Durkheim’s definition of anomie pertained to a condition of relative normlessness in a society or social group. Anomie refers to the mental state of a person who has abandoned all social ties and has no standards, sense of continuity, or sense of obligation. People may believe that their demands are unmet by community leaders, that there is no order in society, and that goals are not being achieved. They could also feel hopeless and believe that their friends are unreliable providers of assistance. The reasons for anomie, or normlessness, were explored by American sociologist Robert K. Merton, who found that persons who have no viable ways of fulfilling their objectives are most likely to experience it. If institutionalized measures, those acceptable by the rules of society fail, unlawful means may be adopted because the goals may become so vital. An increase in the focus placed on outcomes rather than methods stresses the regulatory system, which results in anomie. The pressure would lead many people to violate social standards, for instance, if a society compelled its members to amass riches but provided them with insufficient resources to do so. The desire for personal gain and the fear of punishment would serve as the only regulatory mechanisms. Thus, social behavior would become erratic.
Welcome to Week 10! Meeting at FH-507 on 11/8
Dear students,
The second exam is behind us. I will grade it shortly.
We are in Week 10 of the semester, and the topic for this week is the Social Disorganization Theory which was developed by scholars at the Chicago School. The focus of this theory is on the neighborhoods and communities, rather than persons. Learn all about Social Disorganization Theory in Week 10 unit.
On Tuesday, we are meeting in FH-507 to work on Step 7 (and any other steps you are missing).
Exam 2 is behind us, and I will grade it shortly. If you are missing either one of the short assignments, please don’t hesitate to get in touch with me for help. I have my office hours today and on Tuesday/Thursday.
I will have my regular office hours today at 1 pm and on Tuesday/Thursday, from 9:45 am to 10:45 am. These days, I am available on ZOOM: https://bmcc-cuny.zoom.us/j/3772687009
I can also meet with you via ZOOM by appointment.
WEEK 10 (11/7 to 11/13): Chicago School of Criminology and Social Disorganization Theory
Week 10 Lecture Overview
This week we will focus on the Chicago School of Criminology. This theoretical branch focuses on understanding how neighborhood-level variables are connected to crime rates. We will review the work of Burgess and Park and their concentric zones map, as well as the seminal work of Shaw and McKay. We will also review more contemporary approaches to studying social disorganization.
Learning Objectives
By the end of this week, you will be able to:
- Describe how the model presented by Chicago theorists explains the development of cities and the causes of crime in varying regions of a city.
- Discuss Shaw and McKay’s theory of social disorganization.
- Evaluate policies that have come from the Chicago/social-disorganization theories of crime.
Workflow
Reading
Chapter 4 in Tierney, John. Key Perspectives in Criminology, McGraw-Hill Education, 2009. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/bmcc/detail.action?docID=480635.
Get the chapter here.
Key_Perspectives_in_Criminology_-_4_Chicago_School-1Videos
A longer documentary on one of the largest housing projects in the U.S. – The Pruitt-Igoe Project (use BMCC email credentials to sign up for this free video service): https://bmcccuny.kanopy.com/video/pruitt-igoe-myth-0
PowerPoint
step 6 Anthony Vazquez
https://docs.google.com/spreadsheets/d/1oWyVr2_iOaFTHRHgyfSOXAm4NtKAYScotK6SWkQlbqA/edit?usp=sharing
What stood out to me more on the data i have collected theres been a big decline from 2006 to 2020 of property crime and serious crime but then theres been a big increase of property crime and serious crime in 2021. this ties in with how people commit crimes throughout the years within a high population of hispanics.
STEP SEVEN: GRAPHS & TABLES
GRAPHS & TABLES (DUE DATE 11/17)
Once the data are imported into Google Sheets, you will need to analyze them. The training on how to use Google Sheets will be provided during class in a computer lab. Subsequent training will be offered by appointment.
You will begin to analyze a particular aspect of the data that has been collected. To analyze our data, we will start by summarizing our data using descriptive statistics. You will then explore the relationships between the two variables that interest you (from your research question and hypothesis). This will be represented in tables that include raw and percentage data. Together we will learn to create tables and charts in Google Sheets that can help us display the data related to our research questions of interest. Each student will then compile these tables and charts into an OpenLab post.
