Curry College/Spring 2011 Semester
Hafer 122
CJ/SOC 2800 (2): Urban Crime, Policing, and Social Policy through HBO’s The Wire
3 Credit Hours
Professors Jennifer Balboni/ Peter Hainer
Assistant Professor Jennifer Balboni, Ph.D.:
201 B Hafer Academic Building
Phone: 617.979.3520
jbalboni0608@curry.edu
Professor Peter C. Hainer, Ph.D.:
305 Hafer Academic Building
617.333.2085
phainer@curry.edu
Office Hours: M 8:30-9:00 a.m.
T 8:30—11:00 a.m.
Office Hours: T 11:00 a.m.—1:00 p.m.
W 10:00 a.m.—12:00 m.
Course Description:
Using HBO’s The Wire Season 4 as a dramatic “text,” this course will review the major
features of “streetwise” subcultures and social control found in many urban
neighborhoods from an interdisciplinary perspective, focusing on youth violence and
gang behavior, and the public schools. Supplementing texts and class discussion will
examine social control by public schools, police, and social service agencies, framing,
describing, and analyzing in the context of structural variables that have a major impact
on life in urban neighborhoods. Variables such as political economy and globalization,
attitudes and beliefs about race and ethnicity, the impact of drugs and the drug trade,
police culture, mass incarceration, and schools on urban young people will be explored.
Internal views and cultural forms such as hip hop, bling, tats, and fashion styles will be
analyzed as social markers of pride and alienation. The role of new educational
initiatives, community organizing, and development will be considered.
Conceptual Focus/Learning Goals:
This class will examine the inter-connections between crime, social control and culture
using an interdisciplinary perspective which weaves anthropological, criminal justice
and policy analysis perspectives. The goal is to examine the social construction of
urban neighborhoods with a focus on the problems of violence and the agencies
charged with maintaining the social order, namely the schools, social service agencies,
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and the police. The texts for this course present entirely different perspectives on inner
city life. Starting with HBO’s The Wire, Season 4 and using episodes each week as a
theme and dramatic focus, we will then look at Peter Moskos’ Cop in the Hood, which
focuses on policing urban neighborhoods, Sudhir Venkatesh’s Gang Leader for a Day,
which presents an internal perspective on drug dealing and gangs in Chicago from an
ethnographic perspective, and Paul Tough’s book, Whatever It Takes, looking at
community based reform efforts to address the structural problems of poverty, youth
violence, schools, and the police, and suggests strategies to rebuild social institutions.
Additionally we will read an article by Elijah Anderson excerpted from his book Code of
the Street: Decency, Violence, and Moral Life of the Inner City, an ethnographically based
account of “streetwise” sub-cultural life. Our hope is that these resources will help
students learn about and understand the complexities of life in urban poor
neighborhoods and some of the strategies for problem solving and positive social
change.
At the end of this course you will expected to be able to describe the social construction
of urban neighborhoods, the meaning of categories such as “ghetto” and “inner city”
and tell us how they are useful or engender stereotypes; describe the different
perspectives on urban poor communities that are drawn from crime statistics,
ethnographies, and scholarly accounts; understand how race and ethnicity influence
people’s attitudes and behaviors; understand the “structural” implications of political
and social organization in these neighborhoods, identifying the impact of poverty and
institutions which exercise formal social control, such as the police, the courts, and
public schools; evaluate the differences in perspective in the kind of knowledge and its
impact in dramatic narratives, ethnographies, case studies, and scholarly articles;
understand the impact of drugs and violent crime on communities locally and more
globally in cities across the country and across the globe; and understand and evaluate
the role of new educational initiatives, community organizing, and development in
providing positive community change.
Prerequisites: Sociology 1000/1600, Anthropology 1020, CJ 1000 (Introduction to
Criminal Justice) and/or, CJ 2000 (Criminology) or by permission of professor.
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Required Texts/Media:
The Wire, Season 4. HBO Entertainment.
Tough, Paul. 2008. Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and
America. Boston:
Houghton Mifflin. ISBN: 978-0-618-56989-2.
CHOOSE from ONE of the following:
Moskos, Peter. 2008. Cop in the Hood: My Year Policing Baltimore’s Eastern District.
New Jersey: Princeton University Press.
or
Venkatesh, Sudhir. 2008. Gang Leader for a Day: A Rogue Sociologist Takes to the
Streets. New York: Penguin Press.
Additional Required Reading (posted on Blackboard site):
Anderson, Elijah. 1999. Code of the Street: Decency, Violence, and Moral Life of the Inner
City. New York, New York: Norton & Company. (Selected excerpts.)
