6 Pages

gangs

Course: SOWK 223, Fall 2007
School: Tulane
Rating:
 
 
 
 
 

Word Count: 1560

Document Preview

Final Gangs Paper December 12, 2007 The two theories that I believe best characterize inner-city gangs and gang violence are the Social Disorganization/Ecology and Labeling Theories. No single theory can fully explain any social phenomenon, so I chose these two theories because they approach gangs and criminality with completely different perspectives and focus on differing aspects of development and maintenance...

Register Now

Unformatted Document Excerpt

Coursehero >> Louisiana >> Tulane >> SOWK 223

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Final Gangs Paper December 12, 2007 The two theories that I believe best characterize inner-city gangs and gang violence are the Social Disorganization/Ecology and Labeling Theories. No single theory can fully explain any social phenomenon, so I chose these two theories because they approach gangs and criminality with completely different perspectives and focus on differing aspects of development and maintenance of criminal activity in the form of gangs. The Social Disorganization Theory is one of the oldest and most widely-accepted theories relating to delinquency and criminal activity. Social Ecology Theory is connected with the social disorganization theory, and focuses on the distribution of crime in terms of geographic or spatial areas. Its basis lies in cartography--mapmaking--which was used to plot locations of criminal activity. The Chicago School of sociology based much of its criminology theory on this premise of the geographic distribution of crime. With the city of Chicago as their laboratory, researchers noted varied delinquency and crime rates throughout different areas and neighborhoods. Areas with other social problems, like unemployment, low education levels, single-parent families and so on, often had the highest rates of delinquent and criminal activities. The common sociological premise that society comes first and individuals rise from it holds true in this situation: the high crime rates persisted over long periods of time in the same areas, regardless of who lived there (Stark, 1987). This idea takes blame from the individuals in gangs and places it on society and her "bad neighborhoods". Another facet of the social disorganization theory is the concentric zone model. This model described five zones of the city: the central business district, zone in transition, zone of workingmen's homes, residential zone, and commuter zone (Shaw, 1942). Political and economic forces move outwards from the central business district to generate growth in the city; this growth occurs in circles or concentric waves. Studies showed that crime rates were highest in the first three zones, regardless of who lived there. Social problems like unemployment, infant mortality, poverty, and mental illness were also found to be more prevalent in these zones. Immigration, industrialization, and urbanization lead to a dismantling of residents' sense of community because their local institutions are weak. However, it is crucial to understand how these zones develop and realize such a concentration of social problems is not inevitable or natural. Rather, urban planners, politicians, and other such powerful groups in cities take actions which create and maintain these zones. Once an environment becomes characterized by criminality and other social problems, a subculture develops in place of the traditional societal values. This subculture will remain for extensive time periods regardless of the inhabitants of the area. In his 1927 book The Gang, Frederic Thrasher explains that gangs develop in a city's most impoverished areas. He cites factors such as "the disintegration of family life, inefficiency of schools, formalism and externality of religion, corruption and indifference in local politics, low wages and monotony in occupational activities; unemployment; and lack of opportunity for wholesome recreation" as responsible for the development of gangs (Thrasher, 1927:228-231). Combined with conditions of impoverished neighborhoods such as deteriorating houses and poor sanitation, residents feel as if they live in a disorganized and decaying area. Thus, the gang "offers a substitute for what society fails to give; and it provides a relief from suppression and distasteful behavior". Based upon Thrasher's ideas, Sullivan studied three neighborhoods in Brooklyn in 1989. He found that the highest crime rates were associated with the highest percentage of single-parent families, the highest rate of school dropouts, the highest poverty level, the highest rate of renter-occupied housing, and the highest unemployment (Sullivan, 1989:21-27). After many studies had been conducted in different cities, they all had similar findings with regards to social problems, like poverty and so forth, and their relation to crime. It seems fair to say, then, that socioeconomic variables like poverty and unemployment factor into the development and maintenance of gangs. The sociocultural factors, such as loose community ties and single-parent families, are also relevant for gang development. In addition, certain sociopolitical factors keep these neighborhoods or zones the same, which perpetuates the cycle of crime and poverty. A second, and ultimately very different, theory about gangs is the Labeling Perspective. This theory, also called the societal reaction perspective, addresses crime in a fundamentally different manner. The core of Labeling theory lies with "three interrelated processes: 1) how