Juvenile Delinquency

Sociology 473/AJ 473

Fall 2001

Course Materials:

Shoemaker, Donald J. 2000. Theories of Delinquency: An Examination of Explanations of Delinquent Behavior, 4^th Edition. New York: Oxford University Press.

Weis, Joseph G., Robert D. Crutchfield, and George S. Bridges. 2001. Juvenile Delinquency: Readings, 2^nd Edition. Boston, MA: Pine Forge Press.

Other readings as assigned by the instructor.

Course Description:

The topic of juvenile delinquency is a broad one. Not only does this field of inquiry rely heavily on a rich tradition of multidisciplinary criminological theory, the policies and practices that have been invoked to deal with juvenile delinquents have also been many and diverse. For advanced undergraduate and graduate students to understand the concept of delinquency they must learn both the conceptual and the practical worlds of juvenile delinquents and the agencies created to deal with them. We will therefore spend the semester weaving our way through a variety of theoretical models and public policies, with an eye simultaneously trained on what we have done in the past, our justifications for these actions, and possibilities for the future. At the end of the semester, the following course objectives will be met by the students:

1) Students will recognize and describe the social context of juvenile delinquency;

2) Students will demonstrate an understanding of the major theoretical approaches to explaining juvenile delinquency;

3) Students will be able to extrapolate the policy implications and limitations of each theoretical perspective; and

4) Students will integrate theoretical and policy issues into their analyses of juvenile delinquency literature.

Undergraduate Course Requirements:

The points for this course will be divided as follows:

Reaction Papers (6 @ 25 pts.) = 150 points

Group Presentation = 75 points

Social Chart and Essay = 75 points

Policy Paper = 100 points

Policy Paper presentation = 25 points

Take Home Final Exam = 100 points

Classroom Participation = 50 points

TOTAL = 575 points

Reaction Papers: You will respond in writing to course materials throughout the semester. Each of these 2-3 page reaction papers should be an informed critique of the readings, lectures, discussion topics, or in-class presentations. Appropriate topics for reaction papers range from contrasting competing theoretical perspectives to evaluating the appropriateness of a policy within a theoretical framework to assessing a definitional issue that makes data collection problematic. In other words, any topic that is analytical, thoughtful, and utilizes course content will be considered acceptable. Each student will be required to distribute ONE of their reaction papers to the entire class at some point during the semester. The course schedule identifies 7 dates when reaction papers are due; however, you are only required to complete 6 reaction papers. If you complete all 7, your lowest grade will be dropped. All students are required to prepare a reaction paper to the topic of the full class debate: Should the Juvenile Justice system be abolished?

Group Presentation: Eight group presentation topics are identified in the course schedule. Students will each be assigned to a group and will be expected to coordinate (outside of class) a 45 minute presentation and discussion on the date scheduled. Group members have the following responsibilities:

1. Prepare a research-based presentation on the topic identified. The nature of the topics requires group members to go well beyond the course materials in the preparation for their presentation.

2. Include in this presentation multiple perspectives or arguments related to the topic. For instance, Topic #1 asks the age at which juveniles should be held accountable. Group members will need to discuss various perspectives when answering this question.

3. Clearly describe why this issue is important for the juvenile justice system. What policies have or could be created to respond to this issue?

4. Conclude the presentation with a clear recommendation regarding the topic. This does NOT mean that students must pick a side in the debate; rather, it means that students should consider themselves capable of advising professionals about the best course of action at the present time.

5. Identify for the class the relevant theoretical perspectives related to this topic. What theoretical basis supports your conclusions?

6. Involve the class in the discussion about the topic. This can be done in various ways, from a full-class discussion on questions developed by the presentation group, through a mock debate format, through role play, through small-group activities, etc. Group members are required to find strategies that will both inform and involve their fellow classmates in the discussion surrounding the topic. Creative strategies are encouraged.

7. Prepare a 1-2 page summary and bibliography (recommended readings only) of the presentation for distribution to the class.

8. Prepare for the instructor individual summaries of the presentation, including a complete bibliography.

Presentations will be graded on how well the group members meet all of the above expectations. 40% of the grade for this project will be a group grade; 60% will be based on individual effort.

Social Chart and Essay: Students, in groups, will develop interview guides designed to generate information from adults about their actions and influences as a juvenile. Class time will be allotted for an initial group discussion on the important elements of the interview guides but, after this meeting, all other coordination of the group will take place outside of class time. A group interview guide will be handed in on the date noted in the syllabus. Upon receiving approval of the interview guide from the instructor, students will individually interview one adult using the revised interview guide and, from this interview, develop a social chart of the influences on the individual's beliefs and behaviors as a juvenile and a 5 page paper relating the social chart to class materials. Late projects will lose 7 points per day. For extra credit, the group may decide to develop a summary paper (5 pgs. in length) that summarizes the findings from the group's interviews. This summary paper is in addition to the required individual social chart project.

