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INSTRUCTOR'S RESOURCE MANUAL—CHAPTER ONE
A SOCIOLOGICAL APPROACH TO JUVENILE DELINQUENCY
CHAPTER OVERVIEW/SUMMARY
Chapter one emphasizes the sociological nature of juvenile delinquency, and shows how
society defines delinquency by looking at the social dynamics of the act, the actor, and
the audience. The terms "act," "actor," and "audience" conjure up images of the theater,
and can be used as analogs to help us understand much of our behavior in everyday life.
As the interplay unfolds between the act, the actor, and the audience, different
interpretations of what has happened and what is happening confound the implementation
of any definition of juvenile delinquency. Finally, the authors have constructed a
synthesized definition to be used for our purposes in studying the problem of juvenile
delinquency.
This chapter also shows how juvenile delinquency is perceived as a reaction to the
family, peers, neighborhood, socio-economic status, and other factors experienced by
young individuals. Students will be introduced to important concepts such as norms,
folkways, laws, conformity, socialization, and deviance.
STUDENT LEARNING OUTCOMES
1. Conceptualize and compare the legal definition, role definition, and societal
response definition of juvenile delinquency.
2. Understand social status and social role and explain how these concepts can be
used to describe a youth’s commitment to a delinquent career.
3. See how the identification of an individual or a behavior as delinquent is possible
only in a social context, involving the interplay between the actor, a norm, an act,
and an audience perception of the act.
4. Understand the role the media play in helping to define juvenile delinquency.
5. Define and understand the sociological perspective as it applies to the study of
juvenile delinquency.
6. Comprehend how some deviant behavior can be beneficial as well as harmful
to society.
7. Understand why juvenile delinquency, as a form of deviant behavior, is considered
a serious social problem.
LECTURE OUTLINE
I. INTRODUCTION (p.4)
In this chapter the authors emphasize the sociological nature of juvenile delinquency.
They demonstrate how society defines delinquency by focusing on the interaction of the
act, the one who carries out an act (the actor), and the audience. This broad framework of
focusing on delinquency is associated with the role of the theater, and has found support
amongst sociologists Erving Goffman as well as Thomas and Hickey. Dramaturgical
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Theory, developed by Erving Goffman, compares everyday life to the theater, and is a
useful framework for examining juvenile delinquency.
II. WHAT IS JUVENILE DELINQUENCY (pp. 5-18)
This chapter begins by noting that the terms “juvenile” and “delinquency” have varied
uses in American language.
A. Who is a juvenile?
In traditional agrarian society the normative expectations for children and for adults were
clearly differentiated. Very young people were considered helpless and dependent upon
other family members, but children over the age of 7 were seriously disciplined and held
accountable for their actions. In the 19th century, industrialization led to formal schooling
for children, and an array of laws developed to protect them. In the 20th century, the
special social status of children was even more clearly defined. In addition, the concept of
adolescence was socially created to describe that period of life between childhood and
adulthood, and the legal status of juvenile was created. These concepts created new social
problems in the United States, including juvenile delinquency, which continues as a
major challenge into the twenty-first century.
B. What is delinquency?
It is important to note that most juvenile behavior conforms to the normative standards of
the larger society and as such, goes largely unnoticed. .
The authors note that there are literally hundreds of definitions of juvenile delinquency
already in existence. However, the sociological perspective and the dramaturgical
analysis suggest a summary of all of these definitions into three categories:
1. The legal definition. Here the emphasis is almost entirely on the act, the normviolating behavior that is legally classified as juvenile delinquency. The oldest and
most familiar description of criminal misconduct by a juvenile is the legal definition
based upon formally codified laws. The historical development of a formal juvenile
justice system in the United States began in 1899. The Illinois state legislature passed
a revolutionary bill regarding "juvenile delinquency," and authorized the
establishment of the first juvenile court. In general, juvenile delinquency is legally
defined as any act which, if committed by an adult, would be a crime. These
activities, and sanctions for them, are reflected in the law. States differ in their
designated age range for defining juvenile offenders. The minimum age for
delinquency is generally 7. The upper limit ranges from 15-18 years of age. Status
offenses are those acts that are illegal only for juveniles, such as truancy.
2. The role definition. In this case, the focus is primarily on the actor, the juvenile whose
role performance is identified as delinquent. According to this perspective, an
individual is a juvenile delinquent if he sustains a pattern of delinquency over time,
and if his life and identity are organized around delinquency. Robert Park developed
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the idea of the marginal person as one caught between two conflicting cultures. This
state is characteristic of adolescents in general in contemporary culture.
