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Posts Tagged ‘crime’

One-Minute Interactionism: The Animated Version

Thursday, September 19th, 2019

A few months ago we posted an animated version of our One-Minute Strain Theory film and since it generally seemed to get a relatively welcoming reception we thought we’d go ahead with some further conversions of films in the “One-Minute” series.

This month’s free animated offering, therefore, is a 1-Minute explanation of Labelling Theory that covers the key ideas behind this theory of crime and deviance in around 60 seconds (give or take – and not including the intro and credits).

These include ideas like: primary deviation, secondary deviation and self-fulfilling prophecies.

As you may suspect, covering a topic in 60 seconds is really just designed to help students focus on key ideas that can then be explored and developed inside and outside the classroom.

Update

If you’d prefer the non-animated version of 1-Minute Interactionism (because it’s a lot less visually weird perhaps?) we’ve now made a version available for your viewing and educational pleasure.

Not an animation in sight.

The Wider Effects of “Broken Windows”?

Thursday, September 12th, 2019
Click to download pdf file

The impact of so-called “Broken Windows” policing (which invariably turns-out to be an aggressive variant of the policy – Zero-Tolerance Policing (ZTP) – pioneered by New York Mayor Rudy Giuliani and the New York Police Department commissioner William (Bill) Bratton in the early 1990’s) has been argued over for a good number of years.

For supporters of the policy it was claimed that ZTP resulted in dramatic falls in both “pervasive” (i.e. relatively minor but persistent misdemeanour crime)  and “headline crime rates” (such as homicide) while critics pointed to the fact these falls seemed to have occurred both across America and in areas where ZTP was not in operation.

Whatever the truth of the matter, little or no attention has been given to what might be called the “fall-out” from ZTP policies; while their impact on crime might be the subject of heated debate, recent research by Fagin and Legewiea (“Aggressive Policing and the Educational Performance of Minority Youth”, 2019) argues that “the consequences of aggressive policing extend into key domains of social life, with implications for the educational trajectories of minority youth and social inequality more broadly”.

In this respect they have claimed to demonstrate a causal link between the presence of ZTP in an area and the decline in educational attainment of African American boys (interestingly, there is no correlated fall in African American female attainment, nor that of Hispanic youth generally).

Their findings, in this respect, are somewhat counter-intuitive in the sense that where neighbourhoods are made safer through the impact of ZTP we would expect to see, at best, improved educational achievement and, at worst, little or no change. This, as they argue, highlights the “hidden costs of aggressive policing programs and suggests that police reformers, policymakers, and researchers should consider these broader implications for assessing the effectiveness of policing.”

One reason cited for this finding is reduced school attendance (absenteeism) by young African American teenagers during periods of intensive police activity in a neighbourhood. The main drivers of absenteeism, in this respect, appear to have been:

  • a desire and / or need for young African Americans to “stay off the streets” during periods of intense police activity (which itself suggests a belief they would be a primary target for police action)
  • the disruptive effect on families of the arrest of parents / guardians during these periods of activity.
  • In addition, the authors argue that aggressive styles of policing, such as those associated with various forms of ZTP, frequently lead to the development of “frequent and negative interactions with authority figures” and the ensuing sense of discrimination “can undermine educational and potentially other outcomes”.

    Finally, it’s just been pointed-out to me on Twitter that the research offers a really easy way to make synoptic links between Deviance and Education.

    Types Of Cybercrime

    Tuesday, August 20th, 2019

    Cybercrime, broadly defined as unlawful behaviour involving the use of computers – either as a tool for committing a crime (such as cyber stalking) or as the target of a crime (such as identity theft) – comes in a number of shapes and disguises and this “reasonably short” (i.e. quite long) PowerPoint Presentation can be used to introduce some of the main types.

    These include, in no particular order:

    Types of Cybercrime PowerPoint: click to download
    Types of Cybercrime
  • Hacking
  • Viruses
  • DDoS Attacks
  • Phishing
  • Spamming
  • Jacking
  • Cyber Stalking
  • Identity Theft
  • Slicing
  • IP Theft
  • As you may have noticed these types all involve, to greater or lesser extents, access to a networked system of computers – hence the idea of cybercrime: “crime that takes place in cyberspace”: pretty much a defining feature of contemporary computer crime.

    Read more stuff about the presentation

    Sociology in Focus for A2: Crime Resources

    Sunday, February 24th, 2019

    A further set of free resources to complement the Sociology in Focus For A2 textbook, this batch relates to the Crime and Deviance option:

    A Revision Map

    Overview Map: An introductory map that provides a very general overview of the Module content.

