Crime,Politics, and Punishment: Criminological Research for Political Sociologists

As a sociologist studying the intersection of crime, punishment, and politics, it is often surprising to me how many aspects of political sociology and the study of crime and punishment overlap, and yet, there is often limited cross‐fertilization of the two fields. For the sake of brevity in this discussion, I refer to those who study crime, deviance, law, criminal justice, and punishment as criminologists. My goal is to provide an extremely brief “primer” on criminology for political sociologists, in the hopes that a short reading of some issues and research in criminology may stimulate additional theorizing and research, as has so often happened when I have read political sociological work. To do this, I begin with a brief discussion of overlaps in political sociological and criminological perspectives. Following this, I highlight some examples of criminological research which incorporates politics, and would likely interest political sociologists, Then, I highlight a hot button issue in criminology – sex offenses – and suggest some ways that political sociologists could examine recent legislation on sex offenders and conclude with brief discussions of a few additional areas of overlap for the two disciplines.     

Comprehensive assessment of youth violence in five Caribbean countries: Gender and age differences

Differences in gender and age have been established in the context of crime, violence, and prevalence of risk and protective factors. These studies are often notable only in the Western Hemisphere. Despite growth in crime and violence in the Caribbean Community (CARICOM), relatively little understanding of violence in CARICOM member states exists. In light of these concerns, the major purposes of this study include: (1) comprehensively assessing the scope of the four behaviors (i.e., engagement, victimization, witness, and report) in relation to violence and youth’s perceptions of risk and protective factors in family and school domains, and (2) examining how they differ by youth’s gender and age. This study draws on assessment data on youth violence in five CARICOM Member States: Antigua and Barbuda, St. Kitts and Nevis, St. Lucia, Jamaica, and Trinidad and Tobago using a completed 51-item quantitative questionnaire from approximately 512 students. The results suggest that violence engagement, victimization, witness, and report significantly differed by gender and age. Male students were more likely to engage in violence, but less likely to report such violence to adults. Similarly, older students reported that they were more likely to engage in and witness violence. For risk and protective factors, female students reported significantly higher scores on domestic violence, whereas male students had higher scores on the access to drugs/weapons. Older students also tended to report higher levels of some school risk factors and lower levels of some protective factors in both family and school.     

“It’s not rocket science!“: High school sociology teachers’ conceptions of sociology

Since academic sociology’s birth in this country, sociologists have not been shy about publicly praising and ridiculing the discipline. Though sociologists have been the primary participants in the seemingly endless debates about sociology’s proper subject matter, methods, and purpose, there is another group that has also struggled over the past 95 years to formulate a conception of the discipline—high school sociology teachers. At this point, we know virtually nothing about what the thousands of high school teachers who offer sociology each year, actually think about the discipline. This paper uses questionnaire and interview data collected from high school sociology teachers to examine their thoughts on four topics: (1) sociology’s strengths, (2) its weaknesses, (3) whether high school students are capable of understanding the discipline, and (4) appropriate course objectives. The results indicate that high school teachers view sociology quite differently from academic sociologists, and that their conceptions are based primarily on “textbook sociology.” I conclude by discussing the far-reaching implications of teachers’ current thinking about the discipline. I wish to thank Larry nichols for offering helpful comments on an earliar draft of this paper.     

‘Green‐Collar Crime’: Environmental Crime and Justice in the Sociological Perspective

One of the more neglected areas of research in the field of criminology are the crimes committed by ‘white collar’ offenders. An even more understudied area is the corporate crimes that are committed against the environment for profit. Despite this dearth of research, there have been several sociologically significant examinations into some of the more serious environmental crimes committed over the last three decades. While some of this research is theoretically underdeveloped, more recent studies have attempted to develop a coherent framework to study environmental crime. By linking and synthesizing two literatures in both white‐collar criminology and environmental justice, sociologists have begun to develop a framework for examining ‘green crimes’, the motivations, opportunity context, victimology, and enforcement issues. This article will be a survey of these studies and development literature along with some typological and definitional issues relevant to the subfield. This aims to map where criminology has been in the sub‐field of environmental crime and provides directions for where future research should be headed.     