This structured group activity will provide students with methodological experience in sociologically explaining juvenile delinquency. Note: Confidentiality rules will be maintained throughout this project.

Public Policy Paper: Your task for the public policy paper is to combine theory and practice and make an informed, research-based recommendation about juvenile delinquency. To do this, you will need to decide upon an issue related to juvenile delinquency that you believe could be addressed. This could be anything from how to study juveniles to where to incarcerate them to how to make their home lives less strained. Whatever the issue, spend 2-3 pages talking about the research that argues this is an issue for juveniles. Section 2 of your paper should clearly describe the theoretical foundation for your proposed policy. For instance, if your concern is peer pressure, you may want to utilize social control theory to advocate for the development of peer mentoring programs in elementary schools. In your paper you will need to describe the core propositions of social control theory and how they relate to the concept of peer pressure. Finally, you will present your policy recommendation, highlighting ways in which it will directly impact your issue. If this proposal has been tried and researched elsewhere, you should identify the evaluation research that has critiqued current attempts to do what you think needs to be done and how your policy proposal can improve these earlier attempts. Do NOT merely critique a current policy or practice; I expect you to make specific policy recommendations that can be BOTH theoretically and empirically validated. Your papers should be at least 10 pages in length and should contain a minimum of 10 academic citations. More detailed information about the policy papers will be distributed later in the semester.

Policy Paper Presentation: During the last two weeks of class you will be given 5 minutes to present your policy paper to the entire class. These presentations are necessarily brief- hence you should carefully prepare your remarks to stay within the allotted time and still present your key points. A 1 page abstract should be prepared for distribution to the class on the date of the presentation. Grading criteria will be distributed prior to the presentations.

Take Home Final Exam: The only exam in the course will be a comprehensive take home final that students will have one week to complete. This test will be a combination of short answer and long answer essay questions and will draw on material from both the book and in-class activities. Students should expect to complete the take home exam individually. Exams should be typed. I expect you to cite published work in your exam; hence you should attach a bibliography to your exam that uses the correct citation style. Those exams that are turned in without an accurate bibliography will lose up to 10 points from their exam grade. Those that are plagiarized will receive zero credit. Exams turned in after 2:50 p.m. on 12/12/2001 will not be accepted.

Classroom Participation: This course is set up to provide every student with many opportunities to discuss topics of their choosing, from in-class activities to out of class group meetings. In addition, I have scheduled class periods where students will take turns serving as class moderators and presenters. Participation during group activities, discussions and debates shows a minimum level of support for your fellow students and your instructor. Therefore, your grade for classroom participation (approximately 9% of the total grade for the course) will be based on both attendance and level and quality of participation. This does not mean you should dominate every discussion to receive credit. Consistent and cogent participation is expected from all students.

Extra Credit: Undergraduate students may choose to do ONE of the following extra credit activities:

1. They may complete the summary group paper for the Social Chart Project described above. The summary should contain a methodology section and be theoretically sound. Don't forget the bibliography! This exercise is worth up to 25 points.

2. They may work singly or in a group to complete one data analysis exercise from the Weis et al. text. I will not provide class time to discuss these exercises nor to teach students how to use SPSS, but students may come see me during my office hours if they are interested in this option. The Sociology department computer lab has SPSS stations available for use by undergraduate students. This project is worth up to 50 points.

Graduate Student Course Requirements:

Graduate students taking Soc 473/AJ 473 are required to complete all of the undergraduate assignments (with a few modifications, noted below) and one additional assignment.

Additional Graduate Student Course Requirements: Data Analysis Exercise: Graduate students are required to individually either complete ONE of the data analysis exercises (the "On Your Own" assignment) from the Weis et al. text. or to use the data included with the Weis et al. text to answer a simple research question of your own choosing related to course materials. The research topic must be approved by the instructor beforehand. The result should be a 5-7 page summary of your research project, your findings, and your conclusions. This assignment is worth 75 points and is due December 7, 2001.

Modifications to Undergraduate Course Requirements:

Social Chart and Essay Modification: Graduate students should treat the interviewing process as an attempt to practice their qualitative data collection skills. Hence, graduate students will be required to complete 3 interviews rather than 1 interview, and to tape record the interviews, transcribe them, and to use a qualitative data analysis software program such as N*U*D*I*S*T or an established non-computerized method of qualitative data analysis to analyze their results. As part of their group project, only ONE of these interviews needs to be shared with the group but all 3 should be incorporated into their individual paper. Because of the expanded duties associated with this assignment, graduate students may earn up to 100 points for this assignment.