Requirements and Expectations:
Your grade will be comprised of four major components:
Class Discussion:
20%
Writing Assignments:
25%
Group Project:
20%
Group Presentation:
10%
Final:
25%
Class Discussion
This is a seminar-style course designed for students with a background in criminal justice,
sociology, or anthropology. The course will be structured on prior coursework and designed to
stimulate discussion around the weekly The Wire episodes and reading assignments with the
goal of developing a critical discourse in class geared toward understanding, viewing social
problems from multiple perspectives, and working toward social solutions and problem
solving. For this reason, the class will engage in more discussion than traditional lecture
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format. In some classes we will engage in role playing and actively “take sides” in case study
scenarios. Students must come to class prepared, having viewed The Wire episodes for the
week as well as the assigned reading, prepared to engage in critical discussion.
It is important to note that students are welcome to disagree—in fact, often well argued
disagreements can push us all to consider other viewpoints and understand things more
critically. However, our hope is that each of you will move beyond opinions based on
“feelings” alone and learn to support your beliefs with behavioral evidence drawn from careful,
thoughtful observation and thought. That said, the discussion in the class must be both
respectful and collegial.
Short Writing Assignments: 25 points total (8.5 each)
There will be three 1-2 page (minimum 200 word, maximum 400 word) writing assignments
that ask you to reflect on the readings and/or HBO’s the Wire. Please directly cite the material
which you use in your response, using specific examples to make your point and support your
position.
Writing Assignment #1, choose ONE of the following questions (depending on your book choice):
(Cop in the Hood) What part of Moskos’ description of the police academy
impressed you (positively or negatively) the most? Also, do you feel this training
is good preparation for a career in law enforcement? Why/why not?
Or
(Gang Leader for a Day) How is JT different or similar to media images of a gang
boss? What services do JT and his gang provide to the community?
Due Feb 9th.
Writing Assignment #2, choose ONE of the following questions:
Consider the ending of Cop in the Hood. What is Moskos saying about the War on
Drugs? Do you agree with him?
Now that you have finished Gang Leader for a Day, please discuss the community's
relationship to the police in the book. Why doesn't Boo-Boo (or anyone else) call them
when a crime occurs? How is it handled instead? What choices realistically exist for
community members?
Due March 9th.
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Writing Assignment #3:
Choose one of the following questions:
1. What are your impressions of Baby College and some of its students? Pick one
person that is described in this section and discuss what you believe the impression
Baby College will have on their parenting.
2. Do you believe that the Harlem Children’s Zone can achieve its goals? Place state
simply what those goals are, and why you believe they can or can not achieve them.
Due April 6th.
Final Paper/Project
Working in small groups, students will need to choose an agency or program that works with
an inner city population (either in Boston or another city) and find out the mission of the
program (what does it intend to do?) and its strategy (how does it work?). This could include a
school or pre-school program, a juvenile justice program, or another social service program.
Students must identify the specific population that is targeted, what resources (financial and
human) are used to achieve their goals, and provide demographic information about the people
that are served. Ideally, students will interview one or more staff members to provide
additional background. Early in the semester, students will submit the name of the agency they
choose to be reviewed by the professors.
In addition to the field research, students must provide some review of what the literature has
suggested about these types of programs. For instance, if you chose a particular Head Start
program, you would want to reference literature on the progress and effectiveness of similar
programs. Students may want to use information or contacts from any internships that they
may have had.
Finally, in the conclusion of the paper, students will need to summarize their own impressions
of this program. What evidence did they find to support their impressions? Did their field
research and library research leave them feeling hopeful? Disappointed? Ambivalent?
Students need to explain what impact they feel such a program might have.
The paper should be approximately 4-6 pages in length and conform to APA citation style.
At the end of the semester, students will lead a class discussion on their designated agency.
Any visual material (pictures, diagrams, etc.) or Powerpoint to help the class better understand
the mission of the agency is welcome. Presentations should be approximately 20 minutes long.
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Final Exam
Students will be required to complete a final exam inclusive of the reading material and
discussions covered in class. The format will be essay. More details and study tips guides will
be forthcoming as the semester progresses.
UnWired/Wired/General Expectations for this class: Being Connected to the class.
Many Curry College faculty members have differing opinions about the use/abuse of wireless
devices. We thought we might experiment this semester and give you some freedom and
choice about how you engage with this class, but only if you all agree to play by these rules:
• Students may be wired any way they like as long as students are connected to this
class, participating, and engaged. Please do this silently (no ring tones in class or
phone conversations, please).
• Think about/experiment with ways that social networking and online resources can
help you learn about the course material and widen the conversation/learning.
