Biological Theories Franz Joseph Gall (1758 – 1828)

– Phrenology - study of the shape of the head and its relationship to human behavior

Cesare Lombroso– “atavism” – A condition characterized

by the existence of features thought to be common in earlier stages of human evolution (throwbacks).

Biological Theories William Sheldon

– somatotyping – classification of people into types according to body build

Bertillion Measurements– Criminality based on physical features, and

measurements

Criminal Families Richard Dugdale study, 1877

• used family tree method to study the Juke family

Henry Goddard study, 1912• Goddard studied two lines of the

Kallikak family.

Psychobiological Theories

Chromosome Theory– 1965 – Patricia Jacobs discovered

“supermales.” supermale – Men with an extra “Y” chromosome (XYY).

Biocriminology– A field of study that has made attempts at

linking violent or disruptive behavior to eating habits, vitamin deficiencies, genetics, inheritance, and other conditions which impact body tissues.

FACTORS LEADING TO GANG FACTORS LEADING TO GANG INVOLVEMENTINVOLVEMENT

Frequent exposure to crime and violence during formative years, results in desensitivity to such occurrences

There are few positive role models, particularly of their own ethnicity; negative influences are more common than positive ones

They come from unstable families, with little parental control

They live in an environment lacking economic activity conducive to lawful self sufficiency; environment breeds hopelessness and offers few reasons to believe that success can be achieved through conventional means

FACTORS LEADING TO GANG FACTORS LEADING TO GANG INVOLVEMENTINVOLVEMENT

Their environment lacks constructive social and recreational activities for youths

Their social environment has a distorted set of moral values in which selfish, antisocial conduct is accepted and promoted as the accepted norm

The youth believe they have matured as far as possible; that there is not much more to look forward to except they perceive as “low level” jobs

They are entrapped into selling drugs by the lure of “living large,” despite inadequate skills, education, or qualifications

They suffer from low self-esteem

FACTORS LEADING TO GANG FACTORS LEADING TO GANG INVOLVEMENTINVOLVEMENT

They inhabit a culture that highly values immediate gratification, both materially and sensually

There is an absence of respected adult figures to give youths the “right word,” or to affirm traditional values and standards, and to encourage youths to keep their conduct within bounds

There is a natural need to ensure physical safety, to have a sense of belonging, and to form secure emotional relationships with others

Because they feel insignificant and powerless, youths are attracted to the power of gangs because gangs exercise considerable control over the lives of others and command the attention of public officials and the news media

SOCIAL DISORGANIZATION SOCIAL DISORGANIZATION THEORYTHEORY

Crime stems from certain Crime stems from certain community or neighborhood community or neighborhood characteristicscharacteristics– Dilapidated housingDilapidated housing– PovertyPoverty– High densityHigh density– High crime ratesHigh crime rates– High mobilityHigh mobility– High rates of unemploymentHigh rates of unemployment

SOCIAL ECOLOGY THEORY

I II III IV V

SHAW & McKAY

SOCIAL ECOLOGYSOCIAL ECOLOGYCONCENTRIC CIRCLESCONCENTRIC CIRCLES

II Center CityCenter City IIII Zone in TransitionZone in Transition IIIIII Blue Collar Worker’s ZoneBlue Collar Worker’s Zone IVIVResidential ZoneResidential Zone VV Commuter ZoneCommuter Zone

STRAIN THEORYSTRAIN THEORY

Cultural norms of “success” Cultural norms of “success” emphasize such goals as money, emphasize such goals as money, power, statuspower, status

Means to obtain such success are not Means to obtain such success are not equally distributedequally distributed

As the result of blocked opportunities As the result of blocked opportunities many among the disadvantaged resort many among the disadvantaged resort to illegal meansto illegal means

MERTON

STRAIN THEORYSTRAIN THEORYMode ofMode of MEANSMEANS GOALSGOALS

AdaptationAdaptation

____________________________________________________________________________________

ConformistConformist ++ ++ InnovatorInnovator -- ++ RitualismRitualism ++ -- RetreatismRetreatism -- -- RebellionRebellion +/- +/- +/- +/-

MERTON

SUBCULTURES OF DEVIANCESUBCULTURES OF DEVIANCE Special vocabulary, or argot usually concerning Special vocabulary, or argot usually concerning

the activities that differentiate the group from the activities that differentiate the group from those around itthose around it

A set of shared beliefs and norms which contrast A set of shared beliefs and norms which contrast in direction or emphasis with the norms of other in direction or emphasis with the norms of other groups, such as the larger societygroups, such as the larger society

