A disposition is the “punishment” for a youth who is found to be a delinquent which means that they committed some sort of criminal offense. In this post, we will look at several common dispositions and how they may affect the student and teacher. The ordering of these dispositions is generally from having the least impact on the student-teacher to the most impactful on the learning of the youth.

Low Impact

Low-impact dispositions do not affect the youth’s ability to study and continue to live a normal life.

Informal consent decree. An informal consent decree involves a youth and their parents agreeing to some form of a treatment program. If they agree to treatment there is no official disposition hearing which implies no formal record. However, the type of treatment agreed to can have varying impacts on the youth and their classroom experience. In general, the impact on learning is low because the judge and prosecutor were willing to accept this form of punishment for the youth’s actions.

Mandatory school attendance. This disposition is the result of truancy. If a child is not going to school such a requirement as going to class will make a positive impact in terms of getting the student back on track academically. Unfortunately, going to school and learning can be different things for students. In addition, it is possible that a student who is forced to go to school could be disruptive as well.

Financial restitution/Fines. Some courts require monetary compensation to the victim and or the state for whatever offense was committed. Generally, this will not impact the learning of the youth. exceptions might be if the financial compensation compels the youth to seek employment that affects their ability to study.

Medium Impact

The next few examples are examples that have a medium influence on the youth’s ability to study. This may be because of scheduling conflicts and or time commitments that may influence time for study.

Probation. Probation involves placing a youth under the supervision of an adult. The probation officer gives the youth certain rules to obey as a condition of the probation. The challenge when it comes to learning is that at times the youth may have to miss school for probation meetings and or the probation officer may want to speak with the teachers of the youth.

Home Detention. Home detention requires that the youth be at home at certain times. Normally, school is allowed, however, the problem is how the probation officer knows where the youth is and this often involves the use of an electronic monitoring device. This device often goes around the ankle. They can be disruptive if other students want to look at the device on the youth’s leg. This can lead to a group of kids gathering around and staring and laughing at the youth with the device on. In other words, if the student lets everyone know there wearing the device it could lead to disruptions in class until the novelty wears off.

Community service. Community service involves work in the community as restitution. Such a punishment is not too disruptive. However, the time given to community service will detract from the time given to study.

Outpatient psychotherapy. This treatment is for youth with clear psychological disorders. For youth with mental health issues, school is often not a problem given the other challenges in life. In addition, the teacher also needs to be careful not to destabilize the youth through insensitive actions.

Drug and alcohol treatment. Like psychotherapy, a youth who needs drug and alcohol treatment probably is not in a position to focus on their studies.

High Impact

All of the examples in this section involve the youth being removed from their home. As such, the child may no longer even be enrolled in the school that they use to attend.

Commitment to residential community program. Commitment to a residential community program involves the youth being removed from the home but placed in a community program that should be close to home. How close depends on the available services. A youth from a rural setting will potentially be further from home than an urban youth. In other cases, it is possible that the youth will no longer be in attendance at their regular school.

Commitment to secure treatment. Secure treatment is a euphemism for a child being placed essentially in prison. In other words, their freedom has been taken from them for a period of time. In such a situation, a student will no longer continue in their prior academic efforts until they complete their sentence. While committed, the youth will participate in academic work provided by the facility.

Foster home placement. Placement in a foster home involves the child being removed from their own home into the home of strangers who are supposed to provide a family environment for the youth. Off course, this is highly disruptive and can involve the child moving anywhere in the state of their residency. As such, this can be highly difficult for the education and learning of the youth.

Conclusion

When youth make mistakes there are often punishments involved. The example shared here are just some of the ways a youth can have their freedoms at least partially altered because of bad choices. Naturally, the choices students make can also have impacts on their learning and interaction with their teacher.

Status offenses are behaviors and or conduct that is illegal for a child because they are considered underage. In this post, we will look at examples of status offenses as well as the history and development of the concept of status offenses.

Examples

Examples of status offenses in the US include alcohol and drug consumption, truancy, running away, curfew violations, sexual activity, profanity use, and disobedience to parents. These are all actions that are not illegal for adults to do. It is obvious that an adult can run away if they so choose, use profanity, and or disobey their parents.

However, even among adults, there can be consequences for these actions. For example, alcohol and drug consumption may be legal for adults but losing control can impact friends, family, and job performance which could lead to major problems. In addition, using profanity at the wrong time can lead to social consequences. Truancy from the job could also lead to termination. In other words, even though adults have free reign to perform status offenses there could be problems with these behaviors that may not involve the law.

History of Status Offenses

In the US, it was common at one time to place status offenders in orphanages or some other residential setting. Laws were even passed to deal with rebellious children. For example, Massachusetts passed a law in 1646 that could give a rebellious child the death penalty for defying their parents.

Status offenders normally are not petitioned to a juvenile court unless the parents are unable to deal with the child. This is in line with the state serving as a parental figure or parens patriae. Parents themselves can petition their own children to juvenile court if the behavior is out of control.

Children who are only status offenders are referred to by various names depending on the state. Some of the acronyms are “children in need of supervision” (CHINS), “minors in need of supervision” (MINS), or “youth in need of supervision” (YINS) among several others. The reason behind this labeling is so that status offenders are not associated with juvenile delinquents. In addition, status offenders are generally treated less harshly than juvenile delinquents due to the nature of the behaviors they are accused of committing.

There have been pushes to make changes to status offenses. Some do not believe that youths should have to obey laws that adults do not have to obey. Others have pushed for reform in the language that defines status offenses. At one time, there were demands that status offenders should not be placed in secure facilities given the nature of their crimes.

For the Teacher

As a teacher, it is important to know that most youths are guilty of status offenses. As such, those who are taken to juvenile court are probably in poor family situations in which the behavior attracts the police and or was in the wrong place at the wrong time. At most schools today you will find status offenses taking place. It would be difficult to find a school in which drug use, profanity, sexual activity, and more are not happening.

The general point is that for the teacher, status offenses may indicate an unstable home environment. If a student is in this situation the teacher needs to provide whatever support they can that is reasonable to help this student so that they do not drop out and or fall behind academically.

Conclusion

Mistakes are what people do. Children are no exception. However, due to their age and inexperience, young people have additional rules and laws they have to follow for their own safety. Status offenses are additional restraints placed on youth because of their youth. When children break the rules there is a chance that they can be brought before a juvenile court.

Probation is a form of supervision for juveniles who are not required to stay in detention. When a youth is on probation they are supervised by an individual called a probation officer in most instances. The probation officer will do what is called a social history investigation in which they learn about the background of the youth who is on probation. The investigation can include such information as the crimes the youth committed, a list of friends and relatives, and demographic information.

Probation can serve many different purposes. For youths who did something wrong but it is not considered that serious by the local authorities, probation is the punishment for a crime committed. Probation is also for youths who may be facing a more serious punishment but are out on “bail” while they await their fate. Probation can also serve as a form of parole in some situations for youths who are being released from “prison” for whatever offense they committed. When a youth is released to a probation officer’s supervision this is also called aftercare.

