CRJU 3410 1st Edition Lecture 10Outline of Last Lecture NO LECTURE< CLASS CANCELLED Outline of Current Lecture I. Macro-Sociological OrientationII. Theory of Urban Ecology/Concentric Zone TheoryIII. Concentric Zone: 5 ConceptsIV. Social Disorganization Theory V. How did they determine this?VI. The Chicago SchoolVII. Legacy of Chicago School VIII. SDT and Public Policy Current LectureIX. Macro-Sociological Orientationa. Society and social process allow understanding of crimei. Society has a role in shaping its membersb. Social Ecology i. Uses ecological modelii. Social problem exits in the area, even as people move in and others moveoutX. Theory of Urban Ecology/Concentric Zone Theorya. Park and Burgessi. Proposed parallel between human societies and the plant and animal kingdoms (reflecting ecology)ii. Used Chicago as a Laboratoryiii. Predicted cities would take the form of concentric rings XI. Concentric Zone: 5 Conceptsa. City Growth Conceptsi. Concentration: Clustering of peopleii. Dispersion: People moveb. What occurs during transitionsi. Disorganization: Disruption to the normative structure of communityc. 2 Processes occur with competition for land i. Succession: resident replacementii. Accommodation: reorganization of community These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.XII. Social Disorganization Theory a. Shaw and McKayi. Used social ecology to explain the geographic distribution of crime and delinquency in Chicagoii. Delinquency not caused by people, but from abnormal situationsiii. Social disorganization=weak community controlsiv. A high crime area remains high XIII. How did they (Shaw & McKay) determine this?a. Their independent variables:i. Economic conditions by square-miles areasii. Ethnic heterogeneityiii. Population turnoverb. Their dependent variables (outcomes) in the delinquency rates were measured by: i. Arrestsii. Court appearancesiii. Court adjudications of institutional commitment c. To determine whether delinquency was caused by a group or the environment they: i. Studied forty years of quantitative dataii. Looked at groups through their migration of the cityd. They found: i. Social disorganization in certain areas1. Residential instability and ethnic diversity ii. Crime rates declined with distance from city centeriii. Stability over timeiv. Interpersonal relationships affected delinquencyv. Corresponds with concentric zonesvi. Zone 2 always high XIV. The Chicago Schoola. Two theories discusses as well as other authors looking at environments and crimeb. The other work coming out of this school complemented the studies discussedc. Jack Roller (1930)d. Brothers in Crime (1942)XV. Legacy of Chicago School a. Chicago School had several long-lasting effectsb. Richly descriptivei. Led to ideas of the Cultural Transmission Theory c. Social Ecologyi. Led to ideas of Environmental Criminology d. Social Disorganizationi. Rediscovered in the 80s, and updated to reflect more contemporary ideals in Collective Efficacy Theory XVI. SDT and Public Policy a. Main Policy Implication i. Communities should strengthen local social controlsb. Chicago Area Project (CAP)i. Shaw and McKay Initiated to encourage grassroots organizingii. Provided recreational opportunitiesiii. Improved physical appearance of areaiv. Mediation of courts, schools and communities Theory Strengths WeaknessesSocial DisorganizationTheory(Shaw, McKay)• Fits with what the Chicagoans observed in their living laboratory;• Causal arguments are logical; • Supported by research in the30s and 40s Two main flaws:(1) Lacking independent social disorganization measures, may be tautological(2) Early researchers may have committed the ecological