Social Groups and Crime continued
Today
•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 conform
Desire not to stand out
Stanley Milgram
Milgram Obedience Studies
Listen to authority
Stanford Prison Experiment
• 1973 experiment simulating a prison environment
• After 6 days the researchers had to terminate the study
• What does this experiment illustrate?
http://www.youtube.com/watch?v=L_LKzEqlPto
0:49-15:56
View
Symbolic Interactionism
Control theory
Strong social bonds between a person and society
keep them from deviating
Elements of the social bond:
1. Attachment to significant others
Elements of the social bond:
2. Commitment to conventional goals
Elements of the social bond:
3. Involvement in conventional
activities
Elements of the social bond:
4. Belief in moral standards
Symbolic Interactionism
Control theory
2 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
Write down:
1. What are
the positives?
2. What are
the negatives?
View: Juvenile Correction Facilities 1:30-21:00
View A New Model for Juvenile Justice Corrections Part 1
A New Model for Juvenile Justice Part 2
CC
Juvenile Delinquency
When young people do not have what they need, what
types of behaviors may they engage in?
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Alcohol abuse
Drug abuse
Criminal acts
Violent acts
Missing school
Low grades in school
Unprotected sex
Teenage pregnancy
Which of the following proposed solutions
do you think would be MOST and LEAST effective at
Solutions
reducing crime among youth and adults? Why?
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)
Team 1
Girod Colin
Avila Cesar
Lopez Martha
Kim Seo
Olmos Marielena
Taylor Montel
Front of class Soc 101 7:45am MW
Team 4
Team 7
MacDonald Benjamin Baghdoyan Anais
Flanagan Tim
Kao Yuwen
Thornton Cody
Winders Molly
Martin Jessica
Bhakri Harnish
Vazin Sean
Na Chaewon
Team 2
Ortiz Alec
Garcia Viviana
Baker Cynnamon
Quihuiz Salena
Figgeroa Shawn
Corpuz Jeremy
Team 5
Ramirez-Bailon Nelly
Marshall Joshua
Raygoza Jose
Thompson Tennille
Delacruz Maria
Team 8
Mercado Rick
Torres Mildred
King Natalie
Esfahani Rojene
Sanchez Wendy
Team 6
Martinez Ana
Pulido Isabel
Yamada Daryn
Escobar Delia
Ransfer Kiana
Team 9
Thomas Craig
Jimenez Leslie
Lapuz Eunice Patricia
McCrea Chaytn
Mireles Jose
Team 3
Cessor David
Tena Jenevie
Accardo Johnny
Martinez Keyla
Carson Jessica
Team 10
Manzo Monica
Hernandez Venicia
Wolfe Logan
Garcia Martin
Ramillano Michael
Front of class Soc 101 9:30 MW
Team 1
Sanders Billy
Suchintamai Paula
Chaupin Giancarlo
Hernandez Annie
Capacchione Eric
Todorovich Tamara
Team 4
Vazquez Diana
Inthisith Phonemany
Padiernos Raphael
Camantigue Jill
Barrera Alfredo
Nguyen Linda
Team 2
Davila Ivan
Bernal Vanessa
Trinh Katie
Yonamine Paige
Franklin Natonia
Stephens Alexandria
Team 5
Pitts Lavershala
Scott Darion
Coronel Cecilia
Johnson Brandon
Carter Joy-Noel
Elias Martha
Team 3
Ballesteros Sofia
Castile Jessica
Nguyen Thu
Cortez Nancy
Nguyen Stephanie
McCullough Justin
Team 7
Hua David
Duran Marisol
Perez Cecy
Wasan Matthew
Hubble Brittany
Team 8
Cervantes Ivette
Soto Alisa
Escamilla Daniela
Daquigan April
Soufl Cheyenne
Team 9
Gonzalez Carolina
Team 6
Bermudez Claudia
Lopez Martinez Mario Chavarria Benjamin
Krause Kirk
Ramos Vannessa
Bautista Lauren
Bland Ryan
Giron Andreinna
Mateo Joscelyn
Suarez Lisa
Team 10
Castellon Jessica
Chavarria Michelle
Cordova Blanca
Mendoza Vinicio
Perryman Damon
Front of class Soc 101 7:45am TTH
Team 1
Estrada Gustavo
Vela-Cervantes Yunuen
Chavez Mark
Melgoza Enrique
Manalo Lawrenz
Sanchez Miguel
Team 2
Sterling Shanena
Cortez Tamara
Meredith Amanda
Gomez Marcos
Zalenski Peter
Martinez Daniel
Team 3
Sisson Derek
Garcia Hugo
Zapata Zaldy
Hernandez Joanna
Martinez Ruendy
Duke Jovon
Team 4
Herrera Jennifer
Moreno Jesus
Rodela Callie
Wakamatsu Tomoe
Terrazas Nolberto
Team 7
Selmon Kimberly
Wright Brittany
Sullivan Grace
Kondo Jamie
Velasco Conrad
Team 5
Cudjoe Justin
Garcia Christian
Pena Rosa
Guerrero Sergio
Vo Y
Team 8
Ortega Jose
Donis Jacqueline
Duenas Dagoberto
Montes Brandon
Baines Gregory
Team 6
Sanchez Irene
Garcia Edwin
Moore Brittani
Arrogante Denise
Islas Fabiola
Team 9
Arakaki Justin
Jimenez Jennifer
Cortez Jonathan
Alston Theodore
Duplessis-Fleming Erin
Team 10
Rodriguez David
Maxie Matthew
Boggs Kwyn
Inocencio Jessica
Norrell Kierra
Take the survey
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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
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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 categories
1. Internal Assets
And
2. External Assets
Importance of Developmental 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
Percentage of 6th- to 12th-Grade Youth Reporting Selected High-Risk
Behavior Patterns by Level of Developmental Assets*
High-Risk Behavior Pattern
0–10 11–20 21–30 31–40
Assets Assets Assets Assets
Problem alcohol use
45
26
11
3
Violence
62
38
18
6
School Problems
44
23
10
4
* Data based on aggregate Search Institute sample of 148,189 students across the United States
surveyed in 2003.
40 Developmental Assets
Research with almost 3 million young people
the 40 Developmental Assets represent the
 relationships
 opportunities
 personal 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
Which of the following proposed solutions
do you think would be MOST and LEAST effective at
Solutions
reducing crime among youth and adults? Why?
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)
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
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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
White Collar Crime
Crimes 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 in
Must 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