While the youth is on probation certain rules have to be followed. Some of these rules include curfews, restrictions on travel, school attendance, and attending meetings with the probation officer. Failure to comply with these rules could lead to a warrant being issued for the arrest of the youth and possible placement in detention.

School is where teachers may be involved. It is not unheard of for probation officers to visit schools and talk to teachers. The probation officer may ask about attendance and or about academic progress as the are metrics for determining if the youth is cooperating or not.

Certain additional actions may be required as well. For example, at times youth are required to do community service, provide restitution to whoever was the victim of their crimes, and or undergo counseling. What forms of actions the youth has to perform really depends on the scope of the crimes they are accused of.

Philosophies on Supervision

Different states and people within juvenile justice have varying views on the role of probation. Some see probation as being a balanced approach between punishment and restorative views. In the minds of people who believe in a balanced approach, they are looking for probation to provide competency development, acountability, and community safety. An important function in a balanced approach would be community service as it holds a youth responsibility while also restoring community relationships.

Others hold to a punitive model, in this approach the goal is to punish the offender. Such a get-tough approach could involve the probation officer and even police coming to the youth’s home and explaining the rules of probation along with the consequences. The probation team may even search the home of the youth looking for violations of probation. Naturally, this approach often builds animosity between the youth and the probation officer.

Another view is called restorative justice. This approach involves a focus on repairing relationships within the community through mediation and meetings between the victim and perpetrator. The real goal of this approach is to empower the local community to deal with the inappropriate behavior of their youth. As such, this is often a team of probation and local community leaders who work together to help young people who have made mistakes. This approach sounds good on paper but the decline in community responsibility over the years makes it difficult to implement.

Conclusion

Probation has been around for over 100 years and is not going anywhere anytime soon. As such, there is a place for all of these approaches yet none have been consistently found to be superior to any other. Therefore, different approaches are appropriate for different situations.

Teachers may have to deal with students who have made major mistakes and are sent away for breaking the law. This post will provide insights into youths who are sent to these training schools because of mistakes they have made. Teachers, who have to deal with this have to be aware of the challenges of this young person as their life is put on hold for several months if not years.

State Training Schools

State training schools are the juvenile name for prison. Essentially, delinquents are sent her after their petition is found true (found guilty) and their disposition (sentencing) calls for this. Often these schools are built like adult prisons but sometimes a cottage system approach is used in which there is a form of dormitory style of living. The approach depends on the philosophy of the state of incarceration.

Within training schools, there is often an emphasis on academic and or vocational training. Other programs available can be remedial academic skills, life skills, and behavioral subjects such as anger management, drug abuse, and other programs. The primary goal is always to empower the delinquent to not return to the system by breaking the law again.

Some schools also place a strong emphasis on behavior modification. This can involve some sort of point system for desired behaviors. Examples include lining up properly, getting out of bed on time, etc. These points can be used for various privileges such as phone calls, watching tv, or some other desirable opportunity.

Profile of Typical Resident

Delinquents who are placed in state training schools often have certain characteristics. For example, mental health is a major concern. Approximately 70% of youths in the juvenile justice system have mental health concerns. Examples include depression, anger, and anxiety, to name a few. These problems are further exacerbated for students placed in a training school as placement in such a facility is usually due to serious infractions of the law.

The challenges with mental health can lead to serious repercussions such as suicide. The majority of juvenile suicides in confinement happen inside training schools. The most common method is hanging.

Youths who experience residential placement are also at a higher risk of victimization from other youths in the facility. Youths in placement fear such things as being attacked by other youths or even by staff members. Sexual assault is another concern of youth that can be perpetrated by other youths or staff members. Victimization can be further complicated by racial tension. Youths from different ethnicities will target and attack one another.

A unique problem of training schools is a lack of heterosexual physical contact. Researchers have found that youths will temporarily switch to same-sex companionship while at the training school to deal with this situation. Naturally, this is a controversial topic but there is some evidence to support this has happened in the past.

Conclusion

There have been calls to close down training schools. The argument is that they are an outdated form of helping delinquents who need intervention. However, there is room in the system for a variety of ways to help delinquents learn from their mistakes. Training schools are one method that is appropriate in some situations. It is equally harmful to remove training schools just as it is to send every youth to one of these whose mistakes warrant such an intervention.

A history of the development of various juvenile justice facilities will be conducted in this post. Understanding the development of how leaders have addressed crime by young people will help current practitioners and educators to learn the lessons of the past.

Brief History

For most of human history, children were held to the same standard of behavior as adults. This was especially true if a child survived infancy and reached age 5 or 6. The reasons are severalfold. For example, there was a great deal of infanticide in some cultures in the past because of the burden of child-rearing. Abandonment was another strategy parents used to get rid of children. Parents would leave their baby at a hospital or church. At this time, killing a baby was acceptable.

Once a child reached the age of 5 or 6 and began to lose their baby teeth, they would be viewed as little adults. Children from lower-class families would enter trades as apprentices. As they grew, sometimes children made mistakes with the law. If this happened, children had no special consideration and were held to the same laws and punishments as adults. The idea of childhood emerged in the 16th or 17th century.

Institutions for Juveniles

With the rise in the view that adults and children are different came the idea that youths need to be dealt with separately from the adult population of criminals. For example, London developed the Bridewell Institution in 1555 to address children beggers. At this institution, students were trained in developing skills they could use once released. The motivation was that youths needed a change in their environment to change their behavior.

The next major step in developing institutions for juveniles was houses of refuge. These were established in the United States in the 1820s. The goal was to pull kids out of a negative crime environment into a positive environment for them. Kids were given apprenticeships as a way to develop job skills.

Despite the attempts of the houses, there were problems. Kids were abused in their apprenticeships. There was constant overcrowding. Lastly, these institutions developed spaces to keep adult and juvenile offenders. Mixing populations is generally frowned upon.

In response to the problems at Bridewell, Massachusetts opened the Lyman School for Boys around 1848. The main innovation of this group was the abolishment of mixing adults and children in the same population. The motivation behind this was again to avoid mixing the populations.

By the mid-1800s, new ideas began to emerge. One example is the cottage. The idea was to place juveniles with surrogate parents in the countryside. This experience was meant to copy the traditional family life with the same ideas of love ad discipline. With time these cottages became overcrowded as the delinquent population grew.

Around the same time (1840’s), probation developed. Probation served as a way to collect information on youth and to provide alternative ways to help youths. Originally, probation was developed for adults but was adopted by juvenile justice to help young people.

Conclusion

One lesson that can be gleaned from this article is that the problems continue to be the same. Crime, overcrowding, and supporting youths are all problems one finds today. Therefore, looking at the past will often reveal today’s problems.

The juvenile justice system has its origins dating back to the early 20th century in the US. There are several differences between how states deal with juveniles who commit crimes and adults who commit crimes. We will explore some of the reasons for these differences below and look at the major structures of the juvenile justice system. There are times in which teachers may have to deal with students who have had experiences with law enforcement. Therefore, educators need to be familiar.