and why certain behaviors are defined as criminal or deviant, 2) the response to crime or deviance on the part of authorities, and 3) the effects of such definitions and official reactions on the person or persons so labeled" (Schur, 1971). Becker explains: "Social groups create deviance by making the rules whose infraction constitutes deviance, by and applying those rules to particular people and labeling them as outsiders" (Becker, 1963:8-9). An underlying concept for the labeling perspective is recognizing that crime and deviance are perpetuated by the criminal justice system with its laws and resulting definitions of criminals and crime. Furthermore, in attempting to curtail gang-violence and criminal activity, the justice system actually sustains these behaviors. Quinney proposed a theory about crime and criminal justice known as the social reality of crime. As such, he described six propositions. The first, "crime is a definition of human conduct that is created by authorized agents in a politically organized society" (Quinney, 1970:15-25). Crime, like any societal element or fact, did not merely come into existence on its own: individuals made the word and gave it meaning. Over time, the concept of crime became reified and was seen as something in itself and separate from its creators. Thus, an unquestioning acceptance of the concept of crime exists today. His second proposition, "criminal definitions describe behaviors that conflict with the interests of the segments of society that have the power to shape public policy" (Quinney, 1970:15-25). Those in power take advantage of the reified nature of crime and use it to make legislature that will favor their ambitions and secure their way of life. The next proposition, "criminal definitions are applied by the segments of society that have the power to shape the enforcement and administration of criminal law" (Quinney, 1970:15-25). Simply, the creators of crime are also the punishers, thereby ensuring the persistence of their definition of crime. The state deems "criminal" that which it considers a threat to its own order and power. Fourth, "behavior patterns are structured in segmentally organized society in relation to criminal definitions, and within this context persons engage in actions that have relative probabilities of being defined as criminal" (Quinney, 1970:15-25). Society created the concept of crime: patterns of behavior are neither criminal nor non-criminal; they are evaluated by those in power as a precursor to them taking on any meaning or legal characteristics. Laws reflect the current interests of society and political leaders, thereby changing when the interests change. Further, Quinney states, "conceptions of crime are constructed and diffused in the segments of society by various mean of communication", and finally, " the social reality of crime is constructed by the formulation and application of criminal definitions, the development of behavior patterns related to criminal definitions, and the construction of criminal conceptions" (Quinney, 1970:15-25). Definitions of crime and criminal behavior patterns are formulated by the powerful members of society and these definitions represent their personal values. As a result, segments of society not represented in the development, application, and construction of said definitions will be more likely to display behavior patterns that are considered criminal. Primary deviance expresses criminal acts which are not considered to be typical of one's character. They result in only marginal implications, if any. Such acts stay primary deviance so long as "one can rationalize or otherwise deal with the behavior and still maintain an acceptable self-image and an image acceptable to others" (Lemert, 1951). Conversely, secondary deviance occurs when this rationalizing can no longer occur and instead criminal acts are viewed as indicative of one's behavior and true self. Further, secondary deviance is defined as such: "when a person begins to employ his deviant behavior or a role based upon it as a means of defense, attack, or adjustment to the over and covert problems created by the consequent societal reaction to him" (Lemert, 1951:76). As good theories should, the Social Disorganization and Labeling theories cause individuals to examine and critique society instead of accepting its phenomena at face- value. Thus, we come to the important realization that crime is in fact something society created and also perpetuates. To eradicate such an ingrained societal element would mean a reconstruction of the society itself. The development of gangs and crime is inevitable; it can be predicted by certain sociocultural, sociopolitical, and socioeconomic factors in accordance with social disorganization theory; and is manifested through the intricate social workings described in the labeling perspective. Works Cited Becker, H.S. 1963. Outsiders: Studies in the Sociology of Deviance. New York: Free Press. Lemert, E. 1951. Social Pathology. New York: McGraw-Hill. Quinney, R. 1970. The Social Reality of Crime. Boston: Little, Brown. Schur, E. 1971. Labeling Deviant Behavior. New York: Harper and Row. Shaw, C. and H. D. McKay .1942. Juvenile Delinquency in Urban Areas. Chicago: University of Chicago Press. Stark, R. 1987. "Deviant Places: A Theory of the Ecology of Crime." Criminology 25: 893-909. Sullivan, M. L. 1989. Getting Paid: Youth Crime and Work in the Inner City. Ithaca, NY: Cornell University Press. Thrasher, E. 1927. The Gang. Chicago: University of Chicago Press.
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

