywhere, if their dreams are no bigger than hanging out on the corner, or if they’re dragging you down, get rid of them.” –Magic Johnson

Reference Groups• Groups that individuals compare

themselves to regularly

• Can have positive or negative effects

• influence self-esteem

Pussycat Dolls“When I Grow Up”

Relative depravation: feeling that you have less compared to another

In group vs. Out group Us vs. Them

Attribution Theory: seeing someone as part of our in or out group can distort our perceptions of them

Motives, capabilities, and actions

Attributions errors: wrong assumptions we make about a group

Asch’s conformity experiment

1 2 3 4

Desire to conformDesire not to stand

out

Stanley MilgramMilgram Obedience Studies

Listen to authority

• 1973 experiment simulating a prison environment• After 6 days the researchers had to terminate the study • What does this experiment illustrate?

Stanford Prison Experiment

0:49-15:56

Viewhttp://www.youtube.com/watch?v=L_LKzEqlPto

Symbolic Interactionism

Control theoryStrong social bonds between a person and society

keep them from deviating

1. Attachment to significant othersElements of the social bond:

2. Commitment to conventional goalsElements of the social bond:

3. Involvement in conventional activities

Elements of the social bond:

4. Belief in moral standards Elements of the social bond:

Symbolic Interactionism

Control theory2 Control Systems

1.inner controls (conscience, morals, ideas of right and wrong)

2. outer controls (people – family, friends)work against our tendencies to deviate

If one or more are missing people may commit crimes

Juvenile Delinquency

View: Juvenile Correction Facilities 1:30-21:00

View A New Model for Juvenile Justice Corrections Part 1A New Model for Juvenile Justice Part 2

Write down:1. What are the positives?2. What are the negatives?

CC

Juvenile DelinquencyWhen young people do not have what they need, what

types of behaviors may they engage in?

• Alcohol abuse• Drug abuse• Criminal acts• Violent acts• Missing school• Low grades in school• Unprotected sex• Teenage pregnancy

1. Youth programs (boys and girls clubs, after-school activities, high quality pre-school)

2. Community programs (neighborhood watch)3. Legislative action (changes laws: ex: gun control)4. Reducing poverty (better education, on the job-training)5. Alternatives to prison (probation, psychological treatment, house arrest,

group therapy)6. Prison reform (increase occupational training programs)7. Parental responsibility laws (making parents responsible for delinquent

behavior of their children)8. Better law enforcement (strictly enforced curfews or focus on combating

street gangs)9. Juvenile boot camps (scared straight approach)10. Parenting Training (parenting classes, resources, counseling)11. Decriminalization of some laws (drug use, gambling, prostitution)

Which of the following proposed solutions do you think would be MOST and LEAST effective at reducing crime among youth and adults? Why?

Solutions

Team 1Girod Colin Avila Cesar Lopez Martha Kim Seo Olmos Marielena Taylor Montel

Team 2Ortiz Alec Garcia Viviana Baker Cynnamon Quihuiz Salena Figgeroa Shawn Corpuz Jeremy

Team 3Cessor David Tena Jenevie Accardo Johnny Martinez Keyla Carson Jessica

Front of class Soc 101 7:45am MWTeam 4MacDonald Benjamin Flanagan Tim Thornton Cody Martin Jessica Vazin Sean

Team 5Ramirez-Bailon Nelly Marshall Joshua Raygoza Jose Thompson Tennille Delacruz Maria

Team 6Martinez Ana Pulido Isabel Yamada Daryn Escobar Delia Ransfer Kiana

Team 7Baghdoyan Anais Kao Yuwen Winders Molly Bhakri Harnish Na Chaewon

Team 8Mercado Rick Torres Mildred King Natalie Esfahani Rojene Sanchez Wendy

Team 9Thomas Craig Jimenez Leslie Lapuz Eunice Patricia McCrea Chaytn Mireles Jose

Team 10Manzo Monica Hernandez VeniciaWolfe Logan Garcia Martin Ramillano Michael

Team 1Sanders Billy Suchintamai Paula Chaupin Giancarlo Hernandez Annie Capacchione Eric Todorovich Tamara

Team 2Davila Ivan Bernal Vanessa Trinh Katie Yonamine Paige Franklin Natonia Stephens Alexandria

Team 3Ballesteros Sofia Castile Jessica Nguyen Thu Cortez Nancy Nguyen Stephanie McCullough Justin

Team 4Vazquez Diana Inthisith Phonemany Padiernos Raphael Camantigue Jill Barrera Alfredo Nguyen Linda

Team 5Pitts Lavershala Scott Darion Coronel Cecilia Johnson Brandon Carter Joy-Noel Elias Martha

Team 6Lopez Martinez Mario Krause Kirk Bautista Lauren Giron Andreinna Mateo Joscelyn Suarez Lisa

Team 7Hua David Duran Marisol Perez Cecy Wasan Matthew Hubble Brittany

Team 8Cervantes Ivette Soto Alisa Escamilla Daniela Daquigan April Soufl Cheyenne

Team 9Gonzalez Carolina Bermudez Claudia Chavarria Benjamin Ramos Vannessa Bland Ryan

Team 10Castellon Jessica Chavarria Michelle Cordova Blanca Mendoza Vinicio Perryman Damon