    Revision Maps: These Unit Maps go into much more depth and detail about the content covered throughout the Module and they have a number of uses, not least as a way of introducing the content of each Unit.

    Activity Answers: If you use the activities that have been strategically placed throughout the Module, you’ll probably need some answers. Luckily, I’ve got some.

    Worksheets: These can be used to set individual and group text-based tasks to consolidate and check learning based around three types of activity:

  • Consolidate, designed for individual work to ensure students have “grasped the basics”.
  • Apply, designed to promote analysis, discussion and application through small-group work.
  • Evaluate, designed for whole-class discussions around arguments / evidence for and against a question.
  • Exam Focus provides Top Tips from a Senior Examiner. Be aware, though, that the specific types of questions asked may have changed in the 10 years since this text was published. There are sufficient generic tips, however, to make this section worthwhile.

    Sociology Revision Cards

    Monday, November 26th, 2018

    Back in the day, before the invention of Learning Tables / Knowledge Organisers, students had to make do with Revision Cards – lists of all the key ideas and concepts you might need to know for an exam (you’ll find a selection here if you want to take a trip back to a time before mobile phones ).

    Anyway, I chanced upon a mix of PowerPoint and Pdf Revision Cards (dating from around 2014 so they may require a bit of editing to bring them into line with the latest Specifications) on Chris Deakin’s SociologyHeaven website. I’m guessing the PowerPoints were designed for whole-class revision but if you want to give your students the slides as Revision Cards just use the Export function to create pdf files.

    If you find the Kristen ITC font used in the files a bit too racy for your taste, just convert the text to something like Arial.

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    Crime and Deviance Theories

    Wednesday, October 31st, 2018

    A little while back (maybe 5 or 6 years ago – I lose track) I created 3 Crime and Deviance Presentations that were, I like to think, quite ground-breaking at the time for their combination of text, graphics, audio and video – and while they may be looking a little dated now they still have a little mileage left in them. Probably. You can be the judge of that, I suppose.

    Anyway, I think I only ever posted an early version of the Functionalism file and having rediscovered the files on one of my many hard drives I thought it might be nice to update the files slightly, mainly to fix a few little irritating bugettes, such as text not conforming correctly to the original font size and post them here.

    The Presentations, which can be downloaded as PowerPoint Shows (.ppsx) in case you want to use them without the need to have PowerPoint, were, I think, originally designed as some sort of revision exercise, but I could be, and frequently am, wrong.

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    Themes and Directives: Essay Planning

    Tuesday, October 30th, 2018

    This short PowerPoint Presentation is a classroom tool teachers can use to introduce their students to a way of planning answers to high-mark, extended answer (essay) questions. As such, it’s designed to:

    1. Introduce the idea of Themes and Directives as planning tools.
    2. Show students how to use these tools through a worked example.

    The Presentation is effectively in two parts:

    • if you only want to introduce the planning tools you can do this and then end the Presentation. The worked example is based on an essay question (“Outline and Assess Interactionist Theories of Crime and Deviance”) you may not want to use, which is one reason for dividing the Presentation in this way.

    • if, on the other hand, you want to show your students how to use the tools you can use the complete Presentation. Each of the slides has full explanatory Notes if you need them.

    However, you decide to use it, the Presentation is built around two ideas:

    (more…)

    (Knife) Crime, Deviance, Media and Methods

    Monday, October 29th, 2018

    Because. LONDON!

    “Knife Crime” as you’re probably aware, is increasingly in the news, particularly, but not exclusively, in London (because, quite frankly and a little rhetorically, is there anywhere else of any great significance in England?).

    And while there are Definitely | Maybe | Probably (please delete as inapplicable) all kinds of reliability issues surrounding what counts as “knife crime” (and, indeed, how what counts can actually be counted) that you could explore if you were so inclined, a more pressing social (and, as it happens, sociological) problem is “Who’s responsible?”.

    This, of course, is not an idle question and happily, if that’s the right word, both the social and the sociological problem meet around the notion of “gangs” (and “youth gangs” in particular).

    However, before we start to develop some sort of hypothesis that might explain the relationship between “youth gangs” and the increase in serious knife crime (“knife crime with injury”) you might want to try this simple, single question, quiz on your students as a prelude to the serious stuff of explaining the data.

    As befits my sociological inexactitude I’ve formulated the quantitative quiz in either of two ways (one open-ended, the other closed-ended):

    And you call that a Staffie? Really? Sort it out!

    Either:

    Q1. In your own words, what percentage of “knife crime with injury” in London is committed by youth gangs?

    Or:

    Q1. In London, what percentage of “knife crime with injury” is committed by youth gangs?

