Criminal Behaviour - Social Psychological Explanation Flashcards Preview

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Flashcards in Criminal Behaviour - Social Psychological Explanation Deck (24)
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1
Q

What are the Social Psychological Explanations?

A
  1. Differential Association Theory

2. Gender Socialisation

2
Q

What is Differential Association Theory?

A
  • Proposed by Sutherland
  • Suggests that offending behaviour can be explained entirely in terms of social learning
  • Suggests that people are socialised into crime
3
Q

Describe the Concept of Association.

A

Individual associates with others more/less favorable attitudes towards crime
|
mix with people who have favorable attitudes/behaviors
|
become influenced + have a positive attitude towards crime

Individual associates with others more/less favorable attitudes towards crime
|
mix with people who have less favorable attitudes/behaviors
|
become influenced + have a negative attitude towards crime

4
Q

What is Learned?

A
  • Children will learn which particular types of crimes re desirable - burglary = acceptable violent crime = not acceptable
  • Potential criminal is someone who has learnt pro-criminal attitudes
  • Also learn specific methods for committing crime
5
Q

Who is Learnt From?

A
  • Attitudes + beahviours are learned from intermediate personal group (e.g. friends/families)
  • Also learn from wider community/neighborhood - degree to which local community supports/opposes criminal involvement determines differences in crime rates from place to place
  • Individual/social groups may not be criminals themselves in but may still hold deviant attitudes/acceptance of behaviour
6
Q

How is it Learned?

A
  • Frequency/length/personal meaning of relationship determine degree of influence
  • Sutherland did not specify the mode of learning - likely to be direct + indirect operant conditioning
  • Role models provide opportunities to model behaviour - role models successful criminal - provide vicarious reinforcement
  • Social group established social norms defined by behvaiour - creates what is ‘normal’ for people to do
7
Q

Differential Association Theory Evaluation

Major Contribution

A

POSITIVE

  • Charged people’s views about the origins of criminal behaviour
  • Shift from blaming individual factors to pointing to social factors
  • Crime could explained through social experiences
  • White collar crimes - transgressions against the law committed by people otherwise seen as respectable + high in social status - non-violent crimes by businesses + government professionals - examples = fraud/bribery/copyright infringements/forgery
8
Q

Differential Association Theory Evaluation

Supporting Evidence

A

POSITIVE
- Criminality appears to run in families
- Osborn + West (1979) = father whose a criminal = 40% sons also committed a crime compared with 13% of sons with non-criminal fathers
- Akers (1979) = surveyed 2500 males+female adolescents - found that most important influence was from peers in drug + alcohol use:
68% weed + 55% alcohol

9
Q

Differential Association Theory Evaluation

Methodological Issues

A

NEGATIVE

  • Data collected is correctional - what is the cause+effect?
  • Criminals seek out other criminals
  • Theory is not testable
  • Issue = how we measure the effects of numbers + strength of associations
  • Not clear what ratio of favorable to unfavorable influence would tip the balance
10
Q

Differential Association Theory Evaluation

Cannot Account for All Types of Crimes

A

NEGATIVE

  • Confined to smaller crimes - accounts for more crimes
  • Cannot explain why most offences committed by youth - 40% under 21
  • Eysenck = risk taking = young people
  • Desire for risk = key factor
  • 500 Homicides Vs 400000 burgles
11
Q

What is Socialisation?

A
  • Process by which we learn the norms/customs/skills necessary to participate in our society
  • Socialisation is considered to be a major reason for gender difference seen in criminal behaviour
12
Q

What has Research found Relating to Patterns of Socialisation?
What does it Show?

A
  • Sutherland (1949) = boy encouraged to be risk takers and to be tough - girls were not - during socialisation girls are more closely supervised + controlled than boys
  • Society were expected girls to be conforming than boys
  • Difference become ingrained + lead to more young men becoming criminals - have both inclination + opportunity to commit more crimes
13
Q

How Does Social Learning Theory Relate to Gender Socialisation?

A
  • Suggests that we can learn about gender behaviours through observation + imitation
14
Q

How are the Key Role Models for Boys + Girls?

A
Boys = Father 
Girls = Mother
15
Q

What has Research Shown About Role Models?

A
  • Cohen (1955) = more difficult for boys than girls - girls have easy access to their mothers whereas fathers are traditionally been more exclusive role models - as a result boys rebel against socialisation offered by mother especially if socialisation led to feminine traits
16
Q

How did Cohen’s Research Develop the Social Learning Theory for Gender Socialisation?

A
  • Boys pursue any opportunities that offer them a chance to develop masculinity
  • Boys seek all male peer groups - reward demonstrations to masculine behaviour
17
Q

Decsribe the Differences in Social Control

A
  • Patriarchal societies reduce the opportunity for women to commit crimes
  • Heidensohn (1985) = women are controlled at work/home/public
18
Q

How are Women Controlled at Work?

A
  • ‘Glass Ceiling’ effect prevents women for rising to senior positions + having fewer opportunities to commit white collar crimes
19
Q

How are Women Controlled at Home?

A
  • Daughters dependent on care of parents
  • Also not able to stay out as late as sons because they have more house work
  • Girls learn to develop socialising opportunities within the home
20
Q

How are Women Controlled in Public?

A
  • Reports on crime (e.g. rape) control women by increasing fear - less opportunities to commit crimes
  • As adults women have fewer opportunities to commit crimes due to greater time + movement restrictions placed on them by their domestic ideas
  • Way media reports on female criminals - reduced opportunities
21
Q

Gender Socialisation Evaluation

Chivalry Hypothesis

A
  • A point to Consider
  • Chivalry hypothesis suggests women commit more crimes than official statistics suggest
  • Police/magistrates/judges all tend to be men - men have been socialised to act more chivalrous towards women
  • Pollak (1950) = men in criminal justice system tend to have more protective attitude towards women
  • Suggests that not only gender of person demonstrating criminal behaviour but also gender of justice system reaponsible for lower levels of criminality
22
Q

Gender Socialisation Evaluation

Men Are Less Likely to be Punished

A

NEGATIVE

  • Criminal justice system biased against women
  • Men let off comparatively lightly as they only overstepping the expectation the expectations set by their gender
  • Carlers (1997) = women are perceived as a good mother are less likely to be imprisoned - often assessment of character of women in relation to traditional gender roles rather than severity of offence
  • Challenges chivalry hypothesis + suggests difference between men + women in terms of criminality is even gender than imprisonment
23
Q

Gender Socialisation Evaluation

Hormones in Males

A

An Important Consideration

  • Testosterone found in both men + women - related to aggression - higher in men
  • Dabbs (1987) = 9/11 inmates with lowest testosterone committed a non-violent crime - 10/11 inmates with highest testosterone committed a violent crimes
24
Q

Gender Socialisation Evaluation

Hormones in Females

A

A Point to Be Aware Of…

  • Females are less likely to demonstrate criminal behaviour - have higher levels of social behaviour promoting hormones
  • Oestradiol - promotes empathy - higher in females
  • Erickson (2003) = compared hormone levels of aggressive male drunks + control groups - aggressive drunks showed a negative correlation between oestradiol + testosterone