Brain Development

A major difference between adults and juveniles is brain development. The mind of a teenager is still under construction, and this process may last into their late twenties. With the lack of reasoning skills and experience combined with a fully functional body, young people can sometimes make poor choices.

A major concern of law enforcement agencies focusing on youth is that young people do not get stuck in the system. For this reason, extra is taken to ensure a poor decision at 15 does not become a curse for the offender’s life.

One advantage to the lack of being fully developed mentally for youth offenders is that it is still easier to turn their lives around. A hardened criminal in his 30s is likelier to stay that way than a 15-year-old kid who did something stupid on a dare. Given their youth, it is easier to guide them in the right direction if proper intervention is taken.

Therefore, a young person’s lack of experience and maturity can be a blessing and a curse. In terms of pros, if a juvenile makes a mistake, it is easier to get their life back on track. However, in terms of cons, the lack of experience means they may not think things through before making a poor life-altering choice.

The System

If a child is accused of a crime, they must be provided with the following information

• The charges against them
• Fifth amendment rights
• Right to a lawyer (for free if necessary)
• Right to confront witnesses

All of the above are similar to the rights of adults. In addition, juveniles cannot be tried twice for the same crime.

The language used in the juvenile system is slightly different from the adult system. Below are some examples.

• The word “guilty” or “convicted” is not used; instead, the word “responsible” is
• There are no “indictments”; rather, the word “petition” is used
• Juveniles do not plead guilty or not guilty instead, they admit or deny the petition
• The phrase “found guilty” is not used; instead, the phrase “petition found true” is
• There are no “trials”; instead, they are called “adjudication.”
• Juveniles are not “sentenced”; instead, there is a “disposition.”

These terms are used to reduce the risk of the youth being labeled as a criminal. For teachers, these terms are somewhat confusing but it is important to understand them in order to communicate with law enforcement agents.

When a youth is arrested, they are taken to a detention center (jail) for youth offenders. It varies from state to state, but generally, there must be a hearing to determine if the youth needs to stay in the detention center or can go home within 48 hours of their arrival. During this time, the youth will have various forms completed and work with an intake officer who can make recommendations to the judge about what to do with the child. Often, suppose the offense is not serious, and the child is not a repeat offender. In that case, they will be released to their parents until the prosecutor decides whether to file a petition.

If the offense was small, a petition is never filed, which is an example of an informal way of handling the situation. The intake officer or a counselor will deal with the infraction through other means such as community service. Another option is a diversion program. Diversion programs are services offered to the child in place of going to a youth facility (juvenile prison). The goal is always to keep kids out of the system as much as possible. In all of these examples, the youth must admit the wrong they committed to avoid a formal petition.

If a petition is filed formally, the process is similar to an adult trial. If the youth is found responsible, there must be a disposition to determine the punishment. The youth could be placed in the youth facility, moved to foster care, or face various forms of psychological testing to determine what mental health interventions are needed. Lastly, probation is also offered in which a juvenile is supervised by a probation officer for a set period of time. If the juvenile breaks any probation expectations, they could face a warrant for their arrest.

If the offense a child commits is serious enough, they can be tried as an adult. Examples include murder, rape, kidnapping, and other serious offenses. Often multiple crimes are committed at once, pushing the offense into adult court. For example, a male commits kidnapping and rape against the same person. Generally, the minimum age for trying someone as an adult is 14.

Conclusion

When young people make mistakes, teachers need to be able to support them by making adjustments to the academic expectations when possible. Students on probation or facing a judge have much larger problems than they are facing in comparison to learning algebra or writing an essay. In addition, the teachers may need to work with the probation officers to provide evidence the youth is meeting the judge’s expectations.

Some views on dealing with crime are sometimes considered fringe by people. Two examples of this are left realism and peacemaking theory. In this post, we will take a look at each of these approaches to criminology.

Left Realists

Left realists disagree with how people who are more conservative than them on crime issues address and handle crime. Specific examples of what left realists disagree with are longer prison sentences for offenders and reducing social programs. In addition, left realists also disagree with people on the same side of the political spectrum in terms of seeing the problems in a Marxist’s critical criminology worldview.

Left realists agree that criminals should be held accountable for their actions. However, it is also important to recognize the oppression of society as found in the current government structure and economic forces. Furthermore, legal realists are concerned for the poor because they often live in high-crime neighborhoods and are thus more commonly found victims.

Left realists are pragmatists who do not see law enforcement as oppressors but still want to adhere to some of the ideas of social justice. For example, a left realist would encourage civilian oversight of the police. This includes the community in the workings of law enforcement without removing the presence of law enforcement in the community.

Peacemaking Theory

Peacemaking theory is based on the ideas of love and compassion as found in many different religions such as Christianity and Buddhism. Proponents of this theory believe that love and forgiveness are tools for overcoming crime in society.

For example, to lock someone behind bars for committing a crime, the system makes the same mistake as the prisoner. Instead of justice, society should try connecting with communities and working towards restoration. Violence causes violence is a core tenet of peacemaking theory.

Defining the police is an idea that is based on peacemaking theory. The idea is that since the police practice violence, it is actually causing violence. Therefore, if the police are defunded or eliminated, it will lead to a decline in criminal behavior, and everyone will be safe. That is also why such ideas as having unarmed community peace officers was encouraged as a form of reform because officers with guns cannot commit the same level of violent acts as armed officers.

One of the most common criticisms of peacemaking theory is that it is idealistic and naive. Generally, it takes a two-way relationship to encourage love. The problem is that criminals are often not loving and compassionate. The evidence for this is due to how they rob, steal, and kill their fellow man. Police officers seem to show much more compassion and love when they defend the powerless against criminal behavior.

Non-violent behavior is an excellent strategy in non-violent situations. However, suppose a criminal is a threat to society. In that case, the threat should more than likely be neutralized, if necessary, by violent means to show compassion and care to the innocent people who may suffer from the criminal’s behavior.

Conclusion

The ideas found here may be considered unusual, but this does not imply that they cannot be useful. What determines what is appropriate is the context and situation a person faces. There are times when compassion may reach a criminal, and there are also times when force is most appropriate. The real goal is to have options in the table so the system can choose what is best for that particular situation. No single-size approach or theory will work in every single situation because people are different.

Critical criminology, is an umbrella term for theories related to crime that challenge traditional power structures. Without making sweeping generalizations, whenever the word critical is involved in discussing belief systems it normally implies a examining and attempt to breakdown societal structures.

Critical criminonolgy, as with almost all critical studies, is rooted in the writings of Karl Marx. Marx challenged that the working class should over through the owners of production. This idea of challenging the system has been expanded in many different directions such as Queer studies (challenging power structures concerning sexuality), critical race studies (challenging power structures concerning race), critical pedagogy (challenging to power structures within education), fat studies (challenging power structures concerning obesity), to even radical femnism (challenging power structures in relation to the role of women in society). What all these different critical studies have in common is that the haves use their power to control society around

Labeling Theory

Critical criminonlgy focuses on the power structure between the haves and haves not in relation to the justice system. For example, labeling theory suggest that people in power decide what is considered acceptable behavior in order to control others. An example that took place before labeling theory was developed but provides a strong illustration is prohibition. With one stroke of the pen, the government was able to suddenly make millions of criminals overnight. Bootleggers were deemed troubemakers and some faced consequences if caught.