    1. 45%?
    2. 4%?

    (more…)

    Stealing to Offer: A Market Reduction Approach

    Thursday, October 25th, 2018

    While Situational Crime Prevention (SCP) strategies come in many forms, the majority focus on identifying and developing ways to stop an offence taking place.

    Market Reduction Approaches, however, while sharing a similar crime reduction / elimination objective, are a little different because their focus is on preventing offenders profiting from various forms of economic crime, such as theft, by reducing the markets for stolen goods.

    While this may seem a little counter-intuitive – how effective is a “crime prevention approach” that says little or nothing about actually preventing crime? – there is evidence to suggest (Sutton, 2008) that preventing offenders liquidating stolen assets is an effective form of crime prevention and control.

    In general, ideas about Situational Crime Prevention fall into two main categories:

    1. Reducing the potential benefits offenders get from their crimes.

    2. Increasing the potential costs offenders face when deciding whether or not to commit a crime.

    Most situational crime prevention initiatives have generally given greater attention to the latter, while less interest has been shown in the former. Although there may be a number of reasons for this, one possibility is the belief that increasing costs reduces crime and therefore obviates the need to address the “benefit reduction problem”: reducing levels of crime by increasing costs, so this argument goes, effectively takes the “benefit problem” out of the equation.

    However, the idea that increasing the costs of crime actually reduces crime – as opposed, for example, to displacing it – is one that has come to be increasingly questioned, partly because it doesn’t address an offender’s underlying motivations for crime.

    If, for example, one motive is to commit a crime, such as theft, in order to sell stolen goods for cash to buy drugs, making it harder and riskier to steal simply ups-the-ante for the offender, rather than necessarily preventing a crime from taking place.

    A Market Reduction Approach (MRA) to crime takes the opposite view: rather than controlling crime by making the act itself more difficult and riskier, it argues that making it more difficult or, ideally, impossible, for offenders to benefit from their crimes – by restricting or eliminating their ability to convert stolen goods into cash for example – is a highly-effective form of crime prevention.

    What’s their value if you can’t sell them?

    In this respect, MRA suggests the costs of crime shouldn’t be treated as being separate from and unconnected to its potential benefits. Rather, such costs are, in effect, rolled-up into “a lack of benefit”, such as an inability to sell the goods you have stolen.

    The logic here is that if you can’t convert what you’ve stolen – such as a mobile phone or computer – into cash, it takes away the incentive and motivation to steal them in the first place. This follows for two reasons:

    1. There’s little point in taking the risk of stealing something if it is worthless to you (unless, of course, you particularly like hoarding mobile phones, computers, various electrical goods and the like)

    2. You are left to store a range of worthless goods that, if discovered, may lead to jail time.

    Sutton argues here that an effective MRA involves reducing:

    • the number of offers of stolen goods made by thieves to potential buyers
    • the outlets for stolen goods
    • the number of thieves and handlers by encouraging them to explore non-criminal alternatives, rather than just alternative crimes.

    The logic here is one that reduces the need to increasingly “raise the costs of crime” (with all its attendant private and public expenditure, inconvenience and so forth) by focusing police and public attention on reducing the benefits of crime. If an offender knows they will gain no benefit – because they can’t convert their crimes into cash – this removes most of, if not all, their motivation for crime.

    This has the additional social benefit of both reducing the costs of dealing with offenders (through arrests, prosecutions, prisons and so forth) and reducing the risk of offending / re-offending; if a potential offender is demotivated by a sound knowledge of a lack of perceived benefit, there is little reason to suppose they will continue to offend.

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    Rational Choice Theory | 1a

    Monday, October 1st, 2018

    If you’ve had a look at the Rational Choice Theory | 1 post and were wondering if there are further parts “in the pipeline”, the short answer is “Yes”.

    There will be a further part that gives RCT a good critical kicking the once-over in terms of weaknesses and limitations.

    I’ve written most of it but am still messing around with the order of things, plus I need to think about how I can express the ideas of bounded rationality and bounded choices in a way that doesn’t overly-confuse A-level students.

    In the meantime, while you’re waiting I thought it might be useful to put the text-heavy Part 1 into a more-visual form, via a simple PowerPoint Presentation, in case you find it easier to talk-and-teach students through this material.

    And who doesn’t?

    Social Context of Policing: Policing and Diversity

    Monday, September 24th, 2018

    An online Crime and Deviance learning module from the University of Portsmouth looking at various aspects of policing and diversity.

    It’s been a while since I last posted any crime modules from the University of Portsmouth, so I thought I’d remedy the omission by posting a few on the Social Context of Policing, starting with this one that covers various aspects of policing and diversity.

