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CC200 Youth Justice > Girl Offenders > Flashcards

Girl Offenders Flashcards

1
Q

What is the stereotype with “bad girls” and “bad boys”?

A

Bad girls have sex and engage in “promiscuity” and the boys misbehave, threat to public order.

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2
Q

What did early criminologist assumed about girl offenders?

A

They assumed girl offenders were rare and it’s connected to sexuality.

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3
Q

What is a misrepresentation about girl offenders?

A

The assumption was that it was all connected to girl’s sexuality because crime is rare for girls. When girls have premarital sex they are “criminals”.

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4
Q

What was Cohen’s understanding of female delinquency?

A

He was the first to acknowledge female delinquency and his theory didn’t apply to girls.

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5
Q

What was Hirschi’s understanding of delinquency?

A

In his analysis he says that female delinquency can apply to non-white girls.

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6
Q

Why is it important to learn about girl offenders?

A

Girls are disadvantaged because they are few of them in correction states, less research is done on them and whatever is done on boys try to get applied on them but it doesn’t work.

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7
Q

Lombrosso and atavism:

A

Biological physical characteristics (lower on the evolutionary ladder. Should’ve concluded that girls are evolutionary advanced because we commit less crimes).

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8
Q

Biological Positivism:

A
  • Females evolutionary
  • Criminality is suppressed (due to “natural” femininity of nurture and passive)
  • Criminal women: born 1) masculine qualities or 2) developed characterisitics
  • Manipulation and deceit, there is no evidence to suggest that
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9
Q

Who had the first theory on female delinquency?

A
  • Thomas, 1923 “The Unadjusted Girl”
  • Focused on known offenders
  • Data gathered during WWI
  • Arrests: prostitution carriers of “VD” (STI’s)
  • Finalized his theory by saying female delinquency is linked to sexuality
  • Failed to address that these were oppressive ways to control women and their sexuality
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10
Q

What was the chivalry hypothesis (Pollak, 1950)?

A
  • This theory was ideological, was never tested
  • Differential reinforcement by system towards girls/women
  • CJS: police are reluctant to arrest females, Crowns to prosecute and judges/juries to convict
  • Official records (the system is nicer to females)
  • Evidence (self-report surveys)
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11
Q

What is the problem with chivalry hypothesis?

A
  • Chivalry not equally bestowed to all (Chesney-Lind, 1999)
  • Social characteristics affects: white middle class women are benefitted more than those who are poor, black, or Indigenous
  • Type of offence: determined how women are treated (violent crimes)
  • As vistim of sexual assault: default; she is a liar
  • Reinforces patriarchy
  • Girls/women: obedient, accept weaker position- more leinency
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12
Q

What is paternalism?

A

Practice of restricting freedom and treating the as subordinates (children). Women are treated as children in the justice system because they are not “capable” of making decisions

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13
Q

What is power-control theory? (Hagan, Gillis, and Simpson, 1987)

A
  • Class and family
    1) traditional (patriarchal) family
  • traditional roles
  • working-class households
    -delinquency (daughters are less delinquent)
  • daughters are socialized, more supervised and sons engage in more delinquency

2) Modern (Egalitarian) family
- non-traditional roles and power
- Middle-class households
- Daughter’s socialization
- Delinquency (daughters have increased delinquency (socialized to have some more risks and to have careers); sons have less)

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14
Q

What are some criticisms of the power-control theory?