When people are labeled criminals it can make them a criminal in a form of self-fulfiling prophecy. ONce labeled, a person may begin to commit more crimes because of there label and thus are rejecting the society that has labeled them a criminal. This is one reason why at the juvenile level the terms used for dealing with young people are different in the legal and there is often an effort to seal recorded so that the youth does not pick up a label that could be detrimental to their adult life

As fascinating as labeling theory is it is not without its critics. Critical theories in general have a cosnipritoral air to them. In other words, almost anybody who is a part of the system in a successful manner is looking to hold down and destroy minorities. THis is an oversimplification at the least. In all societies you will find people in privilege position who help and also harm minorities. IN addition, many of the laws on the books are laws that society agrees with such as laws against murder, rape, robbery, etc. Although a disproportionate group of people are arrested for these crimes it does not suggest that these laws were developed to arrest one race or class of people.

Critical Feminist THeory

Critical eminest theory holds the view that men oppress women and that men abuse their power to hold women down. From a crime perspective, women are frequently the victims of crime at the hands of men because of patriarchal norms in society. ONce women have equal access to jobs and education there will be a decline in violent crimes against women.

Some proponents of critical feminst theory also claim that the patriarchal system has held women back from committing crimes. The claim is that because women were trapped in the home with family they lacked the opportunity to comitt crime. In addition, men and women are socialized differently as children. Men are trained to be aggressive and domineering while women are often taught to be submissive. THis in part according to critical feminest are some fo the reasons why men commit why more crimes than women.

Whether this is reasonable or not there is evidence that as society achieves the equality that critical feminst desire there has been a corresponding rise in the crime rate of women. It is difficult to say if this is something that should be celebrated.

Conclusion

Critical studies is looking to explain the oppression found in sooeity through examining the difference in power that is found between group. In general, oppression is primarily caused by differences in power. Despite the fact that there has always been found differences in power in most societies throughout human history critical studies holds fast to this idea as the main cause of suffering in the world today. Within critical criminology the focus is placed upon the difference in power in relation to law and justice.

Critical criminology is an umbrella term for theories related to crime that challenge traditional power structures. Without making sweeping generalizations, whenever the word critical is involved in discussing belief systems, it normally implies an examination and attempts to break down societal structures.

Critical criminology, as with almost all critical studies, is rooted in the writings of Karl Marx. Marx challenged that the working class should overthrow the owners of production. This idea of challenging the system has been expanded in many different directions, such as Queer studies (challenging power structures concerning sexuality), critical race studies (challenging power structures concerning race), critical pedagogy (challenging power structures within education), fat studies (challenging power structures concerning obesity), to even radical feminism (challenging power structures concerning the role of women in society). All these different critical studies have in common that the haves use their power to control society.

Labeling Theory

Critical criminology focuses on the power structure between the haves and haves, not concerning the justice system. For example, labeling theory suggests that people in power decide what is considered acceptable behavior to control others. An example that took place before labeling theory was developed but provided a strong illustration is prohibition. With one stroke of the pen, the government suddenly made millions of criminals overnight. Bootleggers were deemed troublemakers, and some faced the consequences if caught.

When people are labeled criminals, it can make them a criminal in the form of a self-fulfilling prophecy. Once labeled, a person may begin to commit more crimes because of their label and thus are rejecting the society that has labeled them a criminal. This is one reason why at the juvenile level, the terms used for dealing with young people are different from the legal, and there is often an effort to seal recorded so that the youth does not pick up a label that could be detrimental to their adult life.

As fascinating as labeling theory is, it is not without its critics. Critical theories, in general, have a conspiratorial air to them. In other words, almost anybody who successfully participates in the system is looking to hold down and destroy minorities. This is an oversimplification, at the least. In all societies, you will find people in privileged positions who help and also harm minorities. In addition, many of the laws on the books are ones that society agrees with, such as laws against murder, rape, robbery, etc. Although a disproportionate group of people is arrested for these crimes, it does not suggest that these laws were developed to arrest one race or class of people.

Critical Feminist THeory

Critical feminist theory holds the view that men oppress women and that men abuse their power to hold women down. From a crime perspective, women are frequently the victims of crime at the hands of men because of patriarchal norms in society. Once women have equal access to jobs and education, there will be a decline in violent crimes against women.

Some proponents of critical feminist theory also claim that the patriarchal system has held women back from committing crimes. The claim is that because women were trapped in the home with family, they lacked the opportunity to commit crime. In addition, men and women are socialized differently as children. Men are trained to be aggressive and domineering, while women are often taught to be submissive. This, in part, according to critical feminists, are some of the reasons why men commit why more crimes than women.

Whether this is reasonable or not, there is evidence that as society achieves the equality that critical feminists desire, there has been a corresponding rise in the crime rate of women. It is difficult to say if this is something that should be celebrated.

Conclusion

Critical studies look to explain the oppression found in society by examining the difference in power between groups. In general, oppression is primarily caused by differences in power. Even though there have always been differences in power in most societies throughout human history, critical studies hold fast to this idea as the main cause of suffering in the world today. Within critical criminology, the focus is placed on the difference in power concerning law and justice.

This post will look at various social theories that try to explain criminal behavior. In addition, when possible, we will tie these theories to the classroom context.

Differential Association Theory

Differential association theory states that children learn their values from close family and friends. Of course, this can be good or bad. If the family are law-abiding, productive members of society, the child may absorb these traits. However, if the child comes from a home of drugs and violence, they may absorb these norms of disruption.

Whether the behaviors the child absorbs are positive or negative, the child will make excuses or justifications for their adopted behaviors. For example, a drug-dealing child may justify their behavior because they are trying to make a little money, and it is not a big deal if people do drugs a little here and there. The straight-A student will justify their behavior by stating they have a chance at going to a good college and finding a good-paying job. IN other words, rationalization can be used to justify positive and negative behaviors.

Neutralization Theory

Developed in the 1950s, neutralization theory states that criminals go back and forth between criminal behavior and obeying the law. For example, a drug dealer may legally choose to buy food from the grocery store. IN other words, even though this person has no respect for law and order, he may choose to buy groceries legally. It may appear contradictory that a criminal would buy groceries legally when they are a drug dealer, but the catch is that neutralization theory states that crooks mistakenly believe they are normal members of society.

The neutralizing of this theory happens when the perpetrators of crime deny their criminal behavior in one of five ways.

• Denies responsibility
• Denies harm
• Denies the Victim
• condemns people of power
• Appeals to a higher authority

Many of the bullets above are self-explanatory. Denying responsibility is claiming that whatever happened was an accident. For example, someone steals some money and says it wasn’t their fault. Denying harm is excusing criminal behavior because of a false perception it doesn’t hurt. For example, saying stealing a little bit is okay if it’s not too much. Denying the victim is rationalizing that the victim deserved what happened to them.