Tulane - SOWK - 223
Name _ According to Curry and Spergel, a street gang is defined as "a group or collectivity of persons engaged in significant illegitimate or criminal activities, mainly threatening and violent." According to Geis, the early English usage of the term
Tulane - LAST - 101
LAST 101-04 1 Paper Two 11-30-06 Jos Carlos MariteguiJose Carlos Mariategui is considered to be one of the most distinguished Latin American Marxists. His interest in politics and exposure to the post-World War I European political climate ultimate
Tulane - PSYC - 313
Psychology 313 February 18, 2008 Effects of Stigma on Help-Seeking for Depression Depression is a widespread problem affecting myriad different people. The prevalence of depression is higher in the college-age population than most any other age brack
Tulane - PSYC - 313
Psychology 313 February 18, 2008 Correlations Among Self-Esteem, Stress and Smoking Tobacco smoking is a prevalent habit among college students and young adults. Whether it is during a study break, on the way to class, or in the middle of a bar, it s
Tulane - SOCI - 607
Soci 607 Essay One 1-23-08 Introducing and Exploring Sexuality While all of the articles are intertwined, each-aside from the introduction by Seidman-focuses on a specific area of sexuality about which it provides much detail and support. Just as eac
Tulane - SOWK - 260
Reaction Paper February 12, 2008 The objective of nationalistic revolutionaries is to acquire control over their government from differing ethnic groups or nationalities. One such struggle is that of the Irish Republican Army (IRA), as portrayed in t
Tulane - SOCI - 303
Project Phase IV May 1, 2007 I. Research Question: Why are eating disorders more prevalent in college-aged women than women of other ages? Hypotheses: 1. Women of college age are more likely to have eating disorders than women of other ages. 2. Self-
Tulane - PSYC - 313
Psychological: scientific study of behavior and mental processes Psychological research: explore and answer questions about an organism's behaviors thoughts and feelings Goldstein's Evolved theory of science: observations accurately reported to other
Tulane - SOCI - 322
Social Theory-Sociology 322 Fall, 2007 Professor Michele Adams Exam #2 will be on Thursday, December 6, and will focus on all course material (readings, lectures, and class discussions) from Exam #1 through and including Tuesday, December 4, but it m
Tulane - SOCI - 322
The Tulane Experience through Durkheim and Weber College is this mystical place where students begin after high school and emerge four years later as changed people. Students enter an all-encompassing place, whose purpose is not only to educate them
Tulane - PSYC - 343
Psyc-343-01: Introduction to Social Psychology Review Sheet: Final Exam The final exam will cover chapters 1-16 in the Myers book and the lecture material. The exam will be 50 multiple choice questions. Since I will drop your lowest test grade, you d
Tulane - SOCI - 303
Proposal Phase II March 27, 2007I.Variables1. DV- presence of an eating disorder The main focus of the research is testing variables for their association with eating disorder presence. 2. IV- age Eating disorder sufferers are most often women a
Tulane - PSYC - 313
Predictors of Sleep Predictors of sleep: Correlations among stress level, gender, and sleep High stress levels often have undesirable effects on health. Lack of sleep has undesirable health consequences. These two statements are generally accepted, y
Tulane - PSYC - 318
Psyc 318Spring 2008PROJECT 2 Item Analysis, Reliability, and Validity Total Point Value: 100 (20 points/question)Projects are DUE at the beginning of Lab 6 (week of March 10 March 12) 10 points will be deducted for each day your project is late
San Diego State - CFD - 270
Michele Alviar CFD 270 8-18-07 Temperament Dimensions of Temperament 1. Activity level: I would say that my activity level is a medium. I am a mix between active and passive. This is because sometimes I like to go out for a little run, and sometimes