• With or without your wire we expect you to attend class, arrive on time, have your
assignments done before class, turn in your paper on time, be prepared
for your group project, pulling your fair share of the work weight, and
participating in the class presentations.
• Check the class Blackboard site for the syllabus, class resources and materials.
Class Blog
In addition to the class Blackboard link, Professor Hainer will launch a class blog to encourage a
different kind of interaction with the material in the class. You may choose to submit your
writing assignment to the blog or post generally in the blog for extra credit. Participation will be
entirely voluntary but you will get extra credit for the course if you are a “frequent flyer” on the
blog. The point of the blog will be to engage in discussions together beyond the classroom and
encourage you to use your social networking links (Fb, Twitter, MySpace, YouTube) to bring
your friends into our discussion and ask others to join in what we are trying to do. After each
class Professor Hainer will post some commentary about our class and The Wire episodes and
encourage you to comment.
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Week by Week Schedule/Assignments
[Please note that all assignments and The Wire episodes should be
read/viewed/written before class. Please come to class prepared to connect.]
Week of:
Topic
Assignments (To be read PRIOR to class)
January The Historic
and Social
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Construction No reading assignment for the first class.
of the “Inner
City”
January
26
Reading:
(All) The Wire, Episodes 2 and 3
Choose One:
Moskos, Cop in the Hood, Chapter 1 (The Departed)
Venkatesh, Gang Leader for a Day, Chapter 1 (How does it feel to be black and
poor?)
Study Questions:
Theories on What are your impressions of the schools in The Wire? Which of the characters do you
Crime and believe will end up most criminally involved? Why?
Poverty
Cop in the Hood:
Were you surprised by what Moskos said was his (and other officers’) “primary goal” for
each shift he worked as a police officer? Why/why not? How might this goal affect how he
and his fellow officers do their jobs?
Gang Leader for a Day:
In the first chapter, what are your impressions of "Old Time" and his friends? How did he
feel about race relations? Do you agree? Why/why not?
What did you think about Sudhir's first visit to South Lake Park? Was he bold, ambitious,
stupid, or something else? (Or all of the above?)
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Create Groups and think about which organizations you
might research.
February
2
Reading:
The Wire, Episode 4
Elijah Anderson, “Code of the Streets,” Atlantic Monthly online, May 1994
Moskos, Cop in the Hood, Chapter 2 (Back to School)
Venkatesh, Gang Leader for a Day, Chapter 2 (First Days on Federal Street)
Study Questions:
Does Elijah Anderson’s code of the street to the characters in The Wire? How? Please cite
examples.
Urban
Culture/
Artistic
Evolution
(Hip Hop,
Rap)
The Wire:
What factors in the boys’ home life in the Wire will impact them as to whether they engage
in drug dealing? Please explain if you believe you might react similarly or differently if
placed in a similar situation.
Cop in the Hood:
What part of Moskos’ description of the police academy impressed you (positively or
negatively) the most? Why?
Gang Leader for a Day:
How is JT different or similar to media images of a gang boss? What services does JT and
his gang provide to the community? (Does this fit with the reading?)
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February
9
Readings:
The Wire, Episodes 5 and 6
Moskos, Cop in the Hood, Chapter 3 (New Jack)
Venkatesh, Chapter 3 (Someone to Watch Over Me)
Study Questions:
The Wire
Please consider Namond’s dilemma with his mother. What are his options? What should
he do?
Discuss “snitching” from the perspective of the kids in the Wire. Why is it such an
important part of that culture?
Urban
Culture
Cop in the Hood:
Moskos stated that police often “dehumanize” anyone involved in the drug trade. What
examples did you see of that dehumanization in his book (or in the Wire)? Do you see any
ethical issues in such an approach?
What similarities do you see from Moskos’ description of policing to the interactions
between the characters on the Wire?
Gang Leader for a Day
How is JT different or similar to media images of a gang boss? What services do JT and his
gang provide to the community?
Please discuss the community's relationship to the police. Why doesn't Boo-Boo (or
anyone else) call them when a crime occurs?
WRITING ASSIGNMENT #1 DUE
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Reading:
The Wire, Episode 7
Feb 16
Moskos, Chapter 4 (the Corner)
Policing
Urban
Environments and
the War on
Drugs
Venkatesh, Chapter 4 (Gang Leader for a Day)
Study Questions:
What were Sudhir’s duties as gang leader for the day? What surprised you about these
duties?
What similarities do you see from Venkatesh’s description of life in that Chicago Housing
project to the interactions between the characters in the Wire?