Condemning people of power is seeing all people of authority as corrupt. This neutralization technique has been popular in the media and protesting as of late to justify destructive behavior and emotional outbursts. Lastly, appealing to a higher authority is the claim that a person makes that they committed a crime for some greater good. For example, a man is stealing money from a company to help his family.

These are all excuses that students generally make when they break the rules and or classroom policies. They will deny responsibility, deny harm, deny the victim, attack the teacher, and blame friends.

Containment Theory

Containment theory states that external and internal pressures can lead a person towards crime or breaking the rules and containments that pressure an individual to not go in that direction. External pressures can include such things as friends and media, which have a negative influence on the individual. Internal pressures are often personality traits that are considered negative such as a lack of self-esteem.

Containments restrain negative behaviors and can be external or internal. External containment is essentially the opposite of external pressures and can include good friends, strong family, and positive media choices. Internal containments are also personality traits and can include strong self-esteem rather than weak.

Again the ideas of containment theory seem to mirror what happens in the classroom. Children with many negative external pressures and few containments will generally cause more disruption. Naturally, it is not this simple in the real world, but this theory provides a platform for trying to explain poor behavior.

Social Bond Theory

Social bonds are relationships that restrain someone from criminal behavior. This theory is similar to the containment theory, but nevertheless, it has four components

• Attachment
• Commitment
• Involvement
• Belief

People attached to a family, friends, and or institution, such as the church, have positive roles in their life that make it harder to commit crimes. Commitment is how invested a person is in society. People with something to lose will generally be less likely to commit crimes. For example, people who have good jobs and families will often commit fewer crimes than single unemployed ma. The difference is not just financial but the fact that the person with a good job has more to lose from criminal behavior.

Involvement is time spent in community development. Community involvement develops relationships, and these social relationships restrain criminal behavior. Lastly, beliefs are associated with attitude. Each of these components aligns well with students and their tendency to break the rules in the classroom.

Conclusion

Why people break laws and or rules will never be fully explained. People will always find ways to do what they want. The ideas presented here are just another way to explain unacceptable behavior. For the teacher, these theories can provide insights into students’ motivations for obeying the rules.

In this post, we will look at theories that attempt to explain the role of society in motivation for committing crime. These theories are some of the older foundational theories commonly found in an introductory text to the subject.

Social Disorganization Theory

Social disorganization theory was developed within the Chicago School of criminology in the 1920s. The major contributors were Clifford Shaw and Henry McKay. The main contribution of this theory was identifying the relationship between crime and the neighborhood. More crime will occur in neighborhoods with abandoned buildings, lousy schools, and high unemployment.

When schools are poor and buildings are abandoned, the families with the means will leave. The danger of families leaving the neighborhood is that it weakens social ties within the community, which can limit crime. In other words, when there is a physical decline in the neighborhood, there is a corresponding social decline in the neighborhood.

Social disorganization theory is still influential in policy-making today. For example, gentrification is an attempt to revive rundown neighborhoods. Although this practice is highly controversial, it is an attempt to organize an area considered disorganized by some.

Anomie Theory

Robert Merton developed Anomie theory in 1938. This theory states that there is a difference between what a person wants and what they can achieve. This difference is anomie or a strain on the person. When people fail to achieve what they want by proper means, they will turn to crime to achieve these things instead.

The dilemma, according to Merton, is that society imposes an expectation of material wealth on people. To compound this problem, only certain maneuvers are approved for an individual to make money. For example, we have all heard the story of going to college, getting a good job, working hard for 35 years, and retiring. For some people, this route does not work, and thus they look for shortcuts to achieve what they want.

Examining the life of many criminals proves Merton’s theory. The person who grows up poor has few opportunities to get ahead the traditional way and thus turns to crime. Obviously, the person wasn’t stupid because building a drug cartel is not easy. However, Merton’s theory breaks down when one realizes that despite crime being higher among the poor, the typical poor person does not commit crimes. Therefore, like most theories, Merton’s theory does not explain all criminal behavior.

Anomie theory can also be applied to social classes beyond the poor. For example, many white-collar crimes are committed by people already considered successful financially. The problems these people thought they had was that they needed even more money for an even more lavish lifestyle or perhaps for the challenge of acquiring wealth.

Sometimes strains can be external. For example, parents lose their jobs, pushing them and their children into crime. Drugs and alcohol can also introduce strains into a situation, pushing people into making poor choices. Another application of anomie theory is the role of certain social institutions. For example, religious practice has been found to help people to focus on other things besides wealth. If the local church has lost its influence, it may no longer serve as a conduit to encourage people to think beyond money.

Conclusion

Crime has and will always be a problem. THeories will try to explain crime, but no single theory can explain every motivation for crime. What this means is that there is no single answer for preventing crime. Therefore, a multitude of theories with a multitude of solutions may be a necessary approach to addressing this issue

In this post, we will look at on theory used in criminal justice to explain criminal behavior. However, we will also see how this theory applies in the classroom context. However, first, we will look at ta foundational theory related to this topic called Classical Theory.

Classical Theory

The ideas of classical theory were formed in part by Cesare Beccaria in his 1764 essay On Crimes and Punishments. In this essay, Beccaria makes several arguments against how criminal justice took place in the 18th century. At that time, a judgment could be arbitrary, was not done fairly by class, and had harsh punishments for various minor crimes.

This criticism supported banning torture, clearly delineating laws, and educating the public about those laws. The additional influence of this movement is the development of the US Constitution’s 8th amendment, which bans cruel and unusual punishment. To make this as simple as possible classical theory calls for punishments that fit the crime. How this applies varies, but it is a core principle. In addition, this idea has been discussed in classroom management. Teachers have to ensure that students’ discipline is not excessive or too weak.

Rational Choice Theory

Rational theory posits that criminals think about their actions and weigh the pros and cons of their decisions. This does not suggest that the criminal makes the best decision, but it does imply a thought process and thus allows for people should be held responsible for the results of this process.

Like any other theory, rational choice explains criminal behavior sometimes. Some criminals think things through before committing a crime, while others have no plan or thought behind their actions. This is true, especially in situations involving drugs and alcohol and domestic disputes, which are often dangerous. In addition, we have all had to weigh whether doing something questionable is okay. Another name for this experience is called temptation.

In the classroom, students always make choices involving a thought process and/or their emotions. Often for kids, the question is whether o, not they can get away with the behavior. Students will often play games of probability, rolling the dice to see if they can get away with breaking the rules. However, due to their inexperience, they often miscalculate or, in some cases, they really don’t care what will happen if they are wrong.

Crime Detterants and Rational Choice

For people in the criminal justice field and teachers in the classroom, supporters of rational choice theory believe that harsh punishments deter crime or poor behavior. Both teachers and criminal justice professionals can rely on the disappointment of family and friends and a general sense of right and wrong when they appeal to students committing crimes. Such arguments are examples that come from a position of rational choice.

Another application of rational choice theory is harsh punishments. The thinking goes that if the punishment is cruel enough, thinking people will choose to not break the law or violate the rule in the case of the students. However, people still commit horrific crimes despite being fully aware of the consequences. This idea does not always work, but it sometimes does.