3. The societal response definition. This approach concentrates more on the audience,
the members of the social group or society that reacts to the actor and the act and
finally determines whether or not delinquency has actually been committed and if the
offender is a true juvenile delinquent. The media are strongly linked to all three
definitions, but especially to this one. The media play a critical role in framing social
issues for society. Michael Males contends the distorted media portrayal of youth
crime has led to an unnatural fear of youths. Social media strengthens the overall
influence of media.
III. THE SOCIOLOGICAL PERSPECTIVE (p. 18)
A sociological background is an excellent advantage when studying juvenile
delinquency. The concepts and insights which result from being familiar with sociology
will lead to a better understanding of juvenile delinquency.
A. A sociological approach to understanding juvenile delinquency will unfold
throughout this book.
B. Practical applications of sociological knowledge have been made to countless social
issues.
C. The sociological perspective consistently holds that human behavior is generally an
inherent, social act that can be traced to powerful forces in the social environment
surrounding each actor.
IV. NORMS: FOLKWAYS, MORES, LAWS, AND TABOOS (pp. 18-20)
A. Participation in society is intrinsic to human nature.
B. Most species of animals and insects are social creatures.
C. Human beings as social creatures are forced by various reasons to cooperate with one
another.
D. Norms are referred to as rules, standards, laws, regulations, customs and traditions.
E. Prescriptive norms prescribe certain kinds of behavior as acceptable or desirable.
F. Proscriptive norms prohibit certain kinds of behavior as unacceptable to society.
G. Norms are comprised of folkways, mores, laws, and taboos.
H. Social Consensus
Thomas Hobbes believed that people gave up much of their independence to a
government in order to protect themselves. Others have suggested that the major roles of
conduct have roots in the historical cultural views of a people.
I. Social Conflict
Marx and Engels suggested that a great many norms are founded on the political and
economic power of dominant owners of property who comprise a ruling class.
J. Folkways are informal agreements or understandings about what is considered
appropriate and inappropriate behavior.
K. Mores are salient norms in that they are perceived as germane to the overall cohesion
and survival of society.
L. Laws are formal norms that are systematically written down in a legal code that
defines their violation as criminal behavior and prescribes the method and degree of
punishment.
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V. NORMATIVE BEHAVIOR: CONFORMITY (p. 20)
Every social group operates under some set of fundamental regulations which each
member starts learning from the day of birth.
VI. DEVIANT BEHAVIOR: NONCONFORMITY (pp. 20-21)
Deviant behavior is conduct that is perceived by others as violating institutionalized
expectations that are widely shared and recognized as legitimate in society. Members of
society display a range of tolerance towards nonconformity.
VII. NEGATIVE ASPECTS OF DEVIANCE (pp. 22-23)
1. Personal harm. Violent acts such as murder and assault can hurt people.
2. Threatens norms. When rules are broken, the value of them may be subject to
question.
3. Costs. Valuable resources are lost when deviance takes place.
4. Social disruption. Fear and confusion in society may result from deviance.
5. Social order is threatened. Stability and social order may be affected in a negative
way.
6. Self-Perpetuation. Violating a norm may result in other norms being broken.
VIII. POSITIVE ASPECTS OF DEVIANCE (pp. 23-25)
1. Reaffirmation of Norms. A violation of a law may cause more support for the law.
2. Social solidarity. A violation can bring people together in a common defense.
3. Unity on Behalf of the Deviant. The deviant's plight may create sympathy leading to a
change of a law.
4. Contrast Effect. A warning to others may result from a deviant act.
5. "Safety Valve." A deviant act may be viewed as normal, and not really "too bad."
6. Leadership. Deviant behavior can help to promote new social change.
7. Social and Cultural Change. Deviants may encourage meaningful social and cultural
change.
8. Warning devices. Deviance may indicate defects in the social structure or
organization of society.
9. Variety and Excitement. Deviance may reflect a needed change, and may be viewed
as entertaining and interesting to some people.
IX. JUVENILE DELINQUENCY AS A SOCIAL PROBLEM (p. 25)
Deviant behavior can become a social problem when it is continuous, chronic, and
widespread.
Juvenile delinquency is a form of deviant behavior because it involves a violation of
norms by children and youth.
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RECOMMENDED CLASS EXERCISES
1. Invite a representative of a local criminal justice agency to come to class and lecture
about formal responses to juvenile delinquency.
2. Select any four states in the United States and determine how they define juvenile
delinquency. Note any apparent similarities and differences.
3. Consult various newspapers in your state to determine which factors are influencing
your state legislators to make changes in legislation relating to juvenile delinquency.
4. Consult a member of the criminal justice system to determine if police seem to
respond differently to complaints about juveniles in parts of the city that vary in
socio-economic matters. Ascertain any reasons for a difference in reaction by the
police if this is the situation.
5. Have students relate their personal observations of police reactions to various minor
transgressions. Assuming the reactions of the police vary, what accounts for it?
