Ecology of Crime Flashcards
Where offenders live and what happens:
Chicago’s Zones/Shaw & Mckay (1931) - what did they find?
Crime patterns in Chicago fit into concentric zones.
Where offenders live and what happens:
Chicago’s Zones/Shaw & Mckay (1931) - what are the 5 zones?
Zone 1 - ‘central business district’
Zone 2 - ‘zone of transition’
Zone 3 - ‘working-class zone for independent workers’
Zone 4 - ‘better residences’
Zone 5 - ‘commuters zone’
Where offenders live and what happens:
Chicago’s Zones/Shaw & Mckay (1931) - what are concentric zones?
The different types of zones that traditional cities have.
Where offenders live and what happens:
What is the cycle of crime in zone 2 (‘zone of transition’)?
New people moved in
Successful people move out
More new people moved in
Called ‘social disorganisation’.
Where offenders live and what happens:
What is ‘cultural transmission’? (3)
In zone 2, crime becomes socially acceptable as it’s so common.
Results in more crime or ‘criminal careers’.
Crime becomes culture & generational.
Where offenders live and what happens:
Why does Sutherland & Cressey (1966) argue crime is found in zone 2? (6)
Through ‘differential association’ - learning by experience.
A child born in zone 2 can become criminal by:
Frequency of definition
Duration of message
Priority - critical points in development
Intensity - status of person giving the message
Where offenders live and what happens:
How do UK policies contribute to crime in zone 2?
Morris (1957) - govt housed ‘problem families’ together, creating criminal areas.
Baldwin & Bottom (1976) ‘tipping’ - as more families move in, moral families relied on for informal control move out.
Where offenders live and what happens:
How does disorder contribute to crime in zone 2?
(3)
3 main effects, according to Skogan (1990):
Loss of social control & bonds between people.
People stay home at night, so crime is easier to commit.
Law-abiding people move out.
Where offenders live and what happens:
How social capital contributes to crime in zone 2, according to Wilson (1996):
People in _______ areas form a small _________ group, distanced from ___________.
Creates less ________; these people _______ but don’t provide _____________ for ______ as they feel _________ from __________.
Crime is therefore _________ as they feel they can’t _______ it.
a) deprived, powerless, wider society
b) social control, interact, positive social models, youth, isolated, wider society
c) accepted, control
Where offenders live and what happens:
How collective efficacy contributes to crime in zone 2:
The more _______ a society, the more _______ in _____________.
Even in _______ areas, _____ can be solved with a ___________.
Areas with ____ levels of ___________ had lower _____ rates, regardless the level of ____________.
a) collective, effective, solving problems
b) deprived, crime, collective community
c) high, collective efficacy, crime, social interaction
Higher levels of crime where offenders live:
How do housing policies contribute to higher levels of crime where offenders live?
Housing problem-families together meant that, almost by definition, these areas become high-crime areas.
Lower levels of crime where offenders don’t live:
How do cognitive maps contribute to lower levels of crime where offenders don’t live?
We have cognitive maps of where we live - offenders are most likely to commit offences where opportunities link with ‘cognitively known’ areas as they know their way around there.
Lower levels of crime where offenders don’t live:
How does opportunity theory contribute to lower levels of crime where offenders don’t live?
How attractive & how accessible the target is?
Lower levels of crime where offenders don’t live:
ROUTINE ACTIVITIES contribute to this because crimes are likely to occur where _______ of ______/______ occur & where there’s _____ ways of ______ to prevent _______ from happening, eg where there’s no __________.
+ it depends on the ____ & what’s ________ at that _______.
a) activities
b) victims/offenders
c) little
d) control
e) offences
f) ‘capable guardian’
g) time
h) moment
Lower levels of crime where offenders don’t live:
SITUATIONAL CRIME PREVENTION contributes to this because it’s more ______ to make the _____ of committing crime ______ rather than _______ its __________, which is what situational crime prevention _________.
a) effective
b) ‘costs’
c) higher
d) studying
e) social causes
f) involves