Conclusion

People will make bad choices throughout their life the question why? Classical theory and rational choice theory show humans as thinking, rational animals. This is not incorrect but is also not the full answer. Therefore, it’s important to continue exploring this phenomenon to benefit those affected by crime or poor student behavior.

A specific field in which statistics is used is the field of crime. IN this post, we will look at how researchers attempt to measure crime. Primarily we will look at issues with data collection and one of the main agencies for consolidating data regarding crime.

Data Collection

A major challenge in measuring crime is that not all crimes are reported. It is common for rape victims to avoid reporting what happened to them. Criminals are also usually reluctant to report crimes that happen to them. Petty and property crimes are also underreported. As such, the collected data does not fully represent crime in the actual world.

One source for criminal statistics is the Uniform Crime Report (UCR). Compiled by the FBI since 1930, the UCR gathers data from over 90% of all of the various police agencies in the USA. This report contains data from Part 1 crimes, which are generally serious crimes, including some of the following.

• Murder, manslaughter
• Forcible rape
• Robbery, burglary
• Arson
• Various forms of theft (larceny, motor vehicle)
• Gambling

Another hurdle to crime reporting to the UCR is that each agency must report the most single crime for each instance of criminal activity. For example, if multiple crimes are committed by one person in one instance, only the most serious offense is reported.

Arrests are also reported to the UCR. Collecting data on arrests helps agencies calculate a clearance rate and the percentage of crimes that lead to an arrest.

There can also be issues after a criminal is caught and does time. FOr example, in one county, a juvenile may commit a crime and get probation, but in another county, they may have to do time behind bars. This is partly due to various philosophies of judges and probation officers in dealing with crime. This makes a difference in criminal punishment based on philosophy rather than something less subjective.

Consumers of Crime Statistics

Policymakers often use the collection of criminal statistics to determine various laws and funding they want to provide to law enforcement agencies. One common problem is that consumers of crime statistics are not aware of the context in which the data is collected, leading to faulty conclusions.

For example, back in the 1990s, there was a dip in criminal behavior. A group of experts concluded that this dip in criminal behavior was due to changes in access to birth control in the 1970s. The thinking went that the birth of unwanted children in the 1970s prevented the birth of criminals who would have been terrorizing society in the 1990s.

The example above may be considered an extreme example, but this can happen when people place their interpretation on data without having a deeper understanding of how that data was collected. Given that crime statistics are not 100% reliable, strong conclusions should be guarded.

Conclusion

Despite these challenges, data on crime is needed. What is really important is that people avoid jumping to strong conclusions based on data known to have issues. Some insight into criminal behavior is better than none, but care and restraint are needed in the conclusions.

This post will look at various types of crowds that we often find ourselves a part of at different times. In addition, we will look at two theories that attempt to explain the collective behavior that happens when crowds form.

Crowds

A crowd is a group of people who are close to each other. There are several types of crowds. A casual crowd is a group of people who are together but not really interacting with each such as what one would find in a shopping mall. In the shopping mall, there are lots of people, but the interaction among the people is often limited to small groups.

A conventional crowd is a group of people who come together for a scheduled event. A common example of a conventional crowd would be people coming together for a religious service. In such an environment, the people have a general-purpose. There is generally more interaction because of the unity that a religious experience can often bring people.

An expressive crowd is a crowd that is together for an emotional purpose. Examples of expressive crowds can include such things as weddings and funerals. Lastly, an acting crowd is a crowd that comes together for a specific purpose or goal, such as a sporting event. Of course, these categories are artificial, and maybe an event may not fit neatly in anyone exclusively, but they do provide a way to organize large groups of people.

When people find themselves in crowds, they often exhibit the group’s norms, which is called collective behavior. For example, a perfectly rational individual will begin to act emotionally in a charismatic religious experience or will become violent within the context of a riot.

Emergent Theory

Several theories have attempted to explain how norms in crowds develop. Emergent norm theory states that people react to the crowd they are in with their own norms, which change as the crowd responds to different stimuli. For example, suppose people are angry and frustrated with the government. In that case, the group may believe that breaking and burning things is acceptable. Outsiders consider this lawbreaking, but for the people within the crowd, this is justifiable behavior in the face of injustice. In other words, the emergent theory attempts to explain that the behavior of a crowd is not irrational and unpredictable but rather a logical response to the current situation.

An example of such behavior can be found in the protesting in the US. People got together and began to break into buildings and steal and destroy property. Things individuals would have never done by themselves were brazenly done in a justified manner due to the perception of injustice.

Value-Added Theory

Value-added theory states that several conditions must be present for collective behavior as found in a crowd can take place.

1. The first is structural conduciveness which means that people are aware of a problem and begin to gather together.
2. The second is a structural strain which is people developing frustration over the unsolved problem.
3. Third is growth and spread of disbelief which means the problem is clearly defined and blame is placed on an individual or group.
4. The fourth condition is called precipitating factors, which is a trigger event that leads to collective behavior.
5. The fifth condition is mobilization which involves the emergence of leaders to guide the crowd.
6. The final condition is social control, and this involves the process of ending the collective behavior.

The protesting that has taken place in the US can also be explained from the perspective of value-added theory. A group of people gather together over a perceived injustice, they begin to get angry, they blame the people in positions of power, some starts to break, burn or steal something, more people follow this example and chaos breaks out, only after a time are the authorities able to end the carnage.

These conditions do not have to happen linearly, but most must be present for collective behavior to begin. For example, leaders can emerge at the beginning rather than the fifth condition.

Conclusion

The theories above try to explain from different viewpoints a phenomenon that most of us have experienced: the loss of self when moving in a crowd. The behavior of such crowds does not have to be negative, but it is negative behavior that is easier to notice compared to positive action. In whatever case, these theories do provide some insight into what can be a blessing or a curse.

Various countries and governments have developed different forms of authority to maintain power and stability. This post will look at three common forms of authority found throughout the world.

Traditional Authority

As its name implies, traditional authority relies on tradition to maintain its power. Examples of traditional authority usually include monarchies such as those found in Europe at one time. People support the leader because this support has been given for a long time.

The actual leader often does not have power beyond people’s respect for them. The leader can often have a figurehead-type status while others exercise overt power. For example, it is common in many countries with traditional authority to have the monarch avoid politics and serve a ceremonial role.

A variation of traditional authority is called patrimonialism. Patrimonialism is a strong-man character who has a strong administration and military support. Some may see this as a form of military-backed dictatorship. The people under the supreme leader only have their privileges through their obedience and loyalty to the supreme leader.

Charismatic Authority

Charismatic authority generally involves an individual who gains power through the strength of their personality more than on any other single reason. Often this will happen during a time of crisis in which people are looking for help and or protection. One example of this would be Napolean Bonaparte, who rose to power in France after the French Revolution.

However, charismatic leaders often do not last long. There may be several reasons for this. The crisis may worsen, the leader’s shortcomings become more apparent over time, or someone even more popular arises to threaten the leader. These are not the only reasons, but they play a part in the demise of charismatic leaders. For example, Napolean’s shortcomings as a general were the primary reason for his downfall. Though one of the greatest generals ever, he was not perfect, and often leaders are expected to never fail.

