| |
| |
| Preface | |
| |
| |
| |
| Theory and Crime | |
| |
| |
| Spiritual Explanations | |
| |
| |
| Natural Explanations | |
| |
| |
| Scientific Theories | |
| |
| |
| Causation in Scientific Theories | |
| |
| |
| Three Frames of Reference | |
| |
| |
| Relationships Among the Three Frames of Reference | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Classical Criminology | |
| |
| |
| The Social and Intellectual Background of Classical Criminology | |
| |
| |
| Beccaria and the Classical School | |
| |
| |
| From Classical Theory to Deterrence Research | |
| |
| |
| Three Types of Deterrence Research | |
| |
| |
| Rational Choice and Offending | |
| |
| |
| Routine Activities and Victimization | |
| |
| |
| Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Biological Factors and Criminal Behavior | |
| |
| |
| Background: Physical Appearance and Defectiveness | |
| |
| |
| Lombroso, the "Born Criminal" and Positivist Criminology | |
| |
| |
| Goring's Refutation of the "Born Criminal" | |
| |
| |
| Body Type Theories | |
| |
| |
| Family Studies | |
| |
| |
| Twin and Adoption Studies | |
| |
| |
| Neurotransmitters | |
| |
| |
| Hormones | |
| |
| |
| The Central Nervous System | |
| |
| |
| The Autonomic Nervous System | |
| |
| |
| Environmentally Induced Biological Components of Behavior | |
| |
| |
| Implications and Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Psychological Factors and Criminal Behavior | |
| |
| |
| Intelligence and Crime: Background Ideas and Concepts | |
| |
| |
| IQ Tests and Criminal Behavior | |
| |
| |
| Delinquency, Race, and IQ | |
| |
| |
| Interpreting the Association between Delinquency and IQ | |
| |
| |
| Personality and Criminal Behavior | |
| |
| |
| Psychopathy and Antisocial Personality Disorder | |
| |
| |
| Clinical Prediction of Future Dangerousness | |
| |
| |
| Actuarial Prediction of Later Crime and Delinquency | |
| |
| |
| Depression and Delinquency | |
| |
| |
| Impulsivity and Crime | |
| |
| |
| Policy Implications of Personality Research | |
| |
| |
| Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Crime and Poverty | |
| |
| |
| Historical Background: Guerry and Quetelet | |
| |
| |
| Research on Crime and Poverty: Contradictions and Disagreements | |
| |
| |
| Crime and Unemployment: A Detailed Look at Research | |
| |
| |
| Problems Interpreting Research on Crime and Economic Conditions | |
| |
| |
| Implications and Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Durkheim, Anomie, and Modernization | |
| |
| |
| Emile Durkheim | |
| |
| |
| Crime as Normal in Mechanical Societies | |
| |
| |
| Anomie as a Pathological State in Organic Societies | |
| |
| |
| Durkheim's Theory of Crime | |
| |
| |
| Conclusion | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Neighborhoods and Crime | |
| |
| |
| The Theory of Human Ecology | |
| |
| |
| Research in the "Delinquency Areas" of Chicago | |
| |
| |
| Policy Implications | |
| |
| |
| Residential Succession, Social Disorganization, and Crime | |
| |
| |
| Sampson's Theory of Collective Efficacy | |
| |
| |
| Expanding Interest in Neighborhood Social Processes | |
| |
| |
| Implications and Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Strain Theories | |
| |
| |
| Robert K. Merton and Anomie in American Society | |
| |
| |
| Strain as the Explanation of Gang Delinquency | |
| |
| |
| 1960s Strain-Based Policies | |
| |
| |
| The Decline and Resurgence of Strain Theories | |
| |
| |
| Strain in Individuals | |
| |
| |
| Strain in Societies | |
| |
| |
| Conclusion | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Learning Theories | |
| |
| |
| Basic Psychological Approaches to Learning | |
| |
| |
