Download Lecture 5: a. finish learning and differential association b. social

Lecture 5:
a. finish learning and
differential association
b. social control & self
control
c. comparison
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last time
• Meaning and utility of theory
– Evaluating empirical evidence
• Individual-level theories
– Rational choice/deterrence (econ)
– Moffitt’s 2-group (biology &
psychology)
• Individual-level sociological
theory
– Differential association & learning
chris uggen
– soc 4141& self control
– (today) Social
control
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the DA process (9)
1.
2.
3.
4.
Criminal behavior is learned
.. in interaction with others in a process of communication
.. within intimate personal groups.
The learning includes a) techniques and b) motives, drives,
rationalizations & attitudes.
5. The specific direction is learned from definitions of the legal
code as favorable & unfavorable.
6. One becomes criminal because of an excess of definitions
favorable to law violation over definitions unfavorable.
7. Differential associations vary in frequency, duration, priority
& intensity
8. This learning process involves the same mechanisms as any
other learning
9. Criminal behavior is not explained by general needs ($) and
values, since non-criminal behavior expresses the same
needs & values.
[10. Differential Social Organization explains rates]
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Simplified Diagram of Differential Association Theory
Traditions
favorable to
law violation
Excess of
definitions
favorable to
law violation
Intimate contact
with delinquent
associates
Learning
techniques and
rationalizations
Delinquent
behavior
Traditions
unfavorable to
law violation
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extensions and
policy
• Extensions
– Sykes & Matza’s (1957) Techniques of
Neutralization
– Symbolic Interactionism: Matsueda
– Social Learning: Burgess & Akers; operant
conditioning
• Akers & Jensen CWB: Social Learning
– Differential reinforcement: balance of anticipated or
actual rewards & punishments following behavior
– Imitation: esp. for initial acquisition
– Support in family and peers
– Drug use (r-sq of .31-.68)
– Expansion to “macro-level” (social structure)
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Techniques of Neutralization &
Genocide (Phillipp et al. 2016)
350
316
300
Number of Times Utilized
250
200
190
150
100
37
50
18
13
13
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Defense of
Necessity
Metaphor of the
Ledger
0
Denial of
Denial of Injury Denial of the
Responsibility
Victim
Condemnation
Appeals to
of the
Higher Loyalty
Condemners
Type of Classic Technique
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Matsueda’s symbolic
interactionist model
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d.a. policy
• “Community Treatment”
– harness power of the group – “guided
group interaction” still used in MN
– attempts to evaluate experimentally
• Provo Experiment (Empey ‘59-66)
– Number of Arrests in 1st year:
• Provo .55 versus .7 for probation group
• Provo 1.1 versus 1.7 for institution group
• Silverlake replication
– Percent rearrested
• Silverlake 40% versus 44% for institution
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critique
•
•
•
•
•
•
DA is tautology: true by
definition
Differential receptivity (drug film)
Origins of definitions
DA is untestable (or really hard
to test)
DA doesn't specify learning
process
DA is too deterministic
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lessons
• Groups and peers as correlates or
causes of delinquency
– Still debated
– Gangs
– Peers and desistance (Warr)
• Community treatment as effective
as institutionalization (which isn’t
great) for non-violent delinquents
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Moving to Opportunity
(big treatment)
•
Clampet-Lundquist, Susan, Kathryn Edin, Jeffrey R. Kling,
and Greg J. Duncan. 2011. “Moving At-Risk Youth Out of
High-Risk Neighborhoods: Why Girls Fare Better Than
Boys.” American Journal of Sociology 116:1154-1189.
– Control and Lo-poverty Treatment
– Change? Big effects on moms and girls
(health, mental health, delinquency)
• Girls who moved had lower delinquency, but
no effects or negative effects for boys
– Routines; Norms; Neighborhood
navigational strategies; Peer interactions;
Social fathers
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lecture 5b:
social control and self
control
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social control or “bond” theory
(Travis Hirschi 1969)
• Background
– Intellectual: Hobbes, Durkheim (not Sutherland)
• “We are moral beings to the extent that we are social
beings”
– Social: 1950s-1960s emphasis on school and family
• Assumptions
– Tendency to commit crime is “natural” (p. 79 CWB)
– Normative consensus around cultural universals
• a “central value system”
– Absence of controls causes delinquency
• “given that man is an animal…” (p. 31 Hirschi)
• little variation in motivation
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conceptual tool: social bond
• Four elements of bond to society
–
–
–
–
Attachment [to others]
Commitment [to conventional activities]
Involvement [in conventional activities
Belief [in the moral order]
• Evaluation (CWB- Gottfredson)
– Parents create “reciprocal bond” (p. 88)
– Peers (birds of a feather/selection versus
learning & imitation in DA/SL theory)
– Best support from surveys like our class
survey (adolescent hell-raising; not
hardcore)
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critique & extensions
• Critique
– Role of delinquent friends
– Causal order and endogeneity
– Portrayal of delinquent as “detached
drifter”
– Cracks in consensus assumption
• Extensions (all 1990s)
– Sampson & Laub: Adult social bonds
– Tittle: Control/Balance
– Integrated theories (and critique)
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Gottfredson & Hirschi (1990):
“general theory” of low self-control
LOW
INEFFECTIVE
SELF-CONTROL
EARLY CHILDHOOD
+
[ACCIDENTS]
SOCIALIZATION -----> OPPORTUNITY ---> DELINQUENCY
+
[IRRESPONSAGE
IBILITY]
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matza’s drift theory
• “tweener” theory
• conceptual tools:
– Drift (p. 28, committed to neither
delinquent nor conventional enterprise)
– Neutralization (p. 60, norms may be
violated without surrendering allegiance to
them)
– Sounding & status anxiety (p. 54), each
thinks the others are committed to
delinquency
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differential association vs social
control
• Role of culture and subculture
– (normative consensus vs.
conflict)
• Attachment to friends (and family)
• Nature of “beliefs”
• Delinquency is natural vs. learned
• Nature of causality
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video (if time): the telltale
head
• form groups of 3-5
• discuss questions on sheet (about
15 minutes)
• turn in one sheet with names of
all group members
• Strong support from survey data
• Two visions
– Socialized to nothing (SC) or socialized to
delinquency (DA)
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