Rational-Legal Authority

Rational-legal authority emphasizes laws, rules, regulations, and the office of authority rather than the individual person. Countries with constitutions are often inspired by rational-legal authority. For example, the United States is a strong example of rational-legal authority. They have a constitution and a new president every 4 to 8 years. The power lies within the office, and there is no idea of a single absolute authority but rather an emphasis on “we the people.”

With the focus on laws, all the lawmakers have to do is make illegal things legal and legal things illegal, and there will not be as much push-back from the people because they believe in the rule of law. Examples of this from the United States can include any controversial topic such as sexuality, taxes, reproductive rights, etc. Each of these examples involves actions that were legal, then illegal, or vice versa. In summary, whoever defines the laws appears to have the power in a rational-legal framework.

Conclusion

Countries require leadership, and leaders can have various forms of authority. The examples provided here are just some of the commonly seen options. Naturally, it would be an oversimplification to think that leaders and countries could not mix the examples above. For example, Cesar was charismatic and spent a lot of time passing various laws. The real point here is to be aware of these various styles.

Family is a term that is used but not necessarily agreed upon. In this post, we will look at views on family and the stages of family. Understanding the stages of family life will help teachers try to help parents.

Defining Marriage & Family

Family often begins with marriage, and defining marriage has been controversial for years now. Traditional marriage in the West generally involves people of the opposite sex who have some sort of a public ceremony. A family that is formed through marriage is called a family of procreation. Marriage can also be more complex. Some support having multiple partners, which is called polygamy or polyandry (multiple wives or husbands).

Despite being around since the beginning of time, people do not agree on what family is. One definition sees family as the blood relations a person has. However, many people do not grow up with blood relatives and thus may see adoptive parents or friends as family. Sociologists try to deal with this by speaking about a family of orientation which is the family in which one is born or raised.

Stages of a Family

There are seven common stages that a family goes through. Stage 1 is the marriage family and is usually childless. The couple is essentially newlyweds and has not had any children yet. Stage 2 is the procreation stage and involves having newborns to toddlers. This stage is a huge transition as the responsibility of parenthood has descended on a young couple.

Stage 3 is the preschooler family and goes from toddlers until 6 years of age. Generally, kids are not yet in school and spend most of their time at home or daycare. Stage 4 is the school-age family and goes from age 6-13. At this stage, children are in school, are more independent, and the parents can focus more on their jobs and career.

Stage 5 is the teenage family and goes from age 13-20. The children are adults who lack experience and need to be guided by their parents. As they push the limits, parents can begin to worry greatly about the young adults in their house. Stage 6 is the launching family and involves young adults leaving home. This can be extremely emotional as children leave home and parents have to deal with the separation from adult children. Lastly, stage 7 is the empty nest family, which is a family in which the children have grown up and moved away. Now that their children are adults, parents are left with a huge transition as they try to find other ways to invest their time.

Families and Education

The stages are useful but not always accurate. It is common to have children in various age categories simultaneously. For example, have a toddler and a teenager in the same house. Is such a family a preschooler or teenager family? It may not be clear, but perhaps the stage is tied to the individual child instead of the entire family.

For teachers, the stages of the family often involve them dealing with families from at least the stages 2-6. Parents will be in different stages with different children, which may impact whatever children the teacher is dealing with. For example, suppose a 10 year has an older sibling who is leaving for college. In that case, this could cause behavioral problems as the students struggle to accept this separation. In addition, if a 7-year-old now has a baby brother, this could also lead to problems as they adjust to less attention from their parents. These two examples don’t even consider the fracturing of a family through a divorce or the commonly found experience of single parents.

Conclusion

Teachers and families have to work together to help children. This is an idea that seems to have been forgotten over the years. With the challenges of moving through each stage of family life, teachers need to be aware and understand as they try to support the home.

Social stratification is the ranking of individuals using various factors such as wealth, income, education, etc. While I was preparing this post, I could not find any evidence of a classless society. In fact, some of the sources claimed that no such society as a classless one has existed. This implies that stratification is a natural part of human existence whether people like it or not.

What causes this is not always apparent. For some reason, people often like to exalt themselves and be above others. There is a tendency in some people to desire control and dominance. Sometimes people are chosen to be the leader or in a higher social position by others in the society. Leaders often fall into this category and can include politicians, clergy, and kings. Others gain a higher status through hard work, and people admire and appreciate this. For example, Napolean was able to rise through the ranks of the military due to his brilliant leadership and eventually became emperor.

There are also examples in history of people gaining power not just for selfish reasons but for personal protection from one’s enemies. Ceaser was truly driven by a desire to rule, but he also had enemies who were waiting for him to lose power so they could attack him through various legal means. Therefore, Ceasar looked for ways to maintain the leadership of provinces and be consul of Rome to maintain his legal immunity. Even when taking power, he generally would grant amnesty to enemies to avoid stirring up more enmity. However, as he became more powerful, he just became even scarier to the other elites who simply murdered him one day.

The best it appears people can hope for without being cynical is a world in which the elite and upper class refrain from abusing and mistreating the people below. There is also little historical evidence of elite restraint as there is almost no evidence of a classless society. Different people put in different amounts of work, and some find different ways to cheat their way, and thus there will always be differences between the ranking of people.

Caste System

There are several terms related to social stratification. The caste system is one. With the caste system, people are born into a certain level of society, and they are stuck there forever. There is no social mobility. Examples of this can be found in India, Feudal Japan, and Medieval Europe.

Marriages between caste are frowned upon or even illegal. For example, a friend from India told me how they got married. She was from the warrior caste, while her future husband was from the priestly caste. Since they were Christian, they did not think they were bound by the tradition of the caste system and for married. Being it was a Christian community, everyone was okay with it; however, several people were still worried that something “bad” might happen to the newlywed couple because of the country’s cultural background. India abolished the caste system, but its roots are still strong in some situations.

Class System and Meritocracy

The class system is a more flexible style of social stratification in which people belong to one of many different classes based on their wealth, education, etc. Examples of classes can include upper, middle, and lower classes. Unlike the caste system, which discourages marriage, the class system does not generally condemn marriages of people from different classes.

Meritocracy is social stratification based on effort. At best, meritocracy has been partially implemented in many places. No matter how hard humans try, people are just good at findings ways of getting through the system without equal work. This leads to frustration by those who “play by the rules.” Another problem is that some people will achieve a great deal in one area, but this area is not valued as important by society.

Highly educated people often have amazing expertise in minute details of life that are not generally valued by the larger society in terms of prestige and financial remuneration. This can lead to frustration and desires to challenge the social stratification. At times, some of the strongest proponents of a classless society are people who do not have the status they believe they deserve.

Conclusion

Stratification is always going to be a problem. This is because people will always find ways to move up the social hierarchy through honest hard work and abuse the system for personal gain. Unfortunately, people may lose status due to mistakes or injustice, and those who are higher up may mistreat those who are lower, which is not fair or right again.