A
  • Evidence is mixed (Now: Canadian families are far more complex) (since the 90s, they have made it a rule to have two income)
  • This theory is sexist (the mothers were blamed if their children are delinquent)
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15
Q

Socialization as Explanation (Feminist Criminology)

A
  1. Expectations for Appropriate Behaviour
  2. Social control
  3. Opportunity for delinquency
  4. Career models
  5. Attitudes as pro-social
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16
Q

Expectations for Appropriate Behaviour:

A
  1. Boys are expected and encouraged to take risks, push boundaries break rules, get into fights. Girls are not expected to take risks and if they do it is when they are in danger. Girls breaking rules are less tolerated and will be punished if they take those risks.
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17
Q

Social control:

A
  1. Boys are given more freedom from when they’re young so they’re more likely to commit crime. Girls are supervised, monitored, not able to hangout on the streets not in the same way boys do.
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18
Q

Opportunity for delinquency:

A

Product of the first two especially social control. Boys are less supervised so more opportunity for delinquency. Girls are more supervised so less opportunity to commit crime.

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19
Q

Career models:

A
  1. Boys are socialized for a career and emphasize to spend more time in school and more pay. There’s still an expectation for girls to be a mom so if he doesn’t make it as a career, she can still be a mom. If boys can’t get a job they may turn to delinquency.
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20
Q

Attitudes as pro-social:

A
  1. Girls end up socialized and have more pro view because they follow the rules compared to boys. In the crime system, girls are punished earlier to curve the delinquency early on.
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21
Q

Understanding Girls Delinquency:

A
  • Gender role and socialization: focus
  • Theory (need to): recognize- restraints (internal/external) to opportunity that limits girls delinquency
  • Old idea about girls problematic (denied access to marriage would turn to delinquency- refuted/ no evidence)
  • Juvenile justice and system- focus on boys; detrimental to girls (treatment/needs/rehab)
  • Status offences: was attributed to psychiatric disorders/not property socialized (to feminine stereotypical role)
  • Girls referrals: more likely psychiatris treatment and drugs
  • Girls in the system: more likely victims of crime- physical and sexual abuse (especially teens)
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22
Q

Parental relationships:

A
  • Girls vs boys( girls are more likely referred by non-police agencies, parents and social service)
  • Conflict in home: double standards from parents
  • Abuse
  • Sexual abuse (vs boys) (girls- longer/prolonged periods; starts earlier; often by family)
  • Consequences running away (week 7) more likely to be involved in prostitution
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23
Q

Romantic relationships:

A
  • Adolescence and dating (starts 13-14 years old)
  • Normative development
  • Romantic development (hetero-girls more likely to date older partners; boys date same-age or younger)
  • Sexuality development (more than ½ before finishing HS) & sexual identity

· Relationships and delinquency (girls more strongly influenced by romantic male partners) [hetero assumption] can extend to criminal activities like fighting, theft, etc

· Dating older partners [hetero] (risk of increased substance use & experience sexual coercion)

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24
Q

Juvenile offenders and dating:

A

· Juvenile offenders dating (differs from prosocial)

  • Partners (sought criminal partners)
  • Psychosocial adjustment into adulthood (age 21) with partners (only girls and criminal bf)

· Relationships with parents

  • Influence romantic relations (negative)
  • Consistent romantic partners and parental support
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25
Q

Bad boys or poor parents (Cauffman et al., 2008)

A

· Focus: a) general characteristics of romantic relationships; b) partner characteristics and AS behaviours; c) interrelations between parental relationships, partners ASE & and delinquency

· Hypothesized: type of partner is more strongly related to antisocial behaviour

· Methods: From a sample of 1,354 teens (170 males; 184 females), aged 14 to 17 years [USA]

26
Q

What are the results of bad boys and poor parents?

A

· Prior relationships (partners)- boys vs girls

  • Number (15.4B vs 8G) and length (4.4B vs 4.8G months)

· Risky behaviour (boys more likely; unfaithful, one-night, multiple)

· Current relationships

  • Girls (greater age difference 2.4 vs 0.3 years)

· Self-Reported Offending and Relationships

  • Antisocial encouragement (ASE) from partners (B &G similar)
  • Girls (significant effect- BF ASE- engage in more)

· Self-reported crime

· Partners ASE and parental warmth (stronger offending when warmth was high)

· Girls’ delinquency (father warmth was high & partners ASE- more delinquency) it was the partner’s effect that influences the girl more

· Boys’ delinquency (high levels of ASE and high maternal warmth- more delinquent acts)

· Speculate: serious delinquents

27
Q

What are some status offences from the JDA?