    The focus of the pages is on “the issues raised by policing diversity, both in terms of police relations with diverse communities and the question of diversity within the police organisation” and the module covers, among other things:

    • defining diversity (including age, gender and ethnicity)
    • prejudice and discrimination (including stereotyping and labelling),
    • theories of discrimination (Realistic Conflict Theory, Social Categorisation and Social Learning Theory)
    • institutional racism

    As with most of the modules, there’s a mix of information (short notes) and activities – with the latter, however, you need to check the links given in the text because the pages are a few years old now (circa 2012) and, this being the Internet, stuff that was once where it should be may not be there now…

    Rational Choice Theory | 1

    Sunday, September 23rd, 2018

    This first of two posts on Rational Choice Theory (RCT) provides an overview of a key New Right theory whose central argument about criminal rationality underpins a range of later Right Realist explanations for crime.

    Rational Choice Theory (RCT) is one of a group of theories – including Broken Windows and Routine Activities Theory – that applies ideas developed to explain economic behaviour – in particular the idea individuals are rational and self-interested – to the explanation of criminal behaviour. The theory reflects, as Wilson (1983) puts it, the idea that “some scholars, especially economists, believe that the decision to become a criminal can be explained in much the same way as we explain the decision to become a carpenter or to buy a car”.

    Gary Becker

    While ideas about individual self-interest and rational choices in economic behaviour are well-established, their application to crime and criminal motivations, initially through the work of economists such as Becker (1968), gives them a contemporary twist that can be outlined in the following way:

    1. Offenders are not qualitatively different to non-offenders

    There’s nothing in the sociological or psychological background of offenders that either causes or explains their offending. To take a simple example: while many poor, deprived, individuals commit crimes, many more from the same social background do not.

    A key concept here is agency: the idea people make choices about their behaviour that are neither determined nor necessarily influenced by their social and / or psychological backgrounds. Rather, choices are made in the context of particular situations – particularly the opportunities that are available for the commission of crimes.

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    Shortcuts to Crime and Deviance: Women and Crime

    Thursday, September 6th, 2018

    While the first film in the Gender and Crime series looked at the ideas of Gendering Crime (in every society males commit far more crimes than females) and masculinity as an explanation for greater male criminal involvement, this second film – once again built around interviews with Professor Sandra Walklate – focuses on women and crime (hence the title “Women and Crime”).

    The first part identifies some reasons for the increase in female crime and criminality over the past 25 years (albeit from a very low base. Historically women commit far fewer crimes than men so even a relatively small increase in female crime results in quite large percentage increases). These include:

    • Greater female freedoms
    • Binge drinking
    • Increased public domain participation

    • Changing criminal justice practices
    • Less judicial tolerance of female criminality
    • Economic and demographic changes.

    The second part looks briefly at the impact of 2nd wave feminist perspectives on criminology over the past 50 or so years, particularly in relation to issues of sexual and domestic violence. This part covers:

    • Patriarchy
    • Male power
    • Sexual and domestic violence
    • Empowering women
    • Hidden deviance
    • Expanding the criminological agenda.

    Shortcuts to Crime and Deviance: Gendering the Criminal

    Tuesday, September 4th, 2018

    Professor Sandra Walklate talks about the relationship between gender and crime and explains how and why masculinity offers a partial, but not necessarily sufficient, explanation for the over-representation of young men in the crime statistics.

    • Gender and crime
    • Masculinity

    • Femininity
    • Gender socialisation
    • Edgework (Lyng)
    • Cultural expectations of masculinity
    • Masculinity and the public domain
    • Opportunity and opportunity structures
    • Social construction of gender
    • Female “double punishment”
    • Masculinity and crime
    • Unpacking masculinity
    • Gangs and gang cultures

    The Crime and Deviance Channel

    Thursday, August 30th, 2018

    The Crime and Deviance Channel now offers a wide range of free Text, PowerPoint, Audio and Video resources organised into 5 categories:

    1. Theories
    2. Social Distribution
    3. Power and Control
    4. Globalisation
    5. Research Methods

    Each category contains a mix of content:

    Text materials range from complete pdf chapters to a variety of shorter “Update” materials (quizzes, research synopses, items “In the News”) related to key sociological theories, concepts, issues and methods.

    PowerPoint resources range from single slides designed as a high-impact visual background to the explanation of key theories and concepts, to complete Presentations that can be used to introduce or illuminate a particular general theme.

    Audio materials consist of 17 podcasts designed to provide background briefing material, talking points (comparing different theories for example), updates on new research and revision exercises.