What similarities do you see from Moskos’ description of policing to the interactions in the
Wire? Do you think this style of policing makes a big effect? How so?
Paper topic statement due
Feb 23
Reading:
The Wire, Episode 8
Moskos, Chapter 5 (911 is a Joke) and Chapter Six (Under Arrest)
Venkatesh, Chapters 5 (Ms. Bailey’s Neighborhood) and 6 (The Hustler and the Hustled)
Study Questions:
Cop in the Hood:
Why does Moskos believe that “911 is a joke?” Do you agree with this statement? In chapter six,
War on Drugs
Moskos talks about the how many people equate policing with arrests. Why is this type of
(Part 2)
assumption harmful?
Gang Leader for a Day:
Chapter Five starts off with Ms. Bailey "teaching" Sudhir about the rules in the projects. By the
end of chapter 6, what does Sudhir learn about Ms. Bailey? Does she help the neighborhood? Who
gets hustled in chapter 6? Why and how do residents hustle in the Robert Taylor Homes, according
to Sudhir?
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Readings:
March 2
(All) The Wire, Episode 9
Paul Tough, Whatever it Takes, Chapters 1 (the Lottery)
AND:
Venkatesh, Chapters 7 (Black and Blue)
OR:
Moskos, Epilogue (School Daze)
Study Questions:
XXXXXXX??
In chapter One of Whatever it Takes, Canada mentions the “fade out phenomenon” of
helping kids, only to have them return back to their “old” ways. Can you think of any
examples of this phenomenon in your own life, in characters in the Wire, or any other
person? What do you believe explains this phenomenon?
Are the politicians in the Wire interested in improving the conditions in the inner city?
What examples can you cite to support your point? How does the election affect policing
strategies?
Cop in the Hood:
Moskos makes an argument to legalize drugs. What is his rationale? Are you persuaded by
his reasons? Do you foresee any problems with this approach?
Gang Leader for a Day:
What did you think about the police that Sudhir came into contact with? Are the residents
right not to trust all police? If you were a resident in these “projects,” would you trust the
police?
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Reading:
March 9
The Wire, Episode 10
Paul Tough, Whatever it Takes, Chapters 2 (Unequal Childhoods) and 3 (Baby College)
Chapter Two: What are your impressions of Baby College and some of its students? Pick one
person that is described in this section and discuss what you believe the impression Baby College
will have on their parenting.
Effects of
Mass
Incarceration
on American
Cities
Paul Tough writes that most parents entering Baby College feel corporal punishment is
appropriate. Please discuss your thoughts on physical punishment, and how they relate to the
position that Baby College teaches.
In the Wire, how did the community view Wee-bay going to prison? What effect did this have on
the family?
In Chapter Two, Tough talks about how different aspects of parenting affect a child’s ability to
learn and succeed in school. Please identify these things, and state whether in your experience, the
research seems accurate.
WRITING ASSIGNMENT #2 DUE
March
16
March
23
Spring Break Enjoy your break. Stay Safe!
Reading:
The Wire, Episode 11
The Effects of Paul Tough, Whatever it Takes, Chapters 4 (Contamination) and 5 (Battle Mode)
Globalization
on American In chapter five, Tough deals with a fundamental question: Can good schools overcome bad
environments? What do you think?
Cities
Consider the goal of the Harlem Children’s Zone and Geoffrey Canada’s approach to it. At this
stage, do you believe he will win this “battle”? What things are out of his control that may
sabotage the program’s intent?
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March
30
Reading:
The Wire, Episode 12
Paul Tough, Whatever It Takes, Chapters 6 (Bad Apples) and 7 (Last Chance)
Study Questions:
Urban
Education
Chapter Six: Do you feel the administrators for Harlem Children’s Zone middle school are
expecting too much? Do you think this school is beneficial for the students? Please explain
your answer.
Please discuss the principal’s approach to the “disruptive” students at the Academy (in
Whatever it Takes). How is this different than the program that Namond (from the Wire)
attends? Which of these approaches do you believe will work: in the short run? In the long
run? Explain your answer.
In the Wire, what are the biggest obstacles the schools face in trying to educate the
students? Which needs tend to get addressed? Which are neglected?
Reading:
April 6
The Wire, Episode 13
Paul Tough, Whatever It Takes, Chapters 8 (Conveyor Belt) and 9 (Escape Velocity)
Study Questions:
Urban
Education
(Part 2)
Test scores become an important piece both in the Wire, and in the Harlem program. Paul
Tough discusses the different test scores of the elementary and middle schools, and the
elementary interventions were clearly bringing students up to grade level in subjects.
What do you think this success means for these students?