Contacts between members through which Contacts between members through which behavior is learned and membership in the group behavior is learned and membership in the group id confirmedid confirmed

Sometimes a specialized way of dressing and Sometimes a specialized way of dressing and acting, that serves to distinguish the members acting, that serves to distinguish the members from those of other groups and to assist in from those of other groups and to assist in identifying members to one anotheridentifying members to one another

LOWER CLASS DELIQUENCYLOWER CLASS DELIQUENCY Lower class boys being evaluated by Lower class boys being evaluated by

middle class teachers in a middle class middle class teachers in a middle class standardstandard

Lower class boys are usually not Lower class boys are usually not socialized by their families believing that socialized by their families believing that it is important to:it is important to:– Be ambitious, get ahead, be someoneBe ambitious, get ahead, be someone– Take responsibility – minimize reliance on Take responsibility – minimize reliance on

othersothers– Become skillful in those things that have Become skillful in those things that have

economic valueeconomic value

– Postpone immediate gratification – focus on Postpone immediate gratification – focus on long term goalslong term goals

– Be rational, plan, and budget timeBe rational, plan, and budget time– Cultivate manners and courtesy in order to Cultivate manners and courtesy in order to

get along with peopleget along with people– Keep physical aggression under controlKeep physical aggression under control– Play constructively and wholesomely, not Play constructively and wholesomely, not

destructively and wastefullydestructively and wastefully– Respect the property rights of othersRespect the property rights of others

* Faced with constant threats to their self-esteem, many lower class boys retreat to the one group where they can find status – the delinquent gang COHEN

DIFFERENTIAL OPPORTUNITYDIFFERENTIAL OPPORTUNITY Access to any opportunity, whether legitimate or Access to any opportunity, whether legitimate or

illegitimate, varies according to time and placeillegitimate, varies according to time and place In neighborhoods where adult criminal subculture In neighborhoods where adult criminal subculture

is strong, youths will have both the role models is strong, youths will have both the role models and the means for becoming successful and the means for becoming successful innovatorsinnovators

Faced with frustration of having legitimate or Faced with frustration of having legitimate or illegitimate means, some boys will turn to illegitimate means, some boys will turn to violence and crime or retreat into alcohol and violence and crime or retreat into alcohol and drugsdrugs

CLOWARD & OHLIN

THEORY OF DELIQUENT THEORY OF DELIQUENT SUBCULTURESUBCULTURE

TROUBLETROUBLE TOUGHNESSTOUGHNESS SMARTNESSSMARTNESS EXCITEMENTEXCITEMENT FATEFATE AUTONOMYAUTONOMY

W. MILLER

THEORY OF DELIQUENT THEORY OF DELIQUENT SUBCULTURESUBCULTURE

NONUTILITARIANISMNONUTILITARIANISM MALICIOUSMALICIOUS NEGATIVISMNEGATIVISM SHORT-RUN HEDONISMSHORT-RUN HEDONISM GROUP AUTONOMYGROUP AUTONOMY

COHEN

DIFFERENTIAL ASSOCIATION THEORYDIFFERENTIAL ASSOCIATION THEORY

Criminal behavior is learnedCriminal behavior is learned Criminal behavior is learned in interaction with Criminal behavior is learned in interaction with

persons in a process of communicationspersons in a process of communications The principle part of the learning of criminal The principle part of the learning of criminal

behavior occurs within intimate groupsbehavior occurs within intimate groups When criminal behavior is learned, the learning When criminal behavior is learned, the learning

includes;includes;– Techniques – simple and complexTechniques – simple and complex– Specific direction of motives, drives, attitudesSpecific direction of motives, drives, attitudes

The specific direction of motives and drives is The specific direction of motives and drives is learned from definitions of legal codes as learned from definitions of legal codes as favorable or unfavorablefavorable or unfavorable

DIFFERENTIAL ASSOCIATION THEORYDIFFERENTIAL ASSOCIATION THEORY A person becomes delinquent because of an A person becomes delinquent because of an

excess of definitions favorable to violation of law excess of definitions favorable to violation of law over definitions unfavorable to violation of lawover definitions unfavorable to violation of law

Differential association may vary in frequency, Differential association may vary in frequency, duration, priority, and intensityduration, priority, and intensity

The process of learning criminal behavior by The process of learning criminal behavior by association with criminal and anti-criminal association with criminal and anti-criminal patterns incorporate all the mechanisms that are patterns incorporate all the mechanisms that are present in any other learningpresent in any other learning