Fragmented to Death: The Study of Violence and the Utility of Criminology

This essay examines the current state of the field of criminology and argues that by under‐representing corporate violence, over‐representing street crime, and not often addressing political crime, criminology as a field is doing a disservice to our students. Further, the study of group violence and “new wars” could be enriched by the viewpoint of sociologists and criminologists.     

Youth (and) Violence

Youth violence is a major concern. Everyday the news and entertainment media feeds the public a fresh supply of school shootings, stabbings at house parties and random gun violence involving young people. These narratives do not just entertain, they fundamentally alter our existence. But, should they? Are our fears warranted? This essay considers how youth violence shapes our ontology, that is, the way we view and interact with our world. Towards this end, I examine the prevalence of violence in North American society. However, before sliding into this discussion, I highlight the nuances involved in asking the question, ‘what is violence’? Next, I ask what is the aetiology or ‘causes’ of violence? This section surveys a variety of experts on the subject including: Freud, sociologists, criminologists and philosophers. I conclude by suggesting that violence is irreverent and to begin an exegesis requires that we, all of us, avow all life.     

Law,campus policy,social movements,and sexual violence: Where do we stand in the #MeToo movement?

In the last 8 years, activist pressure has increased attention to sexual violence at universities. Most recently, the #MeToo movement has widened the conversation about sexual violence. This increased public attention has coincided with changes in federal guidelines, state laws, and campus policies on sexual violence as well as social movement activity by survivor‐activists and emerging counter‐movements. I argue that sociologists—specifically researchers who study gender and/or law and society—are uniquely situated to contribute to the study of sexual violence on campus. I synthesize a growing sociological and interdisciplinary literature on sexual violence—legal changes, policy effects, and social movement struggles—in order to advocate that sociologists study laws, campus policies, and social movements simultaneously.     

Domestic Violence,Children's Agency and Mother–Child Relationships: Towards a More Advanced Model

Although domestic violence research increasingly recognises children's agency, this awareness has not extended to our understanding of children's relationships with their abused mothers. Findings suggesting that some children actively support their mother, and encourage her to leave the perpetrator, have been consistently under‐discussed. This article argues that the model of parent–child relationships used by most domestic violence research sees children as passive and contributes to mother‐blaming discourses. Analysing key quantitative and qualitative research, I suggest that a more sophisticated model of parent–child relationships is needed to understand how children's agency affects them, their mothers and the domestic violence situation.     

A figurational approach to understanding school climate and peer harassment: Possibilities from Norbert Elias’s work

Although psychological approaches have been the mainstay of scholarly research on school climate, offering state-of-the-art measurements and methodologies, sociological perspectives remain essential perspectives because violence is essentially a social phenomenon. This paper offers a theoretical consideration of contributions to this field, focusing specifically on those that provide a critical historical lens. I suggest that while Foucault's approach to the disciplining of docile bodies and self-restraint offers crucial conceptual tools, Norbert Elias's work—which is scarce in scholarly research on school climate—provides a complementary but necessary framework for understanding emotional and relational aspects of peer harassment.     

A Sociological Overview of Cortisol as a Biomarker of Response to the Social Environment

Cortisol is a stress hormone that is reactive to social stress and thus should be of use to sociologists interested in understanding specific processes related to the broad category of “threats to the social self”. In this paper I use cortisol as a case study to explore the utility of biomarkers for elucidating the relationship between the social environment and human biology. I focus on cortisol because it is a stress hormone that reacts in particular to social stress, and therefore could be of special interest to sociologists. I first discuss the relationship between the social environment and cortisol response. Then I briefly review sociological literature that uses cortisol as a measure. Finally, I provide an overview of how to use cortisol in research projects. This overview addresses some of the basic questions that are typically asked by social scientists who are considering taking cortisol measures in their own work.     