A

· 1924 amendment (added to JDA)- added “sexual immortality” (& similar vice)

· Support: Big Sisters (BS) & other social workers (wanted to curb “growing problem” of female sexual activity)

· If shoplifting: referred to BS (mostly working class & under-class girls)

· Morality fits WC girls: “morality” issue rather than criminal

· 1930s & 1940s- Big Sisters more established

· Shoplifting programs- Eaton’s Woolworths

· Referrals for: truancy, defiant attitudes, improper dress (required auto counselling)

· Danger signs of sex: introversion (lesbian tendencies) or extroversion (aggressive sexual girls)

28
Q

Status offences (under JDA):

A

· Self-report studies: minor offences; run away and sexual activities

· Court: supervision for girls (more formal)

· Assumption

  • Boys corrected with disciple (home)
  • Girls deep-seated character disorder [sexist]

· Ex: 1930s (Hamilton)- boys 8 months vs girls 2 years (w/ more visits)

29
Q

Status offences in the 1960s:

A

· Main arguments: emotionally disturbed

· Belief: difficult to treat (“psychological pathology”)

· Sexually active: labelled ‘nymphomaniacs’ (psych disorder)

· Causes:

  • Hunger for power (linked to Freud)
  • Incestuous desires & latent homosexuality
  • Rebellion and self-hatred

· Correlated to class (WC more delinquent and labeled sexually abnormal

30
Q

Status offences from the 60s and 70s:

A

· Labelled differently: girls were “immoral”; boys were “frustrated and aggressive”

· Urgency of problem: focus on girls

· Second wave of feminism challenges- esp. need for institutionalization

Canada- New Status Offences (YOA) second week. They have removed status offences and have been replaced. This is to make it more legal

· Status offences replacements (admin offences; ex. Breaching court orders and failure to comply)* Curfew is a big one! FINAL EXAM: What were status offences replaced with? It was replaced with admin offences

· Girls charged- break curfew & run away [as admin offences]

· Under YOA: for own good rather than crime itself because you don’t know what’s good for you (“paternalism”)

31
Q

Failure to comply as percentage of total charges for girls (1985 to 1996)- Canada

A

Girls behaviour didn’t change but how they changed their view of them complying

32
Q

Girls and (Illicit) Drug Use:

A

· Canada (60% are 15-24; 42% HS students ON)

· Girls: hallucinogens, cocaine may be tied to more middle class and body related image issues for using it, cannabis (greater stigma) cannabis and alcohol are the biggest one

· Boys vs girls (Boys 2x more likely)

· Pathways (emotional-relational; abuse)

· Arrests for girls increasing (used as mules, sellers, traffickers- increased substantially since 90s) girls are more approached to do these things under the assumption that the criminal justice system would be more lenient towards them so they do come into the system for this.

33
Q

Criminal Offences:

A

· Self-report (12-15 years)

  • property offences 1:6 girls to boys
  • Violent offences 2:9 criminal harassment

· Entrance into delinquency 15.5 males. 15 for females girls start slightly early and peak at 15 so it drops at the same time. It’s the response from the criminal justice system

· Girls’ peak: at 15 years

· Consideration: Population changes 7 statistics

· Trends:

· Girls: with peers &/initiated by older bf

· Boys: initiated by family members (as mentors/bonding experiences)

· Media focus: “girl’s aggressive behaviour”

· Girls rates (violence)- increases (policy/school)

34
Q

Crime Motivations:

A

· Girls: (different than boys)

· 1) stereotypical; gender relations (as subordinate & objectified)

· 2) experience of sexual discrimination

· 3) trauma and victimization (girls in CJS are victims at much higher rates than boys) FINAL EXAM their motivation in crimes is in response to victimization