Policy Paper Modifications: Graduate students may choose to write a grant proposal to seek funding to evaluate a juvenile justice policy instead of the policy paper required for undergraduate students. If graduate students choose this option they should seek out potential funding sources and write the research paper according to the guidelines of the funding agency.

Readings/Final Exam: Graduate students should be reading beyond the course materials throughout the semester. Periodically I will give you suggested readings, but feel free to incorporate into your reading list classic and contemporary literature that appeals to you. At the end of the semester 1-2 page summaries of a minimum of 5 additional readings may be substituted for the final take home exam. The reading list created by the student to substitute for the final exam must be approved by the instructor prior to the substitution. Each summary will be worth up to 20% of the final take home exam grade.

Course Basics:

Final Grades: Final grades for undergraduates are determined by combining all points earned and referring to the following scale:

Incompletes: Grades of incomplete will be solely at the discretion of the instructor.

Cheating/Academic Dishonesty: COLLEGE AND UNIVERSITY REGULATIONS REGARDING PLAGIARISM AND OTHER FORMS OF ACADEMIC DISHONESTY WILL BE UPHELD IN THIS COURSE. If you are not familiar with the definitions and consequences of cheating or with your rights, refer to your Student Handbook or see an academic advisor.

Make-ups: In-class activities, including presentations, can not be made up. Late papers and lose 10% of their value each day they are late.

Course Schedule and Chapter Reading Assignments

S= Shoemaker; W= Weis et al.

Date Topic Assignment Assigned Reading

Aug. 20 Introduction

22 Defining Adolescence

24 Cont.

27 Defining Delinquency S: Ch. 1; W: pp. 3-54, 89-103

29 Cont. Reaction Paper #1 due

31 Cont. Social Chart Group meeting

Sept. 3 LABOR DAY VACATION

5 Classical Theory S: Ch. 2; W: pp. 189-191

7 Presentation #1: At what age should juveniles be held responsible for their behaviors?

10 Biological theories of delinquency S: Ch. 3

12 Psychological theories of delinquency Reaction Paper #2 due S: Ch. 4; W: pp. 192-228

14 Cont.

17 Presentation #2: Can, and should, potential delinquents be identified at an early age?

19 Anomie and Strain Interview Guides due S: Ch. 5; W: pp. 320-353

21 Cont.

24 Social Disorganization W: pp. 104-123; 157-167; 229-266

26 Cont. Reaction Paper #3 due

28 Presentation #3: To what extent do macro social factors explain involvement in delinquency?

Oct. 1 Subcultural theories of delinquency S: Ch. 6; W: pp. 135-148; 267-289

3 Cont.

5 Presentation #4: How important is peer pressure in understanding delinquency?

8 Learning delinquency S: Ch. 7; W: pp. 149-156; 290-319

10 Cont. Reaction Paper #4 due

12 Presentation #5: Should we restrict youth access to violent or suggestive media?

Oct. 15 Control theories of delinquency S: Ch. 8; W: pp. 124-130; 354-424

17 Cont.

19 Presentation #6: Should parents be held liable for the behaviors of their children?

22 Labeling and Radical theory S: Ch. 9, 10; W: pp. 131-134; 425-454

24 Cont. Reaction Paper #5 due

26 Presentation #7: What rights of privacy should juveniles have?

October 29-November 2 FALL BREAK

Nov. 5 Social Chart Discussion Social Chart and Essay due

7 No Class Library Research

9 No Class Library Research

12 Female Delinquency S: Ch. 11

14 Cont. Reaction Paper #6 due

16 Presentation #8: Should female delinquents be treated differently than male delinquents within the juvenile justice system?

19 Integrative theories of delinquency S: Ch. 12

21 Full Class Debate: Reaction Paper #7 due (required) W: pp. 489-559; 588-614

Should the Juvenile Court be abolished?

23 THANKSGIVING VACATION

26 Integrative theories, cont. POLICY PAPERS DUE

28 Juvenile Justice policy Policy Paper presentations

30 Cont. Presentations

Dec. 3 Cont. Presentations; Take Home Final Exam Distributed

5 Cont. Presentations

7 Course Synopsis and Review Presentations, if necessary

Wednesday, December 12, 12:50-2:50 p.m. Presentations, if necessary; FINAL EXAM due 2:50 p.m.