The sociology of intellectuals in the 20th and 21st century

Sociologists have treated intellectuals and their ideas for a long time as mere products of external social structures. Recently, however, researchers shifted their focus to cultural explanations, appreciating more fully the role cultural structures play in shaping their biographical trajectories and success. At the same time, I argue that these theories do not fully integrate the insight of performance theories and focus usually on textual self‐presentation of intellectuals. Although such an approach is valuable, I propose that sociologists should pay attention also to the processes of meaning‐making that make up intellectual appeal on stage. In the second part of the paper, I argue that the sociology of intellectuals has been for too long obsessed with questions of success and prestige, and I propose that sociologists should shift their attention to the underappreciated and marginalised among intellectuals.     

‘What about the boys?’: schooling,class and crisis masculinity

Currently there is growing professional concern in education about 'boys' schooling underachievement'. At the same time, popular representations are emerging in the media that position boys as the new victims of institutional gender discrimination. Implicit in these accounts is the notion of fixed gender categories for girls and boys that are in the process of changing. In contrast, recent feminist research on schooling has shown the limits of earlier sex role models of socialisation, that operated with fixed gender images of male and female pupils. It is suggested in this paper that there is a need to draw upon this literature, in order to develop a more sophisticated framework of male identity formation at a school level. The emerging thesis of 'boys' underachievement' needs to be located within this framework, that suggests that schools make available a range of femininities and masculinities that young people come to occupy. This paper focuses upon an exploration of the cultural production of white working-class male students. More specifically there is a critical examination of a crisis masculinity experienced by specific sectors of young working class men, who are low academic achievers and have little prospect of future work. Of particular concern here is that new models of school masculinity are being constructed at a time of retreat from social class analysis in critical accounts of schooling.     

Cultural capital or relative risk aversion? Two mechanisms for educational inequality compared1

In this paper we empirically examined two explanatory mechanisms for educational inequality: cultural reproduction and relative risk aversion, using survey data taken from secondary school pupils in Amsterdam. Cultural reproduction theory seeks to explain class variations in schooling by cultural differences between social classes. Relative risk aversion theory argues that educational inequalities can be understood by between-class variation in the necessity of pursuing education at branching points in order to avoid downward mobility. We showed that class variations in early demonstrated ability are for a substantial part cultural: cultural capital - measured by parental involvement in highbrow culture - affected school performance at the primary and secondary level. However, relative risk aversion - operationalized by being concerned with downward mobility - strongly affects schooling ambitions, whereas cultural capital had no effect. Thus, we conclude that 'primary effects' of social origin on schooling outcomes are manifested through cultural capital and not through relative risk aversion (in addition to other potential sources of class variations such as genetics). Relative risk aversion, and not cultural capital, affects schooling ambitions, which is relevant for our understanding of secondary effects.     

Educating for difference in a Romany community in Spain: an exercise in integration

The marginalization of the Romany community in Spain, as elsewhere in the world, has its roots in a centuries‐old history of ethnic segregation. In response, the Romany community has come to feel intimidated and rejected. This has led to the establishment of communities on the outskirts of cities, generally with very poor living standards. In this paper I shall describe the social integration process of Romanies in one particular state school, presenting ethnographic information gathered in the course of fieldwork carried out within a project funded by the European Union on disruptive behaviour in contemporary schooling. A key focus in the project was the creation of a safe learning environment in schools, a matter of concern for all involved in education. Using participant observation and in‐depth interviews I was able to gather abundant ethnographic information on the school relating to the perceptions of students, families and teachers. Where informative, I also relate our findings to the existing anthropological literature on cultural differences and schooling.     

Why we should think some more. A response to ‘When you’re boxing you don’t think so much’: pugilism,transitional masculinities and criminal desistance among young Danish gang members

This paper forms part of a discussion with scholars working in the field of criminology and youth crime, in particular those who are interested in sport, gender, and desistance from violence. Furthermore, this paper challenges previous work into the sport of boxing and desistance from violence, and therefore argues for a more nuanced approach, by incorporating more feminist epistemologies, and inclusive masculinities into this complex phenomenon. Drawing upon contemporary research, this paper discusses prior literature on sport and desistance from violence, and further develops the concept of sport as a tool for reduction in violent youth crime.     

