Sociology 383
Juvenile Delinquency
Fall 2008
Class:
T & Th @ 8:00am in B032 JFSB
Office Hours: Tu 9:30 to 11:00am
Instructor: Dr. Shirley E. Cox, 2179 JFSB
Th 12:30 to 2:00pm
Email: shirley_cox@byu.edu
Phone: 422-4320
Texts: (Required) Regoli & Hewitt (2006) Delinquency in Society (6th or 7th ed.). McGraw.
Kotlowitz (1992). There Are No Children Here. Doubleday. and
Kirisberg (2005). Juvenile Justice: Redeeming Our Children. Sage.
A. COURSE COVERAGE AND OBJECTIVES
In this course we will examine the nature of delinquent behavior, some basic facts about selected
types of delinquent behavior, the major theories of the causes of delinquency, and society’s
responses to delinquency. The final exam essay items represent the specific learning objectives for
this course. At a broader level, the stated learning objectives for rhe sociology department as a
whole can be found at the following website:
https://learningoutcomes.byu.edu/wiki/index.php/Sociology_BS.
Teaching philosophy: Classroom time should be spent in the serious pursuit of understanding, in an
atmosphere of informality and respect. You should always be prepared and willing to present,
discuss, and challenge new ideas, but always without personal attacks or attempts to embarrass or
belittle anyone. I welcome and encourage your participation, but I will not force it or grade it.
Attendance, punctuality, courtesy, and conscientious note-taking are expected. If you are
unavoidably absent, you should first obtain class notes from another student, then I will be pleased
to discuss those notes with you. I cannot provide absent students with class notes or make-up
lectures. It is your responsibility to obtain all class materials and handouts in class, although some
will also be available online through Blackboard.
Requirements: Basic requirements for the course include...
1.
2.
3.
4.
a series of reading quizzes,
two "objective" exams, each covering half of the lecture/discussion material,
a "personal paper" connecting the class to the real world, and
a comprehensive final essay exam.
Grading:
I avoid competitive grading among classmates by evaluating your scores relative to
"absolute" standards of performance or to the work of past rather than present students. For a
typical group of students in this course, I expect to give about 35% A's, 45% B's, 20% C's, and very
few lower grades [about a 3.15 class GPA]. Your group may or may not be typical, so there is no
grading curve imposed on the class.
You will first receive a preliminary letter grade based on your percentage correct on reading quizzes
and on the two "objective" exams. Your preliminary letter grade will remain intact or be lowered
by one grade category (A to A-, B- to C+, etc.), depending on whether or not you submit an
acceptable personal paper. After that adjustment, your preliminary grade will then be lowered by
one category, remain intact, or raised by one or two categories based on the quality of your final
essay exam.
Note: The policies and schedule for this class are subject to change in the event of unusual
extenuating circumstances.
READING QUIZZES
(one-third of your preliminary letter grade)
Frequent reading quizzes will be given during the course, on days indicated on the reading
schedule (unless changed by an announcement in class). Quizzes are designed to encourage and
reward class attendance and prior reading and study of the material to be discussed. Quizzes are
to be taken without written or human assistance.
For a given quiz date, the only material that is "quizzable" is the material listed for that specific
date. I try to select relatively important points for quizzes, but any assigned material is "fair
game." The format of quizzes is generally true-false and multiple-choice, but it may vary from
those types.
We will go over the answers immediately following each quiz. You will NOT have your quizzes
returned to you, so keep track of your own answers and scores, and TAKE NOTES OF
IMPORTANT POINTS brought up during the discussions of the quiz items.