    Video resources generally consist of short clips (currently around 30 separate films ranging in length from 1 to several minutes) designed to illustrate key concepts, introduce new research and researchers and stimulate classroom-based thinking and discussion.

    Even More Online Crime Modules

    Thursday, June 21st, 2018

    These online Crime and Deviance learning modules cover situational crime prevention, white-collar crime and hate crime.

    After a brief detour down the side road that is Research Methods we’re back on the main Crime and Deviance highway with a serendipitous (i.e. totally unrelated but I needed to make this post a bit longer so I could fit some screenshots into it) set of modules developed by the University of Portsmouth, presumably to allow their students to enjoy the freedom to not bother attending lectures that is online learning (only joking. I’m pretty sure Portsmouth students are as diligent and industrious as the students from any other Palace of Learning you might care to name).

    The three modules are as follows:

    1. Situational Crime Prevention
    • Prevention Strategies
    • Situational Crime prevention theory
    • Target hardening and removal
    • Removing inducements
    • Rule setting
    • Surveillance (formal and informal)
    • Criticism of Situational Crime Prevention

    If you fancy delving a little deeper into this general area, the Situational Crime Prevention materials I’ve previously posted might help.

    2. Fraud
    • Fraud and Criminology
    • White Collar Crime

    3. Hate Crime
    • Definitions
    • Hate Crime Laws
    • The case for and against Hate Crime laws

    The By-Now Obligatory Tech Note: Depending on the age and type of your browser, you may find there are a few display issues with the resources. These issues, however, have a couple of work-arounds that should allow you to see the resources:

    1. If the main information window doesn’t load correctly you may see a blank window with a menu to the left. If this happens try refreshing your browser and the main window should load correctly. Alternatively, click the on-screen arrow to close the menu, click it again to open it and select an option. This seems to refresh the main window correctly.

    2. If you see an “access denied” message in the main information window click the module title link to the right of the page navigation menu (First, Previous, Next, Last…). This takes you to a page where you have the option to “View This Resource”. Clicking this link should make everything work okay.

    The Dark Side of Family Life: Domestic Abuse

    Tuesday, June 19th, 2018

    The issue of domestic abuse has hit the headlines recently with the start of both the 2018 World Cup and not-uncoincidentally, a “Give Domestic Abuse the Red Card” campaign promoted by a range of police forces and widely-reported in both old and new media.

    The campaign highlights the relationship between domestic violence (defined in terms of some form of physical assault) and the outcome of England football matches and is intended to draw attention to the social problem of domestic violence by connecting it to an event on which the eyes of the nation are currently fixed.

    While the intention to may be laudable – domestic violence was arguably, until very recently, an “invisible crime” rarely perceived or investigated by the authorities as anything more than a “domestic dispute” – the campaign is, intentionally or otherwise, being a little disingenuous with its selection and presentation of evidence.

    While the campaign claim that “Domestic Abuse rates rise 38% when England lose” is demonstrably true, the implication this is a nationwide increase is rather more open to question. The claim seems to be based on research by Kirby, Francis and O’Flahery (2014) who analysed police reports of “domestic abuse” (which they defined in terms of physical violence) during the 2002, 2006 and 2010 World Cups.

    While the analysis did indeed show “violent incidents increased by 38% when England lost” we need to note a couple of qualifications:

    1. In what they acknowledge was “a relatively small study”, the rise was recorded in the one police force (Lancashire) they analysed. While it’s possible to speculate similar rises may have been recorded in other areas of the country this is not something supported by the evidence from this particular study.

    2. The implied casual relationship between “England losing” and an increase in male violence towards their partner is somewhat clouded by Kirby et al’s observation that male domestic abuse “also rose by 26% when England won”.

    Two further problematic areas in the campaign are also worth noting:

    1. The focus on male domestic abuse and the implication domestic violence is not only a “problem of masculinity” but a very particular form of working-class masculinity ignores the increasing evidence of female domestic abuse. The Office for National Statistics (2018) for example estimates a roughly 66% female – 33% male ratio of victimisation (1.2 million female and 713,000 male reported victims) and while this imbalance is clearly important it also suggests that abuse causality is more-complex than it might, at first sight, appear.

    2. The implication “abuse” is has only one dimension (physical violence). Again, the ONS (2018) suggests this is only one – albeit immediate and important – dimension of domestic abuse and we need to be aware of other, perhaps less immediate – dimensions.

    In this respect, while the campaign and its relationship to the study on which it seems to be based raise interesting questions about how and to what end sociological research is used, a more-nuanced way to develop student understanding of the issues and debates surrounding domestic abuse and the darker side of family life is to use the recent Office for National Statistics’ Research Bulletin on “Domestic Abuse in England and Wales” (2018).