For example, you will show a Line Graph of a chosen crime ( homicide, for example) in your neighborhood, and rates for this crime at the state, and the national level for the past 10 years. You will also calculate percentage change for your picked crime comparing such percentage change in your neighborhood.
Here is how to create a line graph in Google Sheets:
Make a time series graph in google sheets
Here is how to calculate percentage change in Google Sheets: Percentage, Percent Change, Percent Increase, Percent of Total Formulas – Google Sheets Tutorial
Here is how to calculate rate per 100,000 for a chosen crime: Crime Rate = Total Crime / Population *100,000 [use population from Step 6]
Your analysis post will include:
- reflections on your tables (How does your pivot/bivariate table help you to both answer your research question and present your research findings?)
- reflections on your line graph (How does the graph help you to answer and present your research question and findings?);
- Reflection on crime trends in your chosen crime at the local, state and national levels.
- Reflection how the chosen crime (homicide, for example) increased or decreased as a percentage of all violent/property crimes.
- Was your hypothesis supported? Why do you think it was/wasn’t so?
Example of Line Graph of Homicide As Related to All Violent Crime (using Newark NJ Summary Crime Data from FBI) (the chart is linked to data in Google Sheets)
Examples of Line Charts (Crime Data from FBI) (the chart is linked to data in Google Sheets).
Example of a Line Chart Comparing State and National Homicide Rates (the chart is linked to data in Google Sheets).
Share your analysis in the OpenLab and write a short post reflecting on the bullet points above. Offer feedback to at least two of your classmates’ reflections.
Google Doc, 11/1
Step 6
https://docs.google.com/spreadsheets/d/1FPbg1Qearzh EBHRJVPCrmqWK8VrvXWj/edit#gid=1784174845
I was most definitely surprised by some of the data points, mainly 2019’s black population percentage (60.2%) and the single-person household percentage (27.3%). It also surprised me that the foreign-born population of my area was nearly forty percent (39.9%). Regarding the DARE project overall, I feel that these three data points may align with one another when it comes to rising rates of larceny-theft crimes.
Welcome to Week 9!
Dear students,
We are in Week 9 of this online Criminology course. This week we will start with the major branch of sociological theories on crime – the theories of Anomie and Strain. Make sure to study the materials in Week 9 folder.
Exam 2 will be posted on Blackboard this week, on Thursday, November 3rd. It will follow the Exam 1 format. You have until Sunday, November 6th to complete it.
There are a number of students who are missing Steps’ assignments. Please get in touch with me as soon as possible so I can help you submit these assignments. Step 7 is on your heels, so there is no time to waste.
I will have my regular office hours today at 1 pm and on Tuesday/Thursday, from 9:45 am to 10:45 am. On both in-office days, I am available on ZOOM: https://bmcc-cuny.zoom.us/j/3772687009
I can also meet with you via ZOOM by appointment at other mutually convenient times.
Step 6 Yuhai
WEEK 9 (10/31 to 11/06): Theories of Strain and Anomie Durkheim, Merton and Agnew
Lesson Overview
This week we are introduced to the mainstream sociological approaches to understanding crime. We start with Durkheim’s anomie theory, which postulated that social changes and the feeling of normlessness in society were linked to crime. Merton expanded on this concept through the strain theory, which stated crime was a result of discrepancies between societal goals and the means to achieve those goals. Agnew expanded the theory further in developing the General Strain Theory, stating that the anger or frustration that resulted from negative relationships or experiences led to criminality.
Learning Outcomes
- Identify Émile Durkheim’s contributions to understanding social changes and anomie.
- Explain why Robert K. Merton’s theory of strain become popular when it did, as well as how his conceptualization of “anomie” differed from Durkheim’s.
- Discuss how Robert Agnew’s proposed model of general strain added more sources of strain to Merton’s original framework.
- Identify some ways the various models of strain theory have informed the making of policies intended to reduce criminality.
Workflow
Readings:
1. Anomie. Brittanica – https://www.britannica.com/topic/anomie
2. Chapter 3: Anomie. In Tierney, John. Key Perspectives in Criminology, McGraw-Hill Education, 2009. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/bmcc/detail.action?docID= 480635
Download the chapter here.
Key_Perspectives_in_Criminology_-_3_Anomie_Theory