There are NO MAKE-UP QUIZZES (before or after quiz time) given for ANY reason, so DO
NOT ASK for one. If you miss a quiz for an absolutely unavoidable reason and you have read
the assigned material before quiz time, inform me by email, stating your name and requesting
that your quiz be “excused,” and I will give you your average quiz score for that quiz in the
calculation of your quiz total. Quizzes missed by choice or negligence, on the other hand, will
be included in the calculation of your quiz total as follows: For your first "unexcused" missed
quiz, you will be given one point less than your average quiz score; for your second, two points
less than your average; for your third, three points less than your average, etc. YOU are
responsible for presenting information, in advance, as to why your missed quizzes are “excused”
or “unexcused.” When all quizzes have been completed, I will drop your lowest real or "given"
quiz score and base your overall quiz percentage on the remaining scores.
Your total quiz percentage will be equally weighted with your percentages on each of the two
"objective" lecture/discussion exams and will convert to a preliminary letter grade as follows:
93-100% = A
90-92% = A87-89% = B+
83-86% = B
80-82% = B77-79% = C+
73-76% = C
70-72% = C67-69% = D+
63-66% = D
60-62% = D0-59% = E
IN-CLASS LECTURE/DISCUSSION "OBJECTIVE" EXAMS
(two-thirds of your preliminary letter grade)
The two in-class "objective" exams are multiple-choice and true-false exams which cover ALL
material presented or discussed by the teacher, with each one covering half of the semester.
They do not specifically test on the content of the assigned readings (the quizzes do that), but
they will cover the teacher's discussion of the reading and quiz material, as well as written
handouts and discussions of video presentations. These tests are designed to reward being
attentive in class, taking good notes, and remembering and understanding the content of those
notes.
There will be about 50 to 60 test items per exam (which works out to approximately three items
per hour of class). The content of the test items will center on the most important trends and
patterns in "the way things are" (as summarized in class, which will not necessarily agree in
every detail with the assigned reading). Any items about the teacher's personal views or
opinions will be so designated. Since the test items are limited to material explicitly covered in
class, your class notes are your best preparation resource. There will be no other specific written
or oral study guide or review session. These exams will be given in the classroom and must be
taken without written or human assistance. You will be shown your score and the correct
answers in class on the next class day, but Ms. Teacher must keep all copies of these exams.
Your percentage correct on each of the two "objective" exams will be equally weighted with
your total quiz percentage and will convert to a preliminary letter grade as follows:
93-100% = A
90-92% = A87-89% = B+
83-86% = B
80-82% = B77-79% = C+
73-76% = C
70-72% = C67-69% = D+
63-66% = D
60-62% = D0-59% = E
PERSONAL PAPER
(maintains or lowers your preliminary letter grade)
You are required to complete a “personal paper” which consists of a Delinquency Case Study.
Your work must be of good quality in order to maintain your grade. If a personal paper is not
submitted or is judged to be "unacceptable," your preliminary course grade will be lowered by
one grading category (A to A-, B- to C+, etc.). Work judged to be in the range from good to
excellent will be marked "OK" and will maintain your preliminary course grade.
This assignment requires that you pick a real person with whom you are acquainted--yourself, a
relative, or a friend--and analyze that person's history of delinquency. You need not identify the
person by name. For example, you may actually write about yourself while referring to the
person as a cousin, or you may write about your sister Jane and call her your friend Mary. It is
important, however, to be as accurate and truthful as possible.
1. First you should describe the types and amounts of delinquent behavior that the person
committed (the person need not be "very delinquent").
2. Next, theorize as to why the person was as delinquent as he/she was (whatever the level
of delinquency). In other words, why did they do what they did, but not do more?
Comment on their personal physical and emotional status, their family and peer group
norms, socio-economic status, community environment.
3. Then analyze how others responded to that behavior (informally as well as officially),
and what effects those responses had upon the person.
4. Finally, what would be your recommendation as to how the behavior could have best
been prevented or corrected, both for the person and for adolescents in general?
Suggested length: about 5-10 pages (no fixed rules) with typical margins and 12+ font size.
Note: Only Ms. Teacher will ever read the personal papers.
