Chapter 3 Criminological Theory The Chicago School

The Impact of Urbanization: The Chicago School

Chicago School

Moved away from individual explanations and focused on social and environmental causes, especially the city's structure.

Concentric Zones Model

Burgess's model showing cities grow in five rings, with the Zone in Transition having the highest crime.

Zone in Transition

Zone 2 of the Concentric Zones Model; a poor, transient area with deteriorating housing and constant population turnover.

Social Disorganization

The breakdown of social controls and community institutions in a neighborhood.

Three Causes of Social Disorganization

1. Poverty, 2. Residential instability, 3. Racial/ethnic heterogeneity.

Shaw and McKay's Key Finding

Crime stayed high in the Zone in Transition no matter which racial or ethnic group lived there; place, not people, caused crime.

Cultural Transmission

The idea that criminal values and traditions are passed down from older to younger generations in disorganized neighborhoods.

Collective Efficacy

Sampson's concept: the ability of neighbors to trust each other and work together to solve problems.

Differential Association

Sutherland's theory that crime is learned through interactions; people become criminal when they have more definitions favorable to crime.

White-Collar Crime

Crimes committed by respectable, high-status people in the course of their jobs (e.g., fraud, embezzlement).

Social Learning Theory

Akers's extension of differential association; crime is learned through association, definitions, imitation, and reinforcement.

Broken Windows Theory

Wilson and Kelling's idea that minor disorder (broken windows, graffiti) leads to serious crime if not fixed.

Chicago School Policy Recommendation

Social investment: better schools, parks, community centers, and neighborhood programs.