    While this offers a comprehensive overview and analysis of the debate (in addition to useful observations about the reliability and validity of domestic abuse data that can be linked to the crime and deviance module – “Domestic abuse is often a hidden crime that is not reported to the police, which is why the estimated number of victims is much higher than the number of incidents and crimes recorded by the police. Of the cases which do come to the attention of the police, many, although still recorded as incidents and dealt with as required, will fall short of notifiable offences and are therefore not recorded as crimes.”) most students (and teachers come to that) will probably find the summary of its main points most accessible and memorable.

    More Crime and Deviance Pages

    Friday, June 15th, 2018

    Crime pages from the University of Portsmouth archive. This set provides notes and activities focused on theories of crime that are generally suitable for a-level sociology (and criminology) students.

    When I first started posting these crime resources I had to link directly to each page in a module because the menu that I was convinced bound everything neatly together was “missing” (in the sense “I couldn’t initially work out where it was hiding” rather than it having disappeared, never to be seen again).

    This, as you may have discovered, was a bit of a pain and not conducive to encouraging students to explore the pages on offer.

    I knew, however, there had to be a menu somewhere and that it was just a matter of finding it. And, after a bit of detective work, I did.

    At least for some of the individual chapters.

    While I still think there is an overall menu somewhere that provides easy access to all the materials in the complete “crime resource”, I haven’t been able to find it; so for now it’s a case of using the individual links for the various categories I have managed to find.

    The first batch of modules / pages linked here mainly relate to theories of crime and deviance (some of which I’ve already posted as individual pages, but since I can’t remember which I decided to post them all).

    (more…)

    Youth Subcultures: The Changing Face of Gangs

    Thursday, June 7th, 2018

    Unlike in the USA, where the study of “gangs” and “gang culture” – from “Street Corner Society” to “Gang Leader for A Day” – is firmly embedded in the sociological mainstream, the empirical study of UK gangs is fairly limited.

    This makes it all the more interesting that, over the past 10 years, Waltham Forest Council in London has been responsible for commissioning two major Reports into gang behaviour in the Borough (and beyond) that give a valuable insight into the sociological background to both gang origins (including definitions and typologies) and development: the claim gangs are moving away from relatively simple “status models” that focus on the idea of “surrogate families” to a more-complex economic model that sees gangs as part of an illegal network economy that both shadows and, at some points intersects with, legal economic behaviour.

    If you have the time the two Reports are worth reading for the different insights they give into gangs and gang behaviour:

    The first, John Pitts’ “Reluctant Gangsters: Youth Gangs in Waltham Forest (2007), has a lot of useful information on areas like:

    • Defining Gangs
    • Explaining how and why gangs emerge
    • Youth Gangs and the Drugs Market
    • Gang Members, Culture and Violence
    • The Social Impact of Gangs

    Throughout the Report Pitts’ references a wide range of sociological studies that will be familiar to students studying crime and deviance, something that should help them make connections between wider sociological theories of deviance and the specific development of gang-based youth subcultures.

    The second – Whittaker et. al’s “From Postcodes to Profit: How gangs have changed in Waltham Forest” (2018) – is equally worth a read because although it covers a lot of similar ground to Pitt’s initial work, its focus is less on the sociological origins of gangs and more on locating them in the social and economic structure of the area, in this case Waltham Forest, in which they arise and are embedded.

    Although Whittaker et al necessarily look at ideas about gang structures and membership, from definitions, through typologies to an important and interesting section on a relatively-neglected area, the role of girls in gangs, this material is largely a scene-setter for a wider debate about the evolution of gangs in this area of London. More-specifically, the author’s central argument is one that sees contemporary gangs, at least in London, developing into what are primarily economic entities: the section on “Gangs, technology and social media”, which looks at things like “brand development and promotion” is particularly interesting and demonstrates how various forms of new technology – from mobile hardware to platform software – have been rapidly adopted and integrated into gang cultures and structures. An interesting measure of this rapid integration is that Pitts’ said nothing about the gang use of social media a little over 10 years ago.

    While both Reports contain a lot of useful information relating to both wider areas like Crime and Deviance and more-specific areas like Youth Subcultures (and, as an added bonus, are both written in language that’s very accessible to A-level students), if you don’t have the time or inclination to read them, the recent publication of “From Postcodes to Profits” has spawned some useful media coverage that captures some of the major ideas contained within the Report. In this respect, it’s worth looking at:

    1. Waltham Forest Council publishes ground breaking report that shows how gangs are more money than territory orientated compared to a decade ago.