Schooling youth (sub)cultures in East Asian education: the case of high school rock in Taiwan

Over the past few years, some articles in this journal began to propose avenues of inquiry that would go beyond the long lasting subculture/post-subculture debate. This article aims to contribute to this emerging literature through examining the semi-independent role of ‘schooling’ in shaping specific patterns of youth (sub)cultural participation with specific reference to the role of high school rock music in Taiwan. I analyse how certain schooling structures and institutions – such as academic ranking and exams – frame the way students engage in their rock activities, and how this facilitates the popularity of heavy metal rock and the replication of exam culture in students’ rock subculture. Extending Shildrick and Macdonald’s use of the term ‘leisure career’, I suggest that an in-depth analysis of the interplay between young people’s ‘educational career’ and their focused leisure activities can be useful in understanding how specific patterns of decision making shape young students’ everyday culture and contribute to the distinctiveness of their subcultural participation.     

Media/Crime/Millennium: Where Are We Now? A Reflective Review of Research and Theory Directions in the 21st Century

This paper aims to provide a reflective – and selective – review of key developments in media and crime research and theory from the vantage point of the new century. Writing primarily as a criminologist, though with a background in sociological theory and research, information studies, and cultural analysis, I will seek to identify some of the turning points and questions that emerge from what is a recently rejuvenated and expanding field. For the last decade media/crime research has been able to draw on an exciting array of multi‐disciplinary sources of inspiration in a way that has not happened before, and suggests new – intellectually complex – challenges for future work.     

EDUCATIONAL AND WORK STRATEGIES FROM ADOLESCENCE TO EARLY ADULTHOOD: CONSEQUENCES FOR EDUCATIONAL ATTAINMENT

Whereas sociologists have long recognized that adolescence marks the start of the socioeconomic career, the importance of this period has been attributed to school performance, aspirations, and significant others' influence that support educational attainment to a greater or lesser degree. The underlying premise of this study is that adolescent work is an expression of instrumental action with consequences for socioeconomic attainment. Using data from the Youth Development Study, we find that part-time work during high school is linked with patterns of schooling and working that persist during the succeeding years and are more or less conducive to the receipt of a BA/BS degree. Moderate work coupled with school appears to especially facilitate the educational attainment of low promise youth.     

Sociology,the public sphere,and modern government: a challenge to the dominance of Habermas

There is an unfortunate tendency within some branches of sociology – particularly those usually called ‘critical’, that is, those associated with ‘critical social theory’– to treat with disdain the understanding of the public sphere that many modern governments use daily in making and implementing public policy. The majority of sociologists in those branches seem to prefer, as part and parcel of their normative commitments, Jürgen Habermas's Kantian understanding of the public sphere, which focuses primarily on reason and morality and insists that these two forces are of a higher order than politics and law. This paper offers a set of criticisms of the Habermas–Kant understanding, arguing that its focus on reason and morality, were it to become more widespread, would steer sociology into public policy irrelevance. The paper goes on to describe a very different understanding of the public sphere, a politico‐legal or civil‐peace understanding which operates as the public policy focus of those governments that have relegated questions of salvation (whether religious or ideological) to the private sphere. This understanding emerged from early modern attempts to carve out a domain of relative freedom and security against the deadly violence of religious disputation sweeping across Europe. The paper readily acknowledges that some ‘non‐critical’ branches of sociology already employ a version of this understanding.     

Religion,Age, and Crime: Do Religious Traditions Differentially Impact Juvenile Versus Adult Violence?

A growing body of empirical research demonstrates that the relative presence of religious adherents at the community-level has important relationships with rates of crime and violence. Less understood is how adherence to specific religious traditions (e.g., evangelical Protestant, Catholic, mainline Protestant) is associated with rates of crime, especially across particular age groups toward which religious traditions devote varying degrees of structural and cultural resources. Using data from the Religious Congregations and Membership Survey and age-specific arrest data from the Uniform Crime Reporting program in 2010, the current study finds that the impact of religious adherence on crime varies by religious tradition and across juvenile versus adult crime. Specifically, evangelical Protestant adherence is negatively associated with juvenile but not adult violence, while Catholic adherence is associated with reduced adult but not juvenile violence, net of controls. Implications for research on religious contexts and crime, as well as policy, are discussed.