Front of class Soc 101 9:30 MW

Team 1Estrada Gustavo Vela-Cervantes Yunuen Chavez Mark Melgoza Enrique Manalo Lawrenz Sanchez Miguel

Team 2Sterling Shanena Cortez Tamara Meredith Amanda Gomez Marcos Zalenski Peter Martinez Daniel

Team 3Sisson Derek Garcia Hugo Zapata Zaldy Hernandez Joanna Martinez Ruendy Duke Jovon

Team 4Herrera Jennifer Moreno Jesus Rodela Callie Wakamatsu Tomoe Terrazas Nolberto

Team 5Cudjoe Justin Garcia Christian Pena Rosa Guerrero Sergio Vo Y

Team 6Sanchez Irene Garcia Edwin Moore Brittani Arrogante Denise Islas Fabiola

Team 7Selmon Kimberly Wright Brittany Sullivan Grace Kondo Jamie Velasco Conrad

Team 8Ortega Jose Donis Jacqueline Duenas Dagoberto Montes Brandon Baines Gregory

Team 9Arakaki Justin Jimenez Jennifer Cortez Jonathan Alston Theodore Duplessis-Fleming Erin

Team 10Rodriguez David Maxie Matthew Boggs Kwyn Inocencio Jessica Norrell Kierra

Front of class Soc 101 7:45am TTH

Take the survey• Think back to when you were 8-15 years old• How many of the items listed were a part of your life? • Check all that applied. • Count how many you checked (you will not have to share this

number with anyone)

• Star 3 items on the External Assets page that you feel are most important in influencing a successful adult life (even if you did not have them in your life)

• Prepare to share why you starred these 3

40 Developmental Assets• Select a recorder• Each person shares which 3 you starred and why• Recorder puts down tally marks as others share• Count how many tallies in each category (support,

empowerment, boundaries/expectations, use of time)• Add the tally marks to the board once your group finishes

40 Developmental Assets

Fit into 2 categories1. Internal Assets

And2. External Assets

1.the more assets the less likely to engage in high-risk behaviors

2.have power for all youth, regardless of gender, economic status, family, or race/ethnicity.

3.average young person experiences fewer than half of the 40

4.Boys experience fewer assets than girls

Importance of Developmental Assets

Percentage of 6th- to 12th-Grade Youth Reporting Selected High-Risk Behavior Patterns by Level of Developmental Assets*

High-Risk Behavior Pattern 0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets

Problem alcohol use 45 26 11 3Violence 62 38 18 6School Problems 44 23 10 4* Data based on aggregate Search Institute sample of 148,189 students across the United States surveyed in 2003.

Research with almost 3 million young people

the 40 Developmental Assets represent the relationshipsopportunitiespersonal qualities

that young people need to avoid risks and to thrive

40 Developmental Assets

basic building blocks of life that kids need

Helping youth make

positive choices and avoid high-risk behaviors

40 Developmental Assets

1. Youth programs (boys and girls clubs, after-school activities, high quality pre-school)

2. Community programs (neighborhood watch)3. Legislative action (changes laws: ex: gun control)4. Reducing poverty (better education, on the job-training)5. Alternatives to prison (probation, psychological treatment, house arrest,

group therapy)6. Prison reform (increase occupational training programs)7. Parental responsibility laws (making parents responsible for delinquent

behavior of their children)8. Better law enforcement (strictly enforced curfews or focus on combating

street gangs)9. Juvenile boot camps (scared straight approach)10. Parenting Training (parenting classes, resources, counseling)11. Decriminalization of some laws (drug use, gambling, prostitution)

Which of the following proposed solutions do you think would be MOST and LEAST effective at reducing crime among youth and adults? Why?

Solutions

Structural functionalist review:deviants are products of society

Structure of society makes it impossible for some people to achieve success in legitimate ways

Crime can be functional

Conflict Theory Review

Inequality leads to crimes

Those in power define what is criminal

Law punishes those without power (racial minorities or those of lower socioeconomic status) and benefits those with power

Symbolic Interactionism Review labels, group influence, and consequences

Deviance is learned through•groups we interact with•the labels we acquire (self-fulfilling prophecy)

•choice is based on cost/benefit assessment

You will lose your

job

White Collar CrimeCrimes committed in course of employment•Occupational - individuals commit crimes in the course of their employment.

•Corporate - corporations violate law to maximize profit.

Computer Crimes One of the fastest growing crimes in U.S.•Hacking - unauthorized computer intrusion.•Identity theft - stealing of someone else’s identification to obtain credit.

Assignment #6 Due Wednesday A #6: Be prepared to discuss a stereotype or label you feel others have of a group you belong to (does not have to be a racial or ethnic group) 4 points

Nothing needs to be typed up or handed inMust be in class for points

Test 2 Next Week Wednesday October 10th

Read Ch 8

What do young people need in order to avoid these types of high risk behaviors?

View Alternative Juvenile Delinquency

REMINDER: Using your phone in class = loss of 5 points every time

Cell phones should never be on your desk, lap, or anywhere else in sight

It is distracting and annoying

If you cannot respect the rules of this class, drop the class

Social factors contributing to gangs

View Crips and Bloods: Made in America

Narrated by Academy Award-winning actor Forest Whitaker

Focus on-how social factors contributed to gang culture

Avoid- stereotyping neighborhoods, stereotyping minorities, or stereotyping police officers