    2. London gangs driven by desire to profit from drug trade.

    3. Gangs: More violent, ruthless and organised than ever.

    Get Back The Heartbeat: A Film about Social Control

    Monday, June 4th, 2018

    Around 10 years ago I was contacted by a French film student asking permission to use something I’d written about social control as the basis for a Sociology lecture to be featured in a short film they were producing and directing.

    I’d forgotten all about it until I was rooting around in a bookcase looking for something I’d lost and came across the DVD.

    I remember being both taken aback and impressed by the film at the time and, on viewing it again after a gap of a few years, I still like what the director has done, both overall in terms of the look and feel of the film and, more specifically, in turning some simple a-level Sociology notes into something more brooding and menacing than anything I ever achieved during my 15 or so years in the classroom.

    Although this is a film about “social control”, I’m still not entirely sure about its actual meaning – although that, of course, could be the point if you subscribe to a Barthesean view of the world.

    The postmodernic layer of meaning-upon-meaning vibe is also enhanced by the fact that while, quantitatively, I wrote the spoken script, qualitatively, it was nothing to do with me: I played no part in its production save to provide the text that was then shaped and sculpted by the actual writer into the film you’re about to watch.

    Overall, the film’s a bit weird (and then some), but I like it for its striking visuals, black-and-white visualisation and the odd sensation of hearing what were essentially some rather dull lecture notes given a new and rather wonderful sense of being.

    Or something.

    Maybe I’m getting a little bit carried away by the whole French auteur thing?

    Three More GCSE Sociology Revision Guides

    Saturday, May 12th, 2018

    These revision guides were created for the WJEC exam board so if you don’t follow this Specification you need to be careful about the areas that might be included in your Specification that are not covered in these guides.

    And vice versa, of course. There’s not a great deal of point revising material from these guides if it doesn’t appear on the Specification you’re following. Even though education – like travel – may well broaden the mind, if you’re looking around the Internet for a GCSE sociology revision guide there’s a fair bet you’re not actually looking to do a great deal more than you actually have to…

    Keeping this very important caveat in mind, these resources hail from Corby Technical School and while there’s no named author they are dated 2017. This, somewhat unusually, makes them bang up-to-date at the time of posting.

    Even if you don’t teach WJEC there’s plenty of information here that you’ll probably find useful, whatever GCSE Specification you follow:

    Crime and deviance
    Family Life
    Society and the Individual

    Sociology and You: A Free Textbook

    Monday, April 30th, 2018

    This American High School textbook just scrapes into the “published in the 21st century” criterion I set myself for finding free, out-of-print sociology texts, but I’ve included it because although it’s obviously a little dated – at least in terms of content if not necessarily design – Sociology and You (2001) was probably one of the first to push at the boundaries of textbook design for “Grades 9 – 12”. This, by my calculations, means 15-18 year olds and if you’re wondering, as we probably all are, how this fits into the UK grading system I’d say the text equates to “high GCSE” / AS-level. But this is only a rough guess – there are bits that could fit into A2 – so if you want to use it with your students it’s probably a case of suck-it-and-see before you let them have copies.

    The book itself exhibits most of the features we now take for granted in contemporary textbooks: short bursts of text, lots of big colourful pictures, key terms identified and defined, tables, boxouts, short readings, simple assessments and white space.

    Lots and lots of white space.

    In other words, anyone familiar with UK A-level texts over the past few years will see this as very familiar territory.

    Except, of course, most of the examples and illustrations are drawn from North America. Which is okay if you’re North American (or are really into comparative sociology / North Americana) but not quite so brilliant if you live and study elsewhere.

    Keeping this in mind, if you decide to have a look at the text I’ve made it available it as either a complete textbook or by chapter. I’ve provided the latter option because there are some chapters, such as those on “Sport” or “Political and Economic Institutions”, you may not need or want: put bluntly, you’re probably not going to teach stuff that’s not on the A-level Spec.

    You can also use the chapter option to see if or how the text might fit with your teaching because, as I’ve noted, judging the level is a little problematic given differences in both the US and UK grade system and the skill levels each requires of its students at different ages.

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    An Open-Source Sociology Textbook

    Sunday, April 22nd, 2018

    A free (open-source) Sociology textbook (plus resources) that could be used to supplement your existing textbooks and classroom resources.

    While the idea of “open-source software” – programs created, modified and freely distributed to users who also contribute in various ways to their subsequent development – has long-been a feature of digital technology, it seems a little odd the concept hasn’t been applied to other areas, such as textbook publishing, given how easy it is to collaborate, design, publish and distribute books largely indistinguishable from those produced by professional publishers.

