2. Marxists argue that one of the structural causes of crime is that the capitalist system necessarily produces a "surplus army of laborers" (Robinson and Young). Yet, capitalists (define) are engaging in policies (define each) that are increasing the numbers of the structurally unemployed. Why are capitalists adding to this population? Trace how these policies have affected the Afro American population living in Chicago. According to Young (A Marxist Analysis of Crime) what three methods our presently being used to maximize the rate of profit for the capitalist class (i.e., what structural transformations of the capitalist economy are presently occurring) and how will they influence the rate of index crime? Presently, there is a tremendous degree of economic/income inequality in the United States. Outline this income/wealth disparity. In your answer, outline the historical changes in corporate profits versus the average weekly salary of the average American. Young goes on to argue that this surplus army of laborers forces workers to create parallel, non-capitalist systems of redistribution and survival cultures that can involve individuals engaging in index crimes--explain. For this structural explanation of crime, what is the role of "false needs?" Add Young, Bowles (Schooling and the Reproduction of Inequality) and Robinson arguments to Silberman and Sampson's to come up with an overall structural analysis of crime among the poor and blacks. Extend your argument and present a structural analysis for the cause(s) of white-collar crime.
3. What is racism and sexism? Define oppression. Why is racism inherently irrational? What is institutional racism? What causes individuals to become racists or sexists? Use Robinson and Silberman to historically trace the origin, institutionalization, and perpetuation of racism in the United States. Using the Silberman, Robinson, and the newspaper articles, outline the economic disparity between whites and blacks. Using these articles, explain why there is an economic difference between Afro-Americans and whites. What data did Silberman present to discount any argument that suggests that there is something inherent criminal among blacks to cause them to disproportionately engage in violent crimes? Combining the information in Silberman, Robinson, and Sampson explain why blacks disproportionately engage in index crimes. Why is racism a problem for both whites and blacks? Why is it quite unlikely that, in the near future, white males will change their racist and sexist attitudes and behaviors? What does Silberman mean when he states 'beware the day they change their minds?'
4. Using Robinson, Cohen, Bowles, Jarjoura, and the textbook, outline the complex relationship between schooling and crime. Make sure you include in your response answers to the following questions. Why does Cohen argue that lower class kids fail in school? Does Cohen argue that their failure results from inadequate schools or for some other reason? Does dropping out of school enhance or decrease an individual's likelihood of engaging in crime? Describe the historical development of the relationship between Afro-Americans and education. What does Bowles contribute to our understanding of the relationship between schooling and crime/poverty? (You must answer these questions. However, they do not constitute a complete answer to the relationship between crime and education. You must do this on your own.)
5. Based on class lectures, assigned readings, and the textbook establish the relationship between ineffective parenting, aggression and crime. Discuss the different dimensions of parenting (e.g., inadequate supervision, authoritarian parenting, power assertive parenting, etc.) and how each can contribute to crime. Include in your discussion the roles that antisocial disorders such as conduct and opposition defiant disorders may have in generating aggression and crime. What kind of parenting is most likely to produce children with these disorders? Discuss possible intervening mechanisms that occur between ineffective parenting and crime (e.g., aggressive attitudes and a hostile attributional bias) and why they may be related to crime. Describe a developmental model of crime as proposed by Patterson. List and give examples of the four kinds of child maltreatment (use the information on the web). Discuss the different dimensions of child maltreatment that are related to the severity of its outcome. Some researchers argue that any form of physical punishment is equal to abuse and that children who are physically abused end up with a shame based personality—explain. Discuss the different types of ego defense mechanisms that people employ to cover up their feelings of inadequacy. On the individual level, what do we learn when we are physically punished by our parents? Why do a significant percentage of the people who are physically punished, as children, become physical abusers of their own children? Thoroughly discuss the perspective presented by Alice Miller in her preface to the American Edition of her book For Your Own Good. What do researchers mean when they argue that use is equal to abuse and that all abused children are dis-couraged? What is the greatest fear that people have coming out of dysfunctional families—explain? Explain why people tend to reproduce their family of origin (the cycle of violence). Why do some parents who were abused as children not maltreat their own children (use the information on the web)? What factors may mitigate the negative consequences of child maltreatment? From a sociological perspective, critically analyze the Strauss argument that punishment alone has so much to do with the cause of index crimes. Use McCord's construct theory as part of your criticism and your other assigned readings. Include in your critique the concepts of race, class, and gender. Describe a healthy way to raise children that incorporates a developmental model, which may prevent them from engaging in crime.