| Sutherland's Differential Association Theory | |
| |
| |
| Research Testing Sutherland's Theory | |
| |
| |
| The Content of Learning: Cultural and Subcultural Theories | |
| |
| |
| The Learning Process: Social Learning Theory | |
| |
| |
| Athens's Theory of "Violentization" | |
| |
| |
| Implications | |
| |
| |
| Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Control Theories | |
| |
| |
| Early Control Theories: Reiss to Nye | |
| |
| |
| Matza's Delinquency and Drift | |
| |
| |
| Hirschi's Social Control Theory | |
| |
| |
| Assessing Social Control Theory | |
| |
| |
| Gottfredson and Hirschi's A General Theory of Crime | |
| |
| |
| Assessing Gottfredson and Hirschi's General Theory | |
| |
| |
| Implications and Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| The Meaning of Crime | |
| |
| |
| The Meaning of Crime to the Self: Labeling Theory | |
| |
| |
| The Meaning of Crime to the Criminal: Katz's Seductions of Crime | |
| |
| |
| The Situational Meaning of Crime: Zimbardo's Lucifer Effect | |
| |
| |
| The Meaning of Crime to the Larger Society: Deviance and Social Reaction | |
| |
| |
| State Power and the Meaning of Crime: Controlology | |
| |
| |
| Implications and Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Conflict Criminology | |
| |
| |
| Early Conflict Theories: Sellin and Vold | |
| |
| |
| Conflict Theories in a Time of Conflict: Turk, Quinney, and Chambliss and Seidman | |
| |
| |
| Black's Theory of the Behavior of Law | |
| |
| |
| A Unified Conflict Theory of Crime | |
| |
| |
| Testing Conflict Criminology | |
| |
| |
| Implications and Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Marxism and Postmodern Criminology | |
| |
| |
| Overview of Marx's Theory | |
| |
| |
| Marx on Crime, Criminal Law, and Criminal Justice | |
| |
| |
| The Emergence of Marxist Criminology | |
| |
| |
| Marxist Theory and Research on Crime | |
| |
| |
| Overview of Postmodernism | |
| |
| |
| Postmodern Criminology | |
| |
| |
| Conclusion | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Gender and Crime | |
| |
| |
| The Development of Feminist Criminology | |
| |
| |
| Schools of Feminist Criminology | |
| |
| |
| Gender in Criminology | |
| |
| |
| Why are Women's Crime Rates So Low? | |
| |
| |
| Why are Men's Crime Rates So High? | |
| |
| |
| Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Developmental Theories | |
| |
| |
| The Great Debate: Criminal Careers, Longitudinal Research, and the Relationship Between Age and Crime | |
| |
| |
| Criminal Propensity Versus Criminal Career | |
| |
| |
| The Transition to Developmental Criminology | |
| |
| |
| Three Developmental Directions | |
| |
| |
| Thornberry's Interactional Theory | |
| |
| |
| Sampson and Laub's Age-Graded Theory of Informal Social Control | |
| |
| |
| Tremblay's Developmental Origins of Physical Aggression | |
| |
| |
| Conclusions | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Integrated Theories | |
| |
| |
| Elliott's Integrated Theory of Delinquency and Drug Use | |
| |
| |
| The Falsification versus Integration Debate | |
| |
| |
| Braithwaite's Theory of Reintegrative Shaming | |
| |
| |
| Tittle's Control Balance Theory | |
| |
| |
| Coercion and Social Support | |
| |
| |
| Bernard and Snipes's Approach to Integrating Criminology Theories | |
| |
| |
| Agnew's General Theory | |
| |
| |
| Conclusion | |
| |
| |
| Key Terms | |
| |
| |
| Discussion Questions | |
| |
| |
| |
| Assessing Criminology Theories | |
| |
| |
| Science, Theory, Research, and Policy | |
| |
| |
| Individual Difference Theories | |
| |
| |
| Structure/Process Theories | |
| |
| |
| Theories of the Behavior of Criminal Law | |
| |
| |
| Conclusion | |
| |
| |
| Index | |