A PERSONAL WORD FOR THE FELLOW INSTRUCTOR
The authors ably liken the delinquent youth, his act, and the society’s reaction to a
theater, where the audience reacts to the acting of the actor.
The definition of a delinquent act varies from place to place and from time to time.
Fundamentally, what is considered delinquent changes from culture to culture and over
time. Today’s delinquency may become tomorrow’s new norm, and vice versa. In this
sense, delinquency is not a black and white issue, but a fluid, dynamic, changing force
which must be understood within the context of its time and place. How the individual
processes this interaction with delinquency and/or norms is the focus of this chapter.
The rates of delinquency differ greatly from country to country and between different
states within a country. While juvenile delinquency is essentially a product of advanced
western societies, deviant behavior among young people is found in all cultures and
societies around the world. In that sense, Durkheim called it right: crime and delinquency
are normal (students may bring forth some examples from their own experience).
Students may enjoy differentiating between folkways, mores, norms, and laws as they
promote or inhibit delinquency.
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TEST BANK—CHAPTER ONE
A SOCIOLOGICAL APPROACH TO JUVENILE DELINQUENCY
EXAM QUESTIONS
I. MULTIPLE CHOICE
1. How many American youths in general share the frustrations and marginality of being
adolescent?
a. none
b. few
c. only those who are poor
d. nearly every youth *(p. 1)
2.
a.
b.
c.
d.
Most illegal acts attributed to young people
really do not occur
do apply to adults
do not apply to adults* (p. 1)
result in a conviction for the young person
3. Which sociologist artfully appropriated elements of the theater to analyze social life
as a carefully orchestrated drama?
a. Martha Rigsby
b. Paul Duffield
c. Sam Johnson
d. Erving Goffman* (p. 4)
4.
a.
b.
c.
d.
Essentially how many life stages existed in the 16th and 17th century?
two* (p. 5)
four
six
eight
5. In traditional agrarian America, the normative expectations for children and for adults
were
a. clearly differentiated
b. fairly well defined
c. a and b*( p. 5)
d. totally confusing
6.
a.
b.
c.
d.
What type of disciplinarians were the early American colonists?
non-religious
strict*( p. 5)
moderate
weak
6
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7. How were children--especially the children of immigrants and the poor--seen during
the Industrial Revolution?
a. as cheap factory workers* (p. 5)
b. as religious zealots
c. as unproductive workers
d. as unemployable
8.
a.
b.
c.
d.
When were new child laws legislated to protect youths from exploitation?
at the Constitutional Convention
immediately after the Civil War
near the end of the 19th century* (p.5)
during the turbulent 1960s
9.
a.
b.
c.
d.
The concept of adolescence was socially created to describe
the formative years
the early childhood years
the first seven years of life
that period of life between childhood and adulthood*( p. 6)
10. The term juvenile began to be used when states passed laws
a. establishing the legal age for adulthood*( p. 7)
b. allowing the sale of liquor
c. prohibiting the sale of liquor
d. requiring children to attend schools
11. Most juvenile behavior
a. deviates from the legal rules of society
b. conforms to the normative standards of society*(p. 7)
c. can never be repeated
d. requires law enforcement intervention
12. The oldest and most familiar description of criminal misconduct by juveniles is the
a. sociological definition
b. political definition
c. religious definition associated with Protestantism
d. legal definition based upon formally codified laws*(p. 10)
13. In 1899, which state legislature passed a revolutionary bill regarding "juvenile
delinquency" and authorized the establishment of the first juvenile court?
a. Vermont
b. New Hampshire
c. New York
d. Illinois* (p10)
14. Typically, the minimum age for delinquency is set at
7
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a.
b.
c.
d.
5 years
7 years* (p 10)
9 years
11 years
15. The establishment of a legal definition of juvenile delinquency that differentiated
youthful offenders from adult criminals generally has been viewed
a. in an indifferent manner
b. in negative tones
c. as a commendable development and step forward in the jurisprudence of this
country* (p. 10)
d. as highly controversial in all areas and aspects
16. Such acts as truancy or the consumption of alcoholic beverages
a. are not illegal when done by adults
b. are prohibited for juveniles
c. are referred to as status offenses
d. all of the above* (p. 10)
17. Annual statistical summaries reveal that the largest proportion of juvenile offenses are
a. serious criminal acts comparable to those committed by adults
b. felonies
c. sex offenses
d. status offenses*( p. 11)
18. Sociology may be defined as
a. a collection of information about life
b. a process of discovering different viewpoints
c. a means of selecting the best policy for society
d. the systematic analysis of the social aspects of human life* (p. 18)
19. The sociological perspective
a. is out-of-date in the 21st century
b. suggests powerful forces really have no effect on social acts
c. holds that human behavior is generally an inherent, social act that can be traced to
powerful forces* (p. 18)
d. views most behavior as deviant in contemporary society
20. Peter Berger suggests that
a. things are what they seem
b. things should not be seen
c. things are not what they seem* (p. 18)
d. reality is obvious
21. Which of the following could be considered to be a norm?
8
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a.