35
Q

Girl aggressions and delinquency examples:

A
  • drinking
  • doing drugs
  • being late for curfew
  • less criminal activity but engaging in more aggression
36
Q

Social Psychological factors that contribute to girls aggression and delinquency:

A

· 1) problematic family dynamics & parental relationships- parents & sibling; low maternal attachment

· 2) gender-based oppression and abuse & need to attract male gaze (for worth: patriarchy)

· 3) mental health and personality factors (depression, low self-esteem, suicidal ideation)

· 4) school difficulties (low achievement/commit) (dropping out of school)

· 5) alleviation of boredom and attention seeking (need to be noticed, included, valued) acting, dressing older than what they are, told that this is important

· 6) Substance abuse by parents [and the girls] parents are engaging in these behaviours so more susceptible to drinking and substance abuse. The idea of can’t stop them and more available

· 7) Connection to delinquent peers (older males)

· 8) Negative self-representation (belief that others see them negatively)

37
Q

Girl Aggression:

A

· Aggression does not begin with isolated event (progression)

· Girls/women are not homogenous group not coming to the same place in the same way. In correctional institutes, we have to adapt to them and how they are different to boys

· Differentness is basis for prevention & intervention

  • Race/ethnicity (differ in problematic life experiences) can affect them differently, it could be the neighbourhood, social disorganization, foster care, Indigenous girls are more likely vs non-Indigenous, sexualized sexism with police, police may have patriarchal views of how girls are not allowed to break rules and be more lady likely so it’s more harsh on them. The same goes for teachers, community
  • Institutionalized sexism (starting with police)

· Adult attitudes

  • Gender constructions- determined what is legal and what is “feminine” (often males) social construction is really important here. Fitting into that mold. Who still holds on to this notion and when girls are punished, it’s harsh determines what is legal and what is feminine.
38
Q

Shoplifting (larceny (American wording) theft):

A

· Shoplifting offences committed- [teens] in company of others; desire to impress friends can be a bonding experience for teens and decreases over time.

· Viewed as “pink collar” offence (“girls” crime) less likely to engage in violent crimes

· Boys more frequently; more friends supportive. The gender gap is a small and is closing

· Vs girls steal more incident & start earlier. As early as 11-12 years old. Peaks at 15 for girls and starts to decline. Theft is more pronounced during teenage years

· Theories to explain: social learning/differential association. Teens get help from teens and friends to shoplift

39
Q

Race and Ethnicity for Indigenous girls in Canada:

A

· Over-representation- contact with CJS (criminal Justice system) more likely to be held in pre detention, out of their homes, jailed, CJS

· 2 key factors (over-representation)

  • A) socially & economically vulnerable (marginalized group) CJS are more likely to take more action over certain groups
  • B) over-reliance on use of imprisonment by CJS when you control for crime, Indigenous boys and girls get more custody and longer sentences vs non-Indigenous youth

· Belief about Aboriginal parents (form CJS)

  • Did not know better (incarcerate as “protective custody”)
  • To court: parents appear irresponsible for girls, it tends to be the same for parents as well.
  • Incarcerations longer to “protect them” (paternalism/colonialism)

· Socio-economic deprivation- on or off reserve higher rates of poverty vs non- Ingenous. Likely to make girls more likely to be involved in protstiotn and crimes

· Institutionalized racism- absence of adequate correctional programs (for girls & Indigenous youth) no resources for them and Indigenous youth are taken far away from their homes making it hard for the family to connect with them

· Often placed in situations they have little choice

· Criminal activity: reflects social rather than criminal problems

· Racialized justice factors

· Cultural racism, sexism, poverty should be considered in lives of female youth. There’s expectations that the kids are going to be troublemakers and gets translated into how the CJS like the police deal with them.