Socialization is the process in which people learn how to be members of a specific society. Several institutions play a critical role in the socialization of people, and these are the family, religion, schools, peers, job, and government. We will look at each below.

Family

The family is perhaps the strongest socializing agent in a person’s life. The earliest knowledge about the world and how a child sees the world is shaped by the family initially. The family continues to influence the child throughout their lives by accepting or rejecting the child’s actions.

Different families also socialize their children in different ways. For example, worker-class families often emphasize obedience while middle and upper-class families focus on creativity and critical thinking. As such, these children from these different families are taught that different things are important.

Religion

Religion plays a critical role in socializing people. Even in families that do not encourage religion, they send a message that religion is not important. Often religion provides various ceremonies that are connected with the family. Examples can include weddings, funerals, and rites of passages ceremonies like Bar mitzvahs among Jews.

Religion also often provides a moral framework for a person. People learn right from wrong by going to church or reading the religious text of their religion. REligions also define roles for people in society, such as the role of the man and woman in marriage and the local leadership.

School/Peers/Government

Outside the home, the place that may have the most influence on individuals and socialization may be the schools. Teachers serve as role models and surrogate parents through spending entire days with children. Students learn about the values of their society at school as well. Schools do not only teach subjects but also help to shape a student’s worldview.

One of the reasons for the huge debate over education in the US is what values should be taught in school. Many parents are pushing back against what schools want to do in the classroom because, fundamentally, the parents do not support the current form of socialization in schools today.

Peers are often met at school and also influence the socialization process. Peers teach people how to interact with members of their age group. Peers can be a positive or negative influence on socialization. However, at least among young people, friends are generally a negative influence. This leads to the point that the different agencies spoken of here often compete in terms of their influence over a person.

The government is also mentioned here because the government is often heavily influencing the school. Through policies government influences almost all aspects of a person’s life. Such things that are influenced by the government are schools, salaries, health, retirement, marriage, among other things.

Governments are also often involved in shaping the values of their citizens. This is done by encouraging patriotism and nativism. America is famous for supporting the American way and the American Dream among its people. In addition, democratic values are highly encouraged and even exported to other countries.

Job

When people grow up, the workplace can also serve a role in socialization. Most workplaces and companies have a set of values that they want their employees to accept and model. There are also unwritten rules of interaction, such as dealing with superiors and how to deal with peers.

People also frequently change jobs, which means they accept and reject various values they have throughout their lives. For example, something that is acceptable in one company may be unacceptable in another. Sometimes the only way to learn this is to gain the approval or disapproval of others in the company.

Media

Another powerful influence on socializing is media. People often decide what is right or wrong based on the media. Media has such influence on people’s lives now that there are accusations of “fake news” when views are shared that are not appreciated by one side or the other.

There is also the idea of “cancel culture,” which involves punishing someone by making them disappear from the internet for saying something that offends somebody. This is yet another example of socialization as it provides examples of things that should be said in the online context. This is even more amazing because people can be canceled for things they said before “cancel culture” even existed. In other words, a person needs to be perfect even before the standards change; otherwise, they will be held responsible for something they said even before saying such a thing was so offensive.

Conclusion

As long as people live among each other, socialization will be important. The examples provide here share a glimpse of the major agents in the socialization of people.

Throughout human history, there have been various types of societies that people have been found to inhabit. Although it might not be totally fair or accurate to state that these societies have appeared in chronological order since most of these societies are still present today, the types that are considered “older” are not as frequently found as later forms of societies.

This post will cover several commonly found societies in the world. These types of societies are…

• Hunter gather
• Pastoral
• Horticultural
• Agricultural
• Feudal
• Industrial
• Informational

Preindustrial Societies

The first four societies (Hunter-Gatherer, Pastoral, Horticultural, and Agricultural) are considered preindustrial societies.

Hunter-Gatherer

A Hunter-gather society focuses on hunting and foraging or gathering plants for food that are uncultivated. Family and tribe and generally important in these types of societies. Often, this society is migratory follow the resources they hunt or leaving an area once the resources are depleted.

Hunter-gatherers are considered the oldest type of society. However, today they are rare to find, except for indigenous peoples in various parts of the world. As the world becomes more urbanized and centralized, many governments prefer to keep a closer eye on people who wander from place to place and thus often discourage this lifestyle. As such, hunter-gathers are continuing to decline in terms of their numbers.

Pastoral

A pastoral society is a society in which the people have chosen to domesticate animals and plants. Despite this development, pastoral societies still had a nomadic lifestyle because they had to follow the food source of their animals. With the domestication of animals also came the use of the animals not just for food but also for clothing, transportation, and a general surplus of food. With this surplus, people began to specialize in various occupations needed by their society.

Horticultural and Agricultural

Horticultural societies developed in places with enough rain to allow people to stay in one place and grow feed in permanent settlements. Unlike the other two societies mentioned, horticulturalists did not live a nomadic lifestyle. What horticultural societies were missing was strong, reliable tools, which came with the development of agricultural societies.

Agricultural societies involved the use of tools that took farming from subsistence to a commercial level. People could not farm not just for survival but for profit. Various techniques for farming also developed, such as the use of fertilizers, crop rotation, and tools were use to boost yields. Specialization was also stronger, and many people would work in various occupations that had nothing to do with farming. Examples include the scholar, blacksmith, merchant, and more. With these various classes came division as one class or the other was viewed as superior to another.

Federal

Feudal societies are commonly found in the Middle Ages in Europe and in places such as Russia, Japan, and Thailand, among other places. This society did not involve a major technological change in how food production took place but was rather a time of power consolidation.

In any society, people begin to figure out how to exploit the rules to their advantage or to simply break the rules. Feudalism was essentially a rich gentry at the top exploiting the poor under them. All the poor seemed to get was protection from other rich people who wanted to conquer their village and become their slaves. There was no social mobility, and it was no way to break away and become independent.

Industrial Societies

The birth of industrial societies involves developing many forms of machinery that automate or speed up tasks. For example, steam-powered helped with transportation (trains and boats) and farm production (cotton). The improvements in technology led to increased factory production and allowed average people to own what used to be considered luxury items. Items such as paper and glass were quickly being made available for everybody.

It was during this time that people took their focuses away from the family to economic activity. A new generation of capitalists was able to unseat the feudalists from their seats of power. Essentially, capitalists were people who knew how to exploit and break the new rules for wealth and power.

Post-Industrial Societies

Perhaps the latest form of society is the post-industrial society, also known as the information age. Now, instead of making food (preindustrial focus) or making things (industrial focus), the information society uses various technical skills related to dealing with data. Today, there are jobs such as data scientists, analysis, computer science, etc., that focus on dealing with information in one way or another.

Work and career are also becoming much more important. A feudal farmer was not worried about a career, only surviving the day and relaxing in the even. The farmer’s life was focused on his family and not climbing the corporate ladder. Now, people are often socialized to put job and career before most other matters, which has weakened family relations.

Conclusion

Today people live in all of the societies mentioned here. It’s up to the person to decide which one of these societies works best for them. The primary goal was to share the various types of society found in the world today.