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The Chicago School II

The Chicago School II. SOCIAL DISORGANIZATION THEORY. Shaw and McKay. Park and Burgess’ Concentric Zone Model. Concentric Zone Model. Rates for Delinquency were highest at the Center and Declined as one Moved away from the Center ALL Rates were higher. Concentric Zone Model. Shaw and McKay.

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The Chicago School II

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  1. The Chicago School II SOCIAL DISORGANIZATION THEORY

  2. Shaw and McKay Park and Burgess’ Concentric Zone Model

  3. Concentric Zone Model • Rates for Delinquency were highest at the Center and Declined as one Moved away from the Center • ALL Rates were higher

  4. Concentric Zone Model

  5. Shaw and McKay The City is an Organism Life Experience Varied from one location to another Values and Norms are Transmitted from Neighborhoods Delinquency is a Systemic Problem

  6. Social Disorganization Rapid Changes in industrialization or Immigration Decline in Effectiveness of Informal Social Control (Social Disorganization) Development of delinquency areas: Geographically Rooted

  7. Primary Relationships • The Weakening of Primary Relationships causes Social Disorganization • Primary Relationships: Family Friendships • Social controls • Rodney Stark (1987)High Rates of Deviance is from: Density, Poverty, Mixed Use, Transience and Dilapidation

  8. Symbolic Interactionism • Human Behavior is a Product of Social Symbols Communicated between individuals • During the Process of Communicating, we Define ourselves and others • We form our Self Concept from our perception of what others think of us • This is a Labeling Theory Concept

  9. Sellin: Culture Conflict and Crime Conduct Norms • Primary conflict • When Two Different Cultures Govern Behavior • Secondary Conflict • Smaller Subcultures Form

  10. Elements of Cultural Deviance Theory • Poverty • Socialization • Subculture • Success Goal • Crime and Delinquency • Criminal Careers

  11. Social Disorganization Theory ( Sampson and Groves) • Low Economic status • Mixture of Different Ethnic Groups • Highly Mobile Residents in and out of the Area • Disrupted Families and Broken Homes

  12. African American Sociologists • “high Black Crime Rates are , in large measure, the result of where they live”(Rodney Stark,1987) • During the period following slavery, disorientation of societal norms (Work, 1939) • Patterns of delinquent behavior beginning at 11-12 years (Frazier, 1939)

  13. Rodney Starks theory of Deviant Neighborhoods • Dense Neighborhoods have Crowded homes • Crowded homes force family members outside: Increase opportunity to deviate • Lower levels of supervision of children • Poor School Achievement • Mixed use Neighborhoods • Increased Opportunity for Deviance

  14. Empirical Support of Social Disorganization Two Data Gathering Methods: • Official Data • Crime figures,census reports, housing and welfare records • Life History • Folk psychology or “ethnography”

  15. Policy Implications of the Chicago School(and its offshoots) • Urban Renewal Projects: Environmental Design: Crime Prevention should focus on the environment rather than the offender • Defensible Space Architecture: The Federal government adopted these concepts into public buildings and planning

  16. Policy Implications of the Chicago School(and its offshoots) • Operation Weed and Seed: Weed out negative influences and Seed the neighborhoods • Coordination with law enforcement • Weed out traffickers • Community Policing • Seeding by youth activity

  17. Policy Implications of the Chicago School(and its offshoots) • Conditions of Parole and Probation • As a condition of your probation, you are not allowed to associate with any other probationers… • The Chicago Area Project(1934) • Recreational Facilities for youth • Existed from 1934-present 70 YEARS! • Direct service, advocacy and community involvement

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