San Diego State - GEOL - 303
What are tektites? What is Iridium? What is shocked quartz? In what way are tektites, Iridium, and shocked quartz related to the K/T extinction event? In what way are the Deccan and Siberian flood basalt provinces related to mass extinction events? W
San Diego State - BIOL - 212
San Diego State - ASIAN - 101
Asian Studies 101 (GE Foundations) Asian Thought and Cultures Fall 2006 Quiz 3Burma/Cambodia/Thailand/Vietnam/Laos1. While Mui is still a child, the director develops her connection to Nature with aestheticzed images of Nature as Mui interacts wit
San Diego State - RWS - 200
Michele Alviar RWS 200 March 5, 2007 MWF 10-10:50 San Diego State University Dearest Mom and Dad, Greetings, from San Diego! I have been down here for several months now, and was wondering how everything is going at home. I just wanted to tell you gu
Washington - BIOL - 180
Protostomes There are 22 phyla of protostomes, but the eight major phyla shown account for about 99.5% of the known speciesra Ro tifeLophotrochozoatyh elm inth esEcdysozoaOn ych op ho rama tod aMo llus caAn nel idTar dPlaArtNeh
Kansas State - PSYCH - 560
PSYCH 560 EXERCISE - 6 PERFROMANCE CRITERIA COLLEGE STUDENTSPlease use the following 3 sources in completing the assignment: all of your materials from Exercise 5; the results of your teams discussions on this topic; and materials from the te
Washington - BIOL - 180
Friday, September 28th Q1. Suppose you wanted to do an experiment on Nemoria caterpillars in the field. How could you ensure that there was only one difference between the treatment groups? a. Do the experiment in a greenhouse or other setting where
Kansas State - HRIMD - 422
Cost Controls EXAM #2 Study Guide 1. Chapter 8: Storing and Issuing Know the role of the storage function (factors to be considered when setting up storage facilities, recordkeeping, tagging, security) 1. Factors to consider: a. Location and layout
Kansas State - HRIMD - 463
EXAM #2 HRIMD 463 Chapter 4: Accomodating the Audience 1. moment of truth : anytime a customer comes in contact with any part of your organization 2. Customer Relation Marketing a. CRM: gain customer interest, retain customer loyalty 3. Collateral ma
Kansas State - PSYCH - 560
PSYCH 560 Exercise 7 Chapter 4 Questions pg. 136 1. The city will have to validate whatever predictors it develops to select police officers. What method or methods of validation do you think it should use? a. Predictive validity, a type of criterion
Kansas State - PSYCH - 560
PSYCH 560 Final Exam Review 1. Chapter 7: Performance Management a. Assessing employee performance i. Performance appraisal: process of assessing performance to make a decision ii. Performance development: assessment of performance with the goal of p
UNC - PSYC - 461
Ebonics or Black English1Ebonics or "Black English": The ControversyDenise M. WallacePsychology 461 Section 1 Prof. Deanna Larus March 31, 2008Ebonics or Black English2Ebonics or Black English: The Controversy The way we speak tells us
Washington - BIOL - 180
Monday, October 8thQ1. Dr. Freeman's grandfather had early-pattern baldness. His grandmother didn't. There was no history of the trait in her family. They had 6 girls. Early pattern baldness is an X-linked trait. The allele that causes the trai
UNC - PSYC - 461
APA Style1Writing in APA StyleDenise M. WallacePsychology 461, Section 001 Professor Deanna Larus January 17, 2008APA Style2Writing in APA Style In psychology there are different ways to write and reference ones essay or paper. The Amer
UNC - PSYC - 461
Infants and Mathematical Abilities1Infants and Mathematical Abilities: A Review of the LiteratureDenise M. WallacePsychology 461, Section 1 Professor Deanna Larus March 1, 2008Infants and Mathematical Abilities2Infants and Mathematical
UNC - PSYC - 461
Mapping 1Transitive Relational MappingDenise M. WallacePsychology 461, Section 1 Dr. Deanna Larus April 6, 2008"On my Honor, I have neither given nor received unauthorized aid on this paper."Mapping 2 Transitive Relational Mapping Usha Gosw
