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,Knowledge clips
Clip 1: criminal careers, measuring crime over the life course
Criminal career: longitudinal sequence of crimes committed by and individual offender, four
dimensions:
- Participation: people who engage in crime vs. those who do not during the life course
o Age of onset: the age of the first criminal behavior
- Frequency: rate of activity, number of offenses
o “Lamdba”
- Seriousness: minor vs. serious, escalation/ de-escalation (it will most escalate in
numbers), specialization (whether or not an offender commits a single type of crime
and specializes)
- Duration: the length of the criminal career/ activity
o Desistance: the process of ending criminal activity/ career
How to measure criminal careers: the life history calender (LHC):
- Method used to collect retrospective life course data
- Focus on sequence and timing of events
o Age of onset, frequency, duration
- Visualizes relationship between trajectories, events and changes in behavior
- Shows other transitions and events that help us understand changes in behavior
Lecture 1: introduction: crime over the life course
Age and crime:
- Fact: adolescents and young adults commit a disproportionate amount of crime
- Data:
o Official data: arrests peak in late teens/ early 20s
o Self-report: teens and young adults report more criminal behavior than other
age groups
o Victim surveys: victims most commonly report offenders to be teenagers/
young adults
Hirschi & Gottfredson (1983): age-crime curve one of the brute facts of criminology
- Crime declines with age: ‘maturational reform’, ‘aging out’
o Invariant
o Consistent explanations across age
o Difference in degree
- All we need is propensity?
Age crime curve:
- Why does crime decline with age:
o Changes in social roles and contexts
o Society at large is faced perennially with an invasion of barbarians… (and)
every adult generation is faced with the task of civilizing those barbarians
o Depends on the type of crime – different types of age crime curves
, Also depends on gender
- What does it tell us?
o How crime is distributed across a population according to the age of a
population
o How distribution varies by crime type or over time
o Shared social behaviors over time
- Critiques of aggregate age-crime curves:
o It does not tell us about:
When they start (people that start earlier will longer precede)
o Ignores variation in the shape of the age-crime
Gender
Early vs. late starters
Crime types
- Implication:
o Our theoretical frameworks should be able to account for the age-crime
relationship
o Who is the target for crime prevention/ reduction
o Why does crime decline with age
Life course research:
- Between individual differences vs. within-individual differences
- Social pathways
- Life course concepts:
o Trajectories: common behavior, your criminal behavior over the life course
(education) – trajectories will influence each other
o Transitions: happen within trajectories, transition from relationship – single
(more common than turning points)
o Turning points: leads to a sustained change – may not be expected
o Age effects: as you get older it will have an effect on your behavior
o Period effect: what is happening in that specific time period
o Cohort effects: period of birth, a group who share specific characteristics
- Social-historical time and place:
o When and where you are born matters
Birth cohort
Historical context
Social change
- Human agency:
o Agency: the capacity to exercise control over our lives
Intentional choices/actions
Made within societal constraints
- Linked lives:
o Individuals are linked with others
Parents, peers, partners, siblings, communities
- Timing:
o The age at which events occur affects trajectories and transitions
Timing of arrest, interventions, parental incarceration, negative life
event
, o Stage of development
o Social norms
- Cumulative continuity (of disadvantage):
o Events/ actions have causal effect
- Self-selection:
o Traits/disposition explain behavior
o Variation in traits -> variation in behavior
Life course criminology:
- Must view criminal behavior in the context of the life course
o Other trajectories
o Life events
o (Changing) social contexts
o Timing
o Relationships
o Decision-making
Literature week 1
Benson, M.L. (2013). Crime and the Life Course (Chapter 1). Routledge: New York.
The life course perspective:
- Multidisciplinary intellectual movement
- It is not an explicit theory but a way of thinking and studying human lives and
development emerging paradigm
- The concept of life course refers to a succession of age-related stages and social roles
are socially constructed and recognized as distinct from each other
- Different stages are separated from each other by normatively defined transitions
and to be ordered in that certain events succeed or precede others (normatively,
getting married should precede having children – but in practice it is often the other
way around)
- Life course: of linked trajectories that a person goes through as they age
o Trajectories: set of linked states within a conceptual behavioral domain or
experience (educational trajectory)
Contain transitions that are well integrated into trajectories and
transitions link levels a trajectory
- Aging and development are continuous processes
- Life course researchers typically devise pathways in three different domains:
o Biological
o Psychological
o Social
o The pathways are closely linked and have reciprocal effects on each other
- There are four core principles that serve to guide research and theorizing:
o Historical time and place:
Where and when you are born and live your life matters
Our lives bear the imprint of what happens in our practical social
worlds