FINAL ESSAY EXAM
(raises, lowers, or maintains your preliminary letter grade)
THE TAKE-HOME (open-book, open-notes) part of the final essay exam must be typed
(double-spaced) or neatly handwritten (on one side of the page only). You will be required to
respond to THREE items from the list of "ESSAY EXAM ITEMS-1" that is part of this course
description. I will tell you which ones you must respond to as exam time approaches. I may
require some items and allow limited choice on others. Each of your three responses must not
exceed 900 words (about three typed pages) in length--no exceptions! There is no minimum
length. The take-home is due in the classroom at the beginning of the regularly scheduled final
exam time.
Up to four students may submit one exam. If a group of students submits one exam, all members
of the group must contribute to all parts of the exam. It is dishonest to simply "divide up the
work," although some division of labor may be necessary in preparing rough drafts. I am not
impressed by extensive "lifting" of segments from assigned readings or by the simple copying of
lists from handouts. Material from books and handouts should be explained in your own words
and integrated into your own thinking. Outside research, in addition to required course reading
material, is not required.
THE IN-CLASS part of the final essay exam will be completed in the classroom during the
regularly scheduled final exam time on a closed-book, closed-notes, individual basis. You will
be required to respond to THREE items from the list of "ESSAY EXAM ITEMS-2" which are
different from the items you responded to on your take-home exam. You are expected to be able
to respond to ALL of them, so you will not be told which items to respond to until the time of the
exam.
ESSAY EXAM ITEMS-1
1. Are juveniles today more involved in serious criminal activities than juveniles around a
century ago? ... than juveniles about twenty years ago? Discuss and evaluate any
evidence that is relevant to the question. (Note: this is not a "why" question.)
2. Who is really more likely to commit illegal behavior -- male or female adolescents?
Discuss and evaluate official, self-report, victim survey, and gang observation data
relevant to the question. (Note: this is not a "why" question.)
3. Who is really more likely to commit illegal behavior -- black or white adolescents?
Discuss and evaluate official, self-report, victim survey, and gang observation data
relevant to the question. (Note: this is not a "why" question.)
4. Who is really more likely to commit illegal behavior -- lower-class or middle-class
juveniles? Discuss and evaluate official, self-report, victim survey, and gang observation
data relevant to the question. (Note: this is not a "why" question.)
5. Summarize the nature of delinquent gangs, their location in the social structure, and the
content of their activities. Compare and contrast today's gangs with those from earlier
times. (Note: this is not a "why" question.)
*Numbers 6.- 12. require that you do the following for each theoretical perspective:
(a) Name the key theorists (if appropriate) and state the basic propositions.
(b) Evaluate (pro and con) the theory's logic, testability, and "fit" with research results.
(c) Discuss the theory's implications as to how we could reduce delinquent behavior.
6. Criminal personality theory
7. Classical deterrence theory
8. Social disorganization theory
9. Lower-class strain theory
10. Social learning theory
11. Labeling theory
12. Social bond theory
ESSAY EXAM ITEMS-2
13.
Discuss the role of biology in causing delinquent behavior. For what types of
delinquency does biology appear to play a relatively more or less important role?
14.
In one or two sentences each (as if you were explaining them to a friend who has not
studied the topic), briefly state the central reasoning as to the causes of delinquent
behavior for all of the following nine perspectives: criminal personality, classical
deterrence, emotional disturbance, social disorganization, strain, lower-class subculture,
labeling, social learning, and social bond.
15.
Choose two distinct types of delinquent behavior and explain them using two distinct
theories (one theory per behavior). Show how one theory applies best to one type of
behavior, while the other theory applies best to the other behavior.
16.
Discuss how and by what criteria the police, court intake officers, and judges handle
cases. Is the juvenile justice system "fair" to males and females, rich and poor, whites
and nonwhites?
17R.
(The "R" means "repeatable," as you may have the opportunity to respond to this one for
more than one or two correctional programs or approaches.) Select a specific program or
a more general approach to juvenile corrections and do all of the following:
(a)
(b)
Describe the basic program/approach and the reasoning upon which it is based.