UNC - PSYC - 461
Mathematical Contrasts1Mathematical Contrasts: Chinese Preschoolers vs. American PreschoolersDenise M. WallacePsychology 461, Section 1 Professor D. Larus January 24, 2008Mathematical Contrasts Mathematical Contrasts: Chinese Preschoolers v
Washington - BIOL - 180
An Introduction to Biology 180 I. Overview of Biology 180/200/220 Biology 180 evolution Mendelian genetics (aka transmission genetics or classical genetics) diversity of life ecology Biology 200 biochemistry cell biology molecular genetics de
Washington - BIOL - 180
The Evidence for Evolution I. "The mystery of mysteries" Science starts with a question Where do species come from, and how have they come to be so well adapted to their environments? Back to our example: Nemoria arizonaria II. The theory of special
Washington - BIOL - 180
Natural selection revisited Where have we been and where are we going? First 2 weeks: 1) introduction to evolution by natural selection 2) sources of heritable variation (combinations of maternal/paternal chromosomes, crossing over, outcrossing) Toda
Washington - BIOL - 180
Gene flow and non-random mating I. Gene flow (migration) as an evolutionary force A. Theory: the one-island model One-way movement of individuals (and alleles) from a large population on a continent to aSuppose that allele A1 is at frequency indivi
Washington - BIOL - 180
Animals II II. Animals as moving and feeding machines Plants stay in one place but grow continuously; they take in Fungi stay in one place but grow continuously; they (usually) Animals move around and take inA. Methods of moving Need: something
Washington - BIOL - 180
Biology 180: Week 6 study questions 1. To complete their life cycle, viruses have to enter a cell. What is required for an enveloped virus to enter a cell?Autumn 2007Proteins in the viral envelope have to bind to specific proteins on the host ce
Washington - BIOL - 180
Bio180 Fourth Practice Exam Question 1 1. It is common to observe that parasitic species lose genes and other traits over time-probably because they get most of the resources they need from their hosts. Explain why trait loss can complicate efforts t
Washington - BIOL - 180
Consumption I. Predation A. How does predation affect prey populations? 1. Do predators reduce prey populations below the level that can be supported by available resources? Test: Predator removal experiments Kaibab plateau: removal of wolves, cougar
Washington - BIOL - 180
Parasitism and mutualism I. Host-parasite interactions as coevolutionary arms races Malaria as a model of an arms race: parasitism by Plasmodium A. Impact kills ~ million people per year million affected per yearB. Basic biology life cycle: note
Washington - BIOL - 180
Community Structure I. Early ideas: Are communities "super-organisms?" Community = the collection of species in a particular area key idea is that these species interact via Coevolution = any interaction between species that leads to natural sele
Washington - BIOL - 180
Human evolution I. Evolution of apesOld world monkeysGibbonsOrangGorillas W. E.HumanBonobo Common chimp Gibbons and orangutans are native to gorillas and chimps native to orangs = mostly fist walking, gorillas + chimps What did the anc
Washington - BIOL - 180
Population Ecology I I. Introduction: What is population ecology? What is a population? A population is a group of individuals from the same species that live in the same area at the same time interbreed on a exposed to similar environment interac
Washington - BIOL - 180
Protists I. What are the protists? Analyzing the tree of life Protists = all eukaryotes except plants, animals, fungi where is the common ancestor of all protists? where did the nuclear envelope originate? where did the (2-membraned) chloroplast o
Washington - BIOL - 180
Land Plants I I. What are the land plants? A. Where do plants occur on the tree of life? 1. Relationship to green algae Are land plants derived from green algae or green algae derived from land plants?Recent data on Chara asGreen plants: all gree
