- JUS 212 Topic 6 Differential Association Theory
Differential Association Theory
The differential association theory was made by a criminologist named Edwin H. Sutherland in 1939. This theory is about “the principle that criminal acts are related to an individual’s openness to an overabundance amount of antisocial attitudes and values” (Siegel, 2018). Donald Cressey further expanded this theory, who was an associate of Sutherland after Sutherland passed on in 1950. The differential association theory follows seven fundamental principles.
These include: “that criminal behaviour is learned, learning is a result of interaction, Criminal strategies are learned, Point of view on the legal code influence points of view and drives, Differential associations may vary in repeat, duration, need, and intensity, …,” (Siegel, 2018). This paper will explain what kind of cliques are found in a high school setting and a criminal setting, and then, on the off chance, the differential association theory can explain the behaviours of the cliques of that age.
Cliques in a High School Setting
Certain groups of individuals/cliques are usually framed in high school depending on social classes, ages, interests, religions, etc. The most stereotypical cliques are the athletes, geeks, cheerleaders, gamers, menaces, etc. According to Andrews, instincts play a crucial part in who individuals decide to be companions with and what cliques to join; individuals usually have wants, and cliques can be explained with the differential association theory. “Individuals who engage in antisocial activities also see and accept that their dearest companions and close associates engage in antisocial activities” (2018).
Cliques of individuals who partake in criminal behaviour usually find companions who do as well, whether taking medications, stealing, etc. Gym rats, for example, are known to be popular and party a great deal, so usually they find companions who are also fitness junkies and or partiers. Using the differential association theory, cliques are explained by peers learning behaviours from other companions and forming cliques because they are familiar and share the same interests.
Cliques Relative Propensity to Involvement in Crime
Cliques in high school that have a propensity to be involved in crime are because of social influence and usually want to not adhere to guidelines. Usually, the cliques who party are the main ones getting involved with crimes during high school because, generally, alcohol and medications are involved. According to Rokven et al.,” He demonstrated that the impact of delinquent companions on an individual’s probability of committing a crime is more grounded among individuals who are considerably more profoundly attached and who invest relatively more energy with their companions” (2016).
The differential association theory demonstrates that behaviour is influenced and learned, not randomly gained, especially criminal behaviour. Regardless of whether one fits in with a particular gathering that does criminal behaviour, part of the time, peer strain can make somebody feel like they need to find a place with certain cliques. Most teenagers in high school will do anything to find a place with the more notable or “popular” kids. “In case an admired companion drinks and smokes, it makes it significantly easier for an ally to engage in those behaviours and to accept they are appropriate” (Siegel, 2018).
Differential Association Theory Explaining the Behaviors of Groups of that Age
The differential association theory can explain the behaviours of groups at the high school age. According to Siegel, “Acquiring a behaviour is a social learning process, not a political or legal interaction” (2018). Teenagers love to attempt to find a place with specific groups to make more companions, and on the off chance that one faction has criminal behavior, a couple of youths will follow their example and learn their behaviors. High school kids spend at least 8 hours a day, 5 days, and seven days together, which is a great deal of time for young people to learn behaviours from their companions. Peer pressure is a significant thing that youths will deal with while trying to fit in.
Conclusion
In conclusion, the differential association theory is about individuals being introduced to criminal behaviour, making one also want to do criminal behaviour. The differential association theory also explains why individuals join certain cliques/groups. The cliques who usually do criminal behaviour learn these behaviours from the other individuals in the gathering. Most teenagers will do things they are uncomfortable with. According to JUS 212 Topic 6 Differential Association Theory, they will find a place with peers who they feel are “cool” or “popular.” This is important because the differential association theory can explain why specific individuals lean towards criminal behavior more than others.
References
Andrews, E. L. (2014, December 4). A new study explores why cliques thrive in some high schools more than others. Stanford Graduate School of Education. Retrieved fromhttps://ed.stanford.edu/news/new-study-explores-why-cliques-thrive-some-high-schools-more-others
Rokven, J. J., Boer, G. D., Tolsma, J., & Ruiter, S. (2016, December 28). How friends’ involvement in crime affects the risk of offending and desistance. European Journal of Criminology. Retrieved fromhttps://journals.sagepub.com/doi/full/10.1177/1477370816684150
Siegel, L. J. (2018). Criminology: Theories, patterns, and typologies (13th ed.). Thomson Wadsworth