At the conclusion of Season 4 of the Wire, please comment on whether you were surprised
by how the characters lives changed over the course of the season. Also, what is the most
important thing you learned from watching the Wire?
WRITING ASSIGNMENT #3 DUE
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Reading:
April 13
Whatever It Takes, Chapters 10 (Graduation) and Chapter 11 (What would it
take?)
Study Questions:
The Future of
What are your impressions of the potential of Harlem Children’s Zone? Do you believe it
the American
should be a model for other cities? Why/why not?
City
Does Geoffrey Canada break a major promise to the middle school students, or does he
make an efficient decision for the Harlem Children’s Zone? Explain your position.
Final Project Due
April 20 Presentations TBA
April 27 Presentations TBA
Wednesday,
May 5th 5:30
Final Exam
Academic Honesty and Integrity Statement
The College views academic dishonesty as one of the most serious offenses that a student can
commit while in college and imposes appropriate punitive sanctions on violators. These
offenses include, but are not limited to, cheating, plagiarism, unauthorized collaboration, or
participation in academically dishonest activities. Plagiarism involves both using someone
else’s work, as well as paraphrasing without proper attribution to the original author. It also
includes submission of work previously submitted without prior knowledge of the
corresponding professors. Please see your student handbook for a more detailed discussion on
this topic.
****Students are responsible for understanding the contents of this syllabus. If you have a question or
require clarification, you need to contact us as soon as possible.
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Additional Resources:
Levin Library
Maintains an excellent online and in print set of criminal justice materials. You can access many
online journals through the following portal:
http://www.curry.edu/Academics/Levin+Library/Databases.htm
Click on the “criminal justice” tab, and depending on your topic, one of the many databases to
begin your search.
Blackboard
This course has a Blackboard website that includes the syllabus and contact information for the
professor. You will also find information about obtaining the books. You can access this site
through the Curry homepage, then click under students, then Blackboard.
Academic Enrichment Center
Students can seek assistance on a variety of tutoring related needs through this Center, free to
Curry students.
PAL
Students with learning disabilities are encouraged to contact the Program for Advancement of
Learning. This is a highly esteemed program tailored to meet individual learning needs.
http://www.curry.edu/Academics/LD+Program+%28PAL%29/All+About+PAL/
ADA Accommodation
If anyone has a diagnosed learning disability please let us know and we will make whatever
reasonable accommodation we can to meet those needs.
Faculty Biographies
Professor Balboni is an Assistant Professor in the Department of Sociology and Criminal Justice.
In the past, she has taught justice courses at the School of Professional and Continuing Studies
and the College of Criminal Justice, both at Northeastern University. From 1997 through 2002,
she worked as a Senior Research Associate at the Center for Criminal Justice Policy and
Research, Northeastern University, notably working on projects involving juvenile justice and
hate crimes, with published work well cited in both academic and policy arenas. She completed
her Ph.D. in Law, Policy and Society at Northeastern University, with a focus on criminal justice
and restorative justice issues. Her book, Clergy Sexual Abuse Litigation: Survivors Seeking Justice,
will be released in March, 2011. Her original dissertation research looked at the meaning of
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litigation against the Catholic Church for clergy sexual abuse survivors through an
ethnographic lens. Additionally, Dr. Balboni worked in direct services with delinquent and
abused/neglected youth for several years, in both residential and outreach and tracking
settings.
Peter Hainer is a Professor of Anthropology and Chair in the Department of Sociology and
Criminal Justice. He received an A.B. in Anthropology from Brown University in 1969 and
promptly found himself in Boston’s Grove Hall neighborhood as a community organizer and
VISTA volunteer working with welfare recipients. For 15 years he lived in Boston’s Mission Hill
neighborhood with his family and was active in community affairs and a board member of the
Neighborhood Housing Service. During this time he pursued and earned an M.A. and Ph.D. in
Anthropology from Brandeis University, doing anthropology field work on family and
household composition in Boston’s African-American community. For 15 years he consulted
and engaged in research for the U.S. Census Bureau’s Center for Survey Methods Research in
Washington, D.C., including work on under enumeration and the decennial count, household
organization, and ethnicity. He has continued anthropological field work intermittently but
continuously for 30 years with over 7000 hours of observation with his informants in Roxbury
and Dorchester. He has worked closely with police officers in the field in a number of
communities since 1976 and, in recent years, has been a civilian member of two strategic
planning groups for the Bureau of Professional Development with the Boston Police
Department and an active member of the Regional Community Policing Institute for New
England, serving on committees.
**This syllabus, updated 1/12/11, is subject to change per the discretion of the professors. Students will
be notified of any changes prior to the date.