Washington - BIOL - 180
Viruses I. What are viruses? A. Definition: Viruses are obligate intracellular parasites "obligate" = they cannot reproduce on their own "intracellular" = they enter cells to replicate "parasites" = they take over the host cell's machinery (enzyme
Washington - BIOL - 180
The History of Life I. A fossil timeline: What happened and when? Evolution's "Greatest hits" origin of life ~3.4-3.8 billion years ago? first eukaryotes ~1.8 billion years ago first multicellular organisms ~1 billion years ago Cambrian explosion
Washington - BIOL - 180
Bacteria and Archaea I. Goals for the diversity section of this course: 1. Biological literacy My nephew's question: Reading the newspaper: Walking through the woods or 2. Understanding model systems used in Biology 200, 220, and upper division co
Washington - BIOL - 180
Speciation I. What is speciation? A. Species = a population or group of populations in which evolutionary forces are acting independentlyB. Speciation = the evolution of two or more distinct species from a single ancestral speciesC. Speciation th
Washington - BIOL - 180
Phylogenies *Where we've been and where we're going* First three weeks: evolutionary processes and evolutionary genetics (why do allele frequencies change through time?) Next 3rd of course: what has evolution produced? speciation history of life d
Washington - BIOL - 180
Sexual selection (continued) and Kin selection II. Sexual selection via male-male competition Evaluate sexual selection theory, using data from elephant seals: females make a large females weigh kg; females lose males contribute Conclude: in this
Washington - BIOL - 180
The Hardy-Weinberg Principle I. Today's question: Will blondes go extinct? Hypothesis: Recessive alleles decline in frequency because they are Prediction: The allele for blond hair will gradually be reduced to a frequency of Corollary 1: The extincti
Washington - BIOL - 180
Extensions to Mendel II I. Quantitative traits Another key exception to Mendel's results A. Variation in many traits tends to be normally distributedDiscrete traits: Quantitative traits: When crosses are made between individuals with different valu
Washington - BIOL - 180
BAEChromalveolata Discicristata Excavata Alveolata Stramenopila Rhizaria Plantaey ph te s e d al e ga e ga G e re n g al ae nd a pl nt s ng i C ho anUnikonta Opisthokontat lla aAmoebozoaes se am C o ae eb la ol dsBacteriac Ar
Washington - BIOL - 180
for October 1st 1. What is the central claim of blending inheritance? a. In each individual, genes for the same trait blend together to form a new gene. b. Genes act like particles that are physically independent of each other. c. If a tall person ma
Washington - BIOL - 180
Biology 180 study questions-Week 71. Are fungi more closely related to plants or to animals? Explain the logic behind your answer. Fungi are more closely related to animals than they are to plants. Phylogenies based on analyses of homologous genes s
Washington - BIOL - 180
Biology 180: Week 5 study questionsAutumn 20071. Squid are molluscs. Humans are vertebrates. a. Both have image-forming, camera eyes. Is this type of eye homologous in these species, or is it an example of homoplasy? Explain your answer. Because
BU - STATS - MN 308
Probability and Stochastic ProcessesA Friendly Introduction for Electrical and Computer EngineersSecond EditionQuiz SolutionsRoy D. Yates and David J. Goodman May 22, 2004 The M ATLAB section quizzes at the end of each chapter use programs ava
Washington - BIOL - 180
Post 11/4, for November 5th 1. In terms of their function, mushrooms, brackets, and puffballs are analogous to which structures in humans? a. The gonads (testes or ovaries) b. The stomach and upper reaches of the small intestine-the organs where extr
Washington - BIOL - 180
Lecture 15 Phylogenetic Trees; Post 10/21, for Monday, October 22nd1. What is a monophyletic group? a. a single branch on a phylogenetic tree b. a major branch on the tree of life c. a common ancestor and all of its descendants d. species or line