Review how effective the program/approach has been in various settings. What
seem to be the effects on the juveniles and on society?
(c)
Discuss the program's/approach's potential for widespread implementation and
success (including issues of cost & public opinion) in the near future.
Examples of programs/approaches:
large custodial institutions, scared straight, waiver to adult court, prison boot camps,
wilderness survival, residential group treatment, guided group interaction, token
economies, non-residential individual rehabilitation, traditional probation, restitution,
personal psychotherapy, medical treatment, community reintegration, foster home care,
halfway houses, intensive tracking, diversion, street gang workers, parenting training,
early childhood education, general social reform, educational reform, anti-poverty
programs, gun control, anti-drug measures, anti-media violence campaigns, etc.
Specific Date/Topic Schedule for Course:
SOCIOLOGY 383 T & TH 8:00-9:15am
B032 JFSB
Assigned reading includes one traditional textbook--Delinquency in Society by Regoli and
Hewitt (2006)--and two other books--There Are No Children Here by Kotlowitz (1991) and
Juvenile Justice: Redeeming Our Children by Krisberg (2005). Additional brief class handouts
may be assigned that are not listed on this schedule. Reading quizzes cover only the material
assigned for a specific date and are listed below. Assignments refer to the Regoli text unless
otherwise indicated. Begin and end your reading at the major headings on the pages listed. It is
not necessary for you to bring your textbooks to class, except for your own use as references.
QUIZZES AND EXAMS TAKE PLACE IN CLASS.
Class Schedule:
CLASS: DATE
01: SEP 02
02: SEP 04
03: SEP 9
04: SEP 11
TOPICS/ASSIGNMENTS/EXAMS, etc.
Course introduction, concepts
historical overview, defining delinquency, runaways
measuring delinquency, general delinquency data
QUIZ: 5-33, 35-72 [63 pp.] Justice 1-17
05: SEP 16
06: SEP 18
07: SEP 23
08: SEP 25
violent youth crime, murder, rape, gangs
juvenile “psychopathy”
runaways, drug use
QUIZ: 73-89, 383-417, 90-104, 105-137 (96 pp.]
09: SEP 30*
10: OCT 02
two boys growing up in the other America (home study)
QUIZ: No Children ix-309
11: OCT 07
12: OCT 09
13: OCT 14
criminal personality, choice theory, trait theory
psychodynamic theory, deterrence theory, biological theory
QUIZ: 138-183, Kohn handout [65 pp.]
14: OCT 16
15: OCT 21
16: OCT 23
17: OCT 28*
cultural deviance theory, strain theory
social control theory, learning theory, social bond theory
social learning theory, labeling theory, conflict theory, parental influences
QUIZ: 185-221, 221-256, Justice 163-179 (87 pp.)
18: OCT 30*
OBJECTIVE” LECTURE/DISCUSSION EXAM
19: NOV 04
20: NOV 06
21: NOV 11
22: NOV 13
developmental theories, female theories
families and delinquency, theoretical integration
schools and delinquency
QUIZ: 257-287, 285-313, 317-347, 347-383) (123 pp.) Justice 113-124
23: NOV 18
24: NOV 20
police, juvenile justice system, juvenile court system
QUIZ: 421-448, 449-490, 491-526, Justice 19-80, 124-162, 181-196
25: NOV 25*
26: NOV 27*
Friday Classes
Thanksgiving Holiday
27: DEC 02
28: DEC 04
29: DEC 09
juvenile justice and the American dilemma Justice 81-111
{PERSONAL PAPERS DUE IN CLASS} correctional programs
science of prevention, summary Justice 125-162, 181-196
30: DEC 11
OBJECTIVE” LECTURE/DISCUSSION EXAM 2
FINAL EXAM:
Wednesday, DECEMBER 15th, 11:00am to 2:00pm.
IN THE CLASSROOM.