While criminal behavior is an expression of While criminal behavior is an expression of general needs and values, it is not explained by general needs and values, it is not explained by those general needs and values, since non-those general needs and values, since non-criminal behavior is an expression of the same criminal behavior is an expression of the same needs and valuesneeds and values

SUTHERLAND

BONDING THEORYBONDING THEORY AttachmentAttachment

– Closer one’s ties to society, especially Closer one’s ties to society, especially parents, more likely one will conform to parents, more likely one will conform to society’s expectationsociety’s expectation

CommitmentCommitment– The more one aspires to invest in The more one aspires to invest in

legitimate activities, especially in terms legitimate activities, especially in terms of success aspirations and long range of success aspirations and long range goals, the more likely one will conformgoals, the more likely one will conform

BONDING THEORYBONDING THEORY InvolvementInvolvement

– The more time and energy one spends on The more time and energy one spends on legitimate activities, the more likely one legitimate activities, the more likely one will conformwill conform

BeliefBelief– The more one attaches moral validity to The more one attaches moral validity to

society’s norms, the more likely one will society’s norms, the more likely one will conformconform

LABELING THEORYLABELING THEORY• Primary DeviancePrimary Deviance – An individual – An individual

commits commits deviant act, but does not view deviant act, but does not view him or him or herself as deviant.herself as deviant.

• Secondary DevianceSecondary Deviance – An individual – An individual commits a deviant act and sees him or commits a deviant act and sees him or herself as a deviant.herself as a deviant.

MASLOW’S HEIRARCHY OF NEEDSMASLOW’S HEIRARCHY OF NEEDS

PHYSIOLOGICAL - BIOLOGICALPHYSIOLOGICAL - BIOLOGICAL

SAFETY AND SECURITYSAFETY AND SECURITY

LOVE - BELONGINGLOVE - BELONGING

SELF-ESTEEMSELF-ESTEEM

SELF-ACTUALIZATIONSELF-ACTUALIZATION

Developmental Process of Developmental Process of Criminal PatternsCriminal Patterns

Traits Learned – Ages 3 - 8Traits Learned – Ages 3 - 8– Begins to manipulate parentsBegins to manipulate parents– Enjoys toys which are weapons and has an Enjoys toys which are weapons and has an

interest in violent heroesinterest in violent heroes– Violent video collection or a preoccupation Violent video collection or a preoccupation

with violent video gameswith violent video games– Steal change from family membersSteal change from family members– Begins to lie on a consistent basisBegins to lie on a consistent basis– Begins to develop negative attitudes towards Begins to develop negative attitudes towards

community, authorities, school teacherscommunity, authorities, school teachers

Traits Learned – Ages 3 - 8Traits Learned – Ages 3 - 8– Begins to manipulate parentsBegins to manipulate parents– Enjoys toys which are weapons and has an Enjoys toys which are weapons and has an

interest in violent heroesinterest in violent heroes– Violent video collection or a preoccupation Violent video collection or a preoccupation

with violent video gameswith violent video games– Steal change from family membersSteal change from family members– Begins to lie on a consistent basisBegins to lie on a consistent basis– Begins to develop negative attitudes towards Begins to develop negative attitudes towards

community, authorities, school teacherscommunity, authorities, school teachers

Developmental Process of Developmental Process of Criminal PatternsCriminal Patterns

Traits Learned – Ages 9 - 11Traits Learned – Ages 9 - 11– Has begun minor shoplifting from storeHas begun minor shoplifting from store– Engaging in acts of vandalism which may or Engaging in acts of vandalism which may or

may not have come to the attention of the may not have come to the attention of the parents or authorities (breaking windows, parents or authorities (breaking windows, graffiti, etc.)graffiti, etc.)

– Begins occasional truancy / skipping schoolBegins occasional truancy / skipping school– More involved with friends than parentsMore involved with friends than parents

Traits Learned – Ages 9 - 11Traits Learned – Ages 9 - 11– Has begun minor shoplifting from storeHas begun minor shoplifting from store– Engaging in acts of vandalism which may or Engaging in acts of vandalism which may or

may not have come to the attention of the may not have come to the attention of the parents or authorities (breaking windows, parents or authorities (breaking windows, graffiti, etc.)graffiti, etc.)

