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Social Groups and Crime continued

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.

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Social Groups and Crime continued

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  1. 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

  2. Reference Groups Pussycat Dolls“When I Grow Up” Groups that individuals compare themselves to regularly Can have positive or negative effects influence self-esteem

  3. Relative depravation: feeling that you have less compared to another

  4. In group vs. Out groupUs 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

  5. Asch’s conformity experiment 1 2 3 4 Desire to conform Desire not to stand out

  6. Stanley MilgramMilgram Obedience Studies Listen to authority

  7. Stanford Prison Experiment http://www.youtube.com/watch?v=L_LKzEqlPto View • 1973 experiment simulating a prison environment • After 6 days the researchers had to terminate the study • What does this experiment illustrate? 0:49-15:56

  8. Symbolic Interactionism Control theory Strong social bonds between a person and society keep them from deviating

  9. Elements of the social bond: 1. Attachment to significant others

  10. Elements of the social bond: 2. Commitment to conventional goals

  11. Elements of the social bond: 3. Involvement in conventional activities

  12. Elements of the social bond: 4. Belief in moral standards

  13. Symbolic Interactionism Control theory 2 Control Systems • 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

  14. 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

  15. Juvenile Delinquency When young people do not have what they need, what types of behaviors may they engage in? • Alcohol abuse • Drug abuse • Criminal acts • Violent acts • Missing school • Low grades in school • Unprotected sex • Teenage pregnancy

  16. Which of the following proposed solutions do you think would be MOST and LEAST effective at reducing crime among youth and adults? Why? Solutions • Youth programs (boys and girls clubs, after-school activities, high quality pre-school) • Community programs (neighborhood watch) • Legislative action (changes laws: ex: gun control) • Reducing poverty (better education, on the job-training) • Alternatives to prison (probation, psychological treatment, house arrest, group therapy) • Prison reform (increase occupational training programs) • 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)

  17. Team 1 Girod Colin Avila Cesar Lopez Martha Kim Seo Olmos Marielena Taylor Montel Team 2 Ortiz Alec Garcia Viviana Baker Cynnamon Quihuiz Salena Figgeroa Shawn Corpuz Jeremy Team 3 Cessor David Tena Jenevie Accardo Johnny Martinez Keyla Carson Jessica Front of class Soc 101 7:45am MW Team 4 MacDonald Benjamin Flanagan Tim Thornton Cody Martin Jessica Vazin Sean Team 5 Ramirez-Bailon Nelly Marshall Joshua Raygoza Jose Thompson Tennille Delacruz Maria Team 6 Martinez Ana Pulido Isabel Yamada Daryn Escobar Delia Ransfer Kiana Team 7 Baghdoyan Anais Kao Yuwen Winders Molly Bhakri Harnish Na Chaewon Team 8 Mercado Rick Torres Mildred King Natalie Esfahani Rojene Sanchez Wendy Team 9 Thomas Craig Jimenez Leslie Lapuz Eunice Patricia McCrea Chaytn Mireles Jose Team 10 Manzo Monica Hernandez Venicia Wolfe Logan Garcia Martin Ramillano Michael

  18. Front of class Soc 101 9:30 MW Team 4 Vazquez Diana Inthisith Phonemany Padiernos Raphael Camantigue Jill Barrera Alfredo Nguyen Linda Team 5 Pitts Lavershala Scott Darion Coronel Cecilia Johnson Brandon Carter Joy-Noel Elias Martha Team 6 Lopez Martinez Mario Krause Kirk Bautista Lauren Giron Andreinna Mateo Joscelyn Suarez Lisa 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 Bermudez Claudia Chavarria Benjamin Ramos Vannessa Bland Ryan Team 1 Sanders Billy Suchintamai Paula Chaupin Giancarlo Hernandez Annie Capacchione Eric Todorovich Tamara Team 2 Davila Ivan Bernal Vanessa Trinh Katie Yonamine Paige Franklin Natonia Stephens Alexandria Team 3 Ballesteros Sofia Castile Jessica Nguyen Thu Cortez Nancy Nguyen Stephanie McCullough Justin Team 10 Castellon Jessica Chavarria Michelle Cordova Blanca Mendoza Vinicio Perryman Damon

  19. 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 5 Cudjoe Justin Garcia Christian Pena Rosa Guerrero Sergio Vo Y Team 6 Sanchez Irene Garcia Edwin Moore Brittani Arrogante Denise Islas Fabiola Team 7 Selmon Kimberly Wright Brittany Sullivan Grace Kondo Jamie Velasco Conrad Team 8 Ortega Jose Donis Jacqueline Duenas Dagoberto Montes Brandon Baines Gregory 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

  20. Take the survey • 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

  21. 40 Developmental Assets • 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

  22. 40 Developmental Assets Fit into 2 categories 1. Internal Assets And 2. External Assets

  23. Importance of Developmental Assets the more assets the less likely to engage in high-risk behaviors have power for all youth, regardless of gender, economic status, family, or race/ethnicity. average young person experiences fewer than half of the 40 Boys experience fewer assets than girls

  24. Percentage of 6th- to 12th-Grade Youth Reporting Selected High-Risk Behavior Patterns by Level of Developmental Assets*

  25. 40 Developmental Assets • Research with almost 3 million young people • the 40Developmental Assets represent the • relationships • opportunities • personal qualities • that young people need to avoid risks and to thrive

  26. 40 Developmental Assets basic building blocks of life that kids need Helping youth make positive choices and avoid high-risk behaviors

  27. Which of the following proposed solutions do you think would be MOST and LEAST effective at reducing crime among youth and adults? Why? Solutions • Youth programs (boys and girls clubs, after-school activities, high quality pre-school) • Community programs (neighborhood watch) • Legislative action (changes laws: ex: gun control) • Reducing poverty (better education, on the job-training) • Alternatives to prison (probation, psychological treatment, house arrest, group therapy) • Prison reform (increase occupational training programs) • 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)

  28. 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

  29. Conflict Theory Review • 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

  30. 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 You will lose your job

  31. 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.

  32. 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.

  33. 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

  34. What do young people need in order to avoid these types of high risk behaviors? View Alternative Juvenile Delinquency

  35. 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

  36. 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

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