b.
c.
d.
only a rule
only a standard
only a law
a rule, standard, or a law* (p. 18)
22. Behavior that conforms or is in harmony with a code of rules is said to be
a. informative
b. reactive
c. reflective
d. normative* (p. 19)
23. Prescriptive norms
a. are not enforceable
b. prohibit certain kinds of rules
c. "prescribe" certain kinds of behavior as acceptable* (p. 19)
d. are comparable to proscriptive norms
24. Rules that govern the behavior of youths in the United States such as age restrictions
on marriage and the consumptive of alcoholic beverages are
a. outdated
b. negative norms
c. prescriptive norms
d. proscriptive norms* (p.19)
25. What are folkways?
a. very new laws
b. always illegal laws
c. religious laws
d. informal agreements* (p. 19)
II. TRUE-FALSE
26. The terms "act," "actor," and "audience" conjure up images of the theater, but can be
used effectively as analogues to help us understand much of our behavior in everyday
life. True or False?--(True, p. 4)
27. Sociologist Helen Standard (1959) artfully appropriated elements of the theater to
analyze social life as a carefully orchestrated drama. True or False?--(False, p. 4)
28. While the two terms "juvenile" and "delinquency" are used frequently by Americans,
it is interesting to note that they are relatively new concepts that do not necessarily
connote the same meanings to all who use them. True or False? (True, p. 5)
29. In 16th and 17th century American society, six different life stages existed. True or
False? (False, p. 5)
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30. British common law exempted children under the age of 14 from criminal courts.
True or False? (False, p. 5)
31. Near the end of the 19th century, new child labor laws were legislated to protect
youth from exploitation. True or False? (True, p. 5)
32. The concept of adolescence was socially created to describe the first six years of a
child's life. True or False? (False, p. 6)
33. The term juvenile began to be used when states passed laws establishing the legal age
for adulthood. True or False? (True, p. 7)
34. The historical development of a formal juvenile justice system in the United States
began in 1865? True or False? (False, p. 7)
35. Society usually considers the violation of a folkway a serious offense, and severe
penalties are regularly administered. True or False? (False, p. 19)
III. FILL-IN-THE BLANK
36. Sociologist _______________ artfully appropriated elements of the theater to analyze
social life as a carefully orchestrated drama. (Erving Goffman, p. 4)
37. In 16th and 17th century American society, essentially two life stages existed:
_____________ and _____________. (childhood and adulthood, p. 5)
38. The ____________________ came to the United States in the 19th century with the
mechanization of factory production. (Industrial Revolution, p. 5)
39. Near the end of the ____________ century, new child labor laws were legislated to
protect youths from exploitation. (nineteenth, p. 5)
40. The concept of ______________ was socially created to describe that period of life
between childhood and adulthood. (adolescence, p. 6)
41. __________________ is a status position and level of prestige that is granted some
people by virtue of their birth. (Ascribed status, p. 14)
42. _________________ is a status is usually based upon educational level and
occupation. (Achieved status, p. 14)
43. ______________ is defined as the behavioral performance expected of a person who
holds a certain status in the social group or society. (Social role, p. 14)
10
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44. According to the ____________________ in order for an act and/or an actor to be
defined as deviant or delinquent, an audience must perceive and judge the behavior in
question. (societal response definition, p. 15)
45. When we use the term ____________________, we are referring to illegal conduct
by a juvenile that reflects a persistent delinquent role and results in society regarding
the offender as seriously deviant. (juvenile delinquency, p. 15)
46. _________________ may be defined as the systematic analysis of the social aspects
of human life. (Sociology, p. 18)
47. _________________ suggests that “things are not what they seem” and that
sociologists
must have a broader vision that moves away from the particular to the
general. (Peter Berger, p. 18)
48. Behavior that conforms or is in harmony with a code of rules is said to be
_____________. (normative, p. 19)
49. ____________ are informal agreements or understandings about what is considered
appropriate and inappropriate behavior. (Folkways, p. 19)
50. _________________ is a form of deviant behavior because it involves the violation
of norms by children and youth. (Juvenile delinquency, p. 19)
IV. ESSAY QUESTIONS
51. Distinguish between the terms "juvenile" and "delinquency." Why is it necessary to
make this distinction?
52. How did the societal changes brought about by the Industrial Revolution impact the
development of juvenile delinquency?
53. Suggest a number of reasons to account for the following statement found in your
text: "There are literally hundreds of definitions of juvenile delinquency already in
existence."
54. Distinguish between folkways and mores.
55. Contrast normative behavior with deviant behavior.
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