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Juvenile Delinquency Sociology 4141 Chris Uggen

Juvenile Delinquency Sociology 4141 Chris Uggen. Introductions, Class Survey, and Defining Delinquency. Notecards. Name (spell phonetically if necessary) Contact Phone of email you check frequently Hometown Courses Major/minor and related courses Experience

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Juvenile Delinquency Sociology 4141 Chris Uggen

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  1. Juvenile Delinquency Sociology 4141 Chris Uggen

  2. Introductions, Class Survey, and Defining Delinquency

  3. Notecards • Name (spell phonetically if necessary) • Contact • Phone of email you check frequently • Hometown • Courses • Major/minor and related courses • Experience • Work or internship (especially in criminal or juvenile justice systems) • Future • Long-term career goals? • Motivation • Why are you here? • Interests (Optional) • Ever visited a prison or detention center? Any suggestions for projects, trips, or speakers? • Identification (Optional) • Physical description and seating tendencies

  4. Syllabus and Logic of Course • Extent and distribution of juvenile delinquency • Know this by next week; we will later argue about what the numbers mean, but arrests and survey results are “social facts” we must consider • Statistics give one view of delinquency while monographs give others • Mainly a lecture format; descriptive statistics • Cut through (media-fed) preconceptions about juvenile delinquency

  5. Sociological Theories • Delinquency as group or collective action • But rational choice/juvenile justice system is individualized and not geared for group behavior • Bartolas gives theories’ assumptions, concepts, and evaluation • Format: Lecture, discussion, and application (in exams)

  6. Application to Case StudiesGroups of “Data” • Grunge and Cobain • Familiar subculture (dirtbags, burnouts—bottom of high school hierarchy) • Relation of culture and subculture to social position • Urban gangs at peak of youth violence in Monster (L.A. Crip) • Girls in the juvenile justice system • Format: Questions and Discussion

  7. Juvenile Delinquency Policy • What have we tried? • What “works”? • Evidence? • Format: Lecture, book, discussion, some video

  8. Course Requirements and Expectations • Reading varies from quick to difficult • Grades • 20%Active Participation (10% contribution and 10% group/individual exercises) • 25% Midterm • Know extent and distribution; work with theories • Vote on format • 25% Working Paper or Service Learning Option • OR: see me if you are already working or volunteering; • OR: bigger research project/proposal for grad students and ambitious undergrads • 30% Final Exam – format TBA

  9. Course Policies • Turn in work on time • Grading: convert grades to points in spreadsheet, rank, and draw lines (A vs B vs C grades). • Note on offensive materials • Note on course page (pdf and ppt) • Teaching philosophy • Anonymous grading • Evaluations • Accessibility • Learn both social facts and big ideas about them

  10. Self-Report Survey • Old method in juvenile delinquency classes • Gives data on class; familiarity with activities • Voluntary - Not a graded activity • ---------------------------------------------------------------------------------------- • READ BEFORE CLASS • Skim if necessary, but get a feel for the material. Good to bring books • Next time: Jan 20 Defining and Measuring Delinquency [BARTOLAS 1: ADOLESCENCE Pp 1-26] LUNDMAN 1: JUVENILE DELINQUENCY Pp 3-30 CROSS 1: YELLING LOUDLY AT FIRST Pp 1-14 CROSS 2: I HATE MOM, I HATE DAD Pp 15-27

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