    Whatever the reason, the free textbook “Introduction to Sociology” – created and distributed by the OpenStax College and now in its 2nd edition – is the first sociology textbook I’ve come across organised around open-source principles (as opposed to simply being freely distributed by its author).

    What this means is that not only can you use the text as you would any other textbook (giving students individual digital or paper copies, for example, or integrating it into Canvas if you use this free LMS) you also have a wide range of format options, most of which (reading online, downloading to desktop, viewing on mobile devices) are free. If you really must have a properly bound copy this can be purchased for around £16 / $30.

    Once you get past the various viewing options you’ll find a textbook created by a number of different authors (all, I assume, employed by Rice University?) designed primarily as a primer for American undergraduates taking an introductory module in Sociology (“Sociology 101”). This level, from what I’ve read of the text, seems perfectly acceptable for A-level Sociology (which probably says something about either the American or the British education system).

    While you need to take into account both its target audience (most of the text, illustrations, examples and so forth reference American society – it is, in other words, pretty ethnocentric) and some of the preoccupations of American Sociology (a focus on areas like race and ethnicity, for example, that isn’t given such a central focus by A-level Sociology) the textbook covers areas that will be very familiar and useful to a-level sociologists. These include:

    • Culture and Socialisation
    • Family
    • Education
    • Health
    • Inequality
    • Religion
    • Deviance
    • Media

    Although most of these aren’t covered in any great depth – and you’ll find significant parts of UK Sociology Specifications aren’t addressed – there’s plenty of useful material here for a-level students and teachers. While it’s probably not going to replace your main sociology textbook it could be worth considering as an additional text to supplement the existing resources you use – particularly because of its portability across different devices.

    In addition, there are a number of Instructor and Student resources you can sign-up for. To access some – such as PowerPoint Presentations and the Test Bank – you need to register with a school / college email account, but the resources are free once you’ve registered.

    It’s also possible, even if you don’t want to contribute suggestions for future updates, to add “community resources” to support the text. While there’s not much available at the moment, one example of these resources is a series of short video lectures you may or may not find helpful.

    More Criminal Pages

    Sunday, March 25th, 2018

    If you’ve been following the saga of the crime resources put together by the University of Portsmouth you’ll know that when I first started posting these I had to link directly to each page in a set of resources because the menu that bound everything neatly together was “missing” (in the sense that “I couldn’t initially work out where it was hiding” rather than the sense of it having disappeared, never to be seen again). This, as you’ve probably discovered, was a bit of a pain.

    • For those of a non-technical disposition, or who couldn’t care less about such things, skip the next paragraph.

    • For those of a technical disposition, the site used a Frames set-up where a menu in one window used javascript to change the appearance of a second, related, window. Because each window has its own unique Url, this meant it was possible to address each page individually outside of the menu system. What should have been coded into the pages was an instruction that if the frameset was “broken” (i.e. an individual window within the frameset was directly addressed) this page should have been forced back into the original frameset. For some reason, the pages weren’t coded this way, hence the problems I encountered.

    Since I knew there must be a menu system somewhere it was just a matter of being able to find it and, after a bit of detective work, I did – at least for some of the individual chapters. I’m still convinced that “somewhere” there is a main menu that details all the materials in the complete resource and that, if I could find it, it would just mean posting a single link. However, since I haven’t found it I can’t, so if you want to review the following crime resources you’ll have to use the individual links.

    This is not as bad as it might sound, however, because each of the following categories includes a number of pages that a-level students should find useful. Although the resources don’t seem to have been designed for a-level, per se, they seem broadly fine for a-level sociology students.

    You may find some duplication with these resources and some of the other resources in this series that I’ve posted.

    This mean I either thought it might be useful to have all the related material in one place or I can’t remember what I’ve previously posted and can’t be bothered to check.

    How you interpret this probably says a lot more about you than it does about me…

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    Sociology Revision Booklets: 4. Crime and Deviance

    Thursday, March 22nd, 2018

    As you might expect, given its status as one of the most-popular a-level sociology options, when it comes to revision resources for crime and deviance both teachers and students are rather spoilt for choice.

    I’ve decided, therefore, to split this post into two parts (probably – there may be more): the first (this one) has a range of Word / Pdf resources aimed at students, while the second focuses on PowerPoint resources teachers are more-likely to find useful for delivering revision lessons.

    As ever, if you decide to use these resources you need to check:

    • the Specification: is it the one you’re following?
    • the date: has the Spec. you’re using been updated since these resources were created?
    • the content: even if you’re following a different Spec., there may well be a fair bit of information crossover which means revision material produced for one Spec. may still be useful in the context of another.

    Once you’re happy with this, I’ve found what I think are a number of useful revision resources:

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