– Begins occasional truancy / skipping schoolBegins occasional truancy / skipping school– More involved with friends than parentsMore involved with friends than parents

Developmental Process of Developmental Process of Criminal PatternsCriminal Patterns

Traits Learned – Ages 9 - 11 Traits Learned – Ages 9 - 11 – Begins to develop “street” personalityBegins to develop “street” personality– Has joined a pseudo gang / friends are Has joined a pseudo gang / friends are

questionablequestionable– Begins to challenge authority, overtly, and Begins to challenge authority, overtly, and

breaks established rulesbreaks established rules– Becomes more inquisitive about sexBecomes more inquisitive about sex– Becomes proficient with street languageBecomes proficient with street language

Traits Learned – Ages 9 - 11 Traits Learned – Ages 9 - 11 – Begins to develop “street” personalityBegins to develop “street” personality– Has joined a pseudo gang / friends are Has joined a pseudo gang / friends are

questionablequestionable– Begins to challenge authority, overtly, and Begins to challenge authority, overtly, and

breaks established rulesbreaks established rules– Becomes more inquisitive about sexBecomes more inquisitive about sex– Becomes proficient with street languageBecomes proficient with street language

Developmental Process of Developmental Process of Criminal PatternsCriminal Patterns

Traits Learned – Ages 12 - 15Traits Learned – Ages 12 - 15– Is aware of community hang outsIs aware of community hang outs

Liquor stores, arcades, bars, drug housesLiquor stores, arcades, bars, drug houses

– Begins to pick on weaker kidsBegins to pick on weaker kids Taking money, candy, clothingTaking money, candy, clothing

– Begins to see humor in violence and harming Begins to see humor in violence and harming othersothers

– Begins to experiment with cigarettes, interest Begins to experiment with cigarettes, interest in alcohol – experimentationin alcohol – experimentation

– Befriends and is drawn to older kidsBefriends and is drawn to older kids Drop outs, drug dealers / coolDrop outs, drug dealers / cool

Traits Learned – Ages 12 - 15Traits Learned – Ages 12 - 15– Is aware of community hang outsIs aware of community hang outs

Liquor stores, arcades, bars, drug housesLiquor stores, arcades, bars, drug houses

– Begins to pick on weaker kidsBegins to pick on weaker kids Taking money, candy, clothingTaking money, candy, clothing

– Begins to see humor in violence and harming Begins to see humor in violence and harming othersothers

– Begins to experiment with cigarettes, interest Begins to experiment with cigarettes, interest in alcohol – experimentationin alcohol – experimentation

– Befriends and is drawn to older kidsBefriends and is drawn to older kids Drop outs, drug dealers / coolDrop outs, drug dealers / cool

Developmental Process of Developmental Process of Criminal PatternsCriminal Patterns

Traits Learned Ages 12 – 15Traits Learned Ages 12 – 15– Sexual interest increases – experimentationSexual interest increases – experimentation– Preoccupation with the police and is now on Preoccupation with the police and is now on

the “look-out”the “look-out”– Has begun cursing regularly with peersHas begun cursing regularly with peers– Becomes more proficiently with street Becomes more proficiently with street

languagelanguage– Spends much leisure time hanging out in the Spends much leisure time hanging out in the

streetsstreets

Traits Learned Ages 12 – 15Traits Learned Ages 12 – 15– Sexual interest increases – experimentationSexual interest increases – experimentation– Preoccupation with the police and is now on Preoccupation with the police and is now on

the “look-out”the “look-out”– Has begun cursing regularly with peersHas begun cursing regularly with peers– Becomes more proficiently with street Becomes more proficiently with street

languagelanguage– Spends much leisure time hanging out in the Spends much leisure time hanging out in the

streetsstreets

Developmental Process of Developmental Process of Criminal PatternsCriminal Patterns

Traits Learned Ages 16 - 21Traits Learned Ages 16 - 21– Is ready for street gang activityIs ready for street gang activity– Commits burglaries Commits burglaries – Has become clothes consciousHas become clothes conscious– Is either establishing or has established a Is either establishing or has established a

“reputation”“reputation”– Has spent time in foster homes, group Has spent time in foster homes, group

homes, or juvenile institutionhomes, or juvenile institution– Pre-occupation with weapons and violencePre-occupation with weapons and violence

Traits Learned Ages 16 - 21Traits Learned Ages 16 - 21– Is ready for street gang activityIs ready for street gang activity– Commits burglaries Commits burglaries – Has become clothes consciousHas become clothes conscious– Is either establishing or has established a Is either establishing or has established a

“reputation”“reputation”– Has spent time in foster homes, group Has spent time in foster homes, group

homes, or juvenile institutionhomes, or juvenile institution– Pre-occupation with weapons and violencePre-occupation with weapons and violence