40
Q

Family Issues: Aboriginal vs Non-Aboriginal (Girls)- In Canada (Correctional Service of Canada, 2002):

A

More likely to come from backgrounds of foster care, parents that are engaged in crime as well, mental health, etc and it’s also the same for Black girls as well. Cross over kids: they start over in one state in one crime and cross over into the another part of the system. Crossover children were defined as young people before before the Criminal Division of the Children’s Court who were currently or had previously been involved in the statutory child protection system.

41
Q

Black Girls (USA):

A

· Girls’ behaviour framed differently. Framed differently than white girls and this is important because it determines how they are viewed in court and CJS

· Black girls (responsibility): made inappropriate life choices; held responsible

· White girls (responsibility): result of low self-esteem, abandonment or abuse; not their fault. Want to focus on treatment

· Consequences: incarceration vs treatment

42
Q

“Adultification” of Black Girls:

A

· (Epstein et al., 2017; Goff et al., 2014- boys) they looked at boys and surveyed police. Found that they viewed black boys as older, more responsible, more mature starting at age 10. Is it true for girls? It started earlier at the age of 5

· Adultification

· 1. Process of socialization where children function in more mature stage (situational, necessity) parents are addicts, absent, or criminal so the child has to take the responsibility of taking care of siblings or themselves, homeless youth taking care of themselves

· 2. How adults perceive children- social & cultural stereotypes- based on race* black girls were seen as needing less nurture

43
Q

Discipline (USA)- School and Justice System (Epstein et al., 2017):

A

Dress code are really common for Black girls and if they have lots of things against them, they are more likely to get detention

44
Q

What do statistics reveal about violence charges for girls in the Bell text?

A

Nearly three-quarters of girls violence charges are for common assault.

45
Q

According to a Canadian survey and the Bell text, focusing on serious acts of violence, what percentage of boys and girls reported that “they had beaten up another kid once or twice”?

A

52% of boys; 21% of girls

46
Q

Which of the following statements is supported by research cited in the Bell text on victimization by age and sex?

A

Girls are more likely at any age to be assaulted by a family member than boys.

47
Q

In the Bell text, what do the most recent data from the National Longitudinal Survey of Children and Youth (NLSCY) indicate about gender differences in offence rates?

A

The frequency of boys involvement in violent offences is about double that of girls.

48
Q

Which theorist saw female-headed households as a “cause” of delinquency?

A

Cloward and Ohlin

49
Q

What reason did Pollak (1950) propose for lower rates of crime among women and girls?

A

They are deceitful

50
Q

Which of the following sociological approaches maintains that women and girls are becoming more like men and boys in their criminality because of the women’s movement?

A

the liberation hypothesis

51
Q

Which of the following is considered a future direction in theorizing about youth crime and delinquency?

A

Cultural studies perspective

52
Q

According to Rational Choice theory, how can the decision-making process be summarized?

A

Decisions about criminal involvement, whether to begin, continue, or desist, are the most complex.

53
Q

In 2008-2009, what percentage of the girls admitted to custody were Aboriginal?

A

44%

54
Q

In Manitoba, what percentage of the girls admitted to custody in 2008-2009 were Aboriginal?

A

91%

55
Q

According to the Bell text, which of the following is now generally recognized as one of the most important programming needs for girls?

A

Economic survival and independence skills training

56
Q

Programs that address which of the following issues are the most essential to the success of general correctional programming, especially for girls?

A

Physical and sexual abuse

57
Q

What approach to programming is the most positive with boys and girls who have been physically and sexually abused by family members?

A

Programs that allow youth to live separately from their families

58
Q

According to evaluation research, what type of intervention programs has been found to be the least effective for girls?

A

Individual counselling

59
Q

Under which of the following circumstances is group therapy more likely to be effective with girls?

A

When it is conducted in groups of girls with the same histories.

60
Q

Mentoring is particularly appropriate for girls because it is what type of program?

A

A relationally oriented program

CC200 Youth Justice (11 decks)

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