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Introduction to Sociology 3e

7.2 Theoretical Perspectives on Deviance and Crime

Introduction to Sociology 3e7.2 Theoretical Perspectives on Deviance and Crime
  1. Preface
  2. 1 An Introduction to Sociology
    1. Introduction
    2. 1.1 What Is Sociology?
    3. 1.2 The History of Sociology
    4. 1.3 Theoretical Perspectives in Sociology
    5. 1.4 Why Study Sociology?
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  3. 2 Sociological Research
    1. Introduction
    2. 2.1 Approaches to Sociological Research
    3. 2.2 Research Methods
    4. 2.3 Ethical Concerns
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  4. 3 Culture
    1. Introduction
    2. 3.1 What Is Culture?
    3. 3.2 Elements of Culture
    4. 3.3 High, Low, Pop, Sub, Counter-culture and Cultural Change
    5. 3.4 Theoretical Perspectives on Culture
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  5. 4 Society and Social Interaction
    1. Introduction
    2. 4.1 Types of Societies
    3. 4.2 Theoretical Perspectives on Society
    4. 4.3 Social Constructions of Reality
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  6. 5 Socialization
    1. Introduction
    2. 5.1 Theories of Self-Development
    3. 5.2 Why Socialization Matters
    4. 5.3 Agents of Socialization
    5. 5.4 Socialization Across the Life Course
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  7. 6 Groups and Organization
    1. Introduction
    2. 6.1 Types of Groups
    3. 6.2 Group Size and Structure
    4. 6.3 Formal Organizations
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  8. 7 Deviance, Crime, and Social Control
    1. Introduction
    2. 7.1 Deviance and Control
    3. 7.2 Theoretical Perspectives on Deviance and Crime
    4. 7.3 Crime and the Law
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  9. 8 Media and Technology
    1. Introduction
    2. 8.1 Technology Today
    3. 8.2 Media and Technology in Society
    4. 8.3 Global Implications of Media and Technology
    5. 8.4 Theoretical Perspectives on Media and Technology
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  10. 9 Social Stratification in the United States
    1. Introduction
    2. 9.1 What Is Social Stratification?
    3. 9.2 Social Stratification and Mobility in the United States
    4. 9.3 Global Stratification and Inequality
    5. 9.4 Theoretical Perspectives on Social Stratification
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  11. 10 Global Inequality
    1. Introduction
    2. 10.1 Global Stratification and Classification
    3. 10.2 Global Wealth and Poverty
    4. 10.3 Theoretical Perspectives on Global Stratification
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  12. 11 Race and Ethnicity
    1. Introduction
    2. 11.1 Racial, Ethnic, and Minority Groups
    3. 11.2 Theoretical Perspectives on Race and Ethnicity
    4. 11.3 Prejudice, Discrimination, and Racism
    5. 11.4 Intergroup Relationships
    6. 11.5 Race and Ethnicity in the United States
    7. Key Terms
    8. Section Summary
    9. Section Quiz
    10. Short Answer
    11. Further Research
    12. References
  13. 12 Gender, Sex, and Sexuality
    1. Introduction
    2. 12.1 Sex, Gender, Identity, and Expression
    3. 12.2 Gender and Gender Inequality
    4. 12.3 Sexuality
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  14. 13 Aging and the Elderly
    1. Introduction
    2. 13.1 Who Are the Elderly? Aging in Society
    3. 13.2 The Process of Aging
    4. 13.3 Challenges Facing the Elderly
    5. 13.4 Theoretical Perspectives on Aging
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  15. 14 Relationships, Marriage, and Family
    1. Introduction
    2. 14.1 What Is Marriage? What Is a Family?
    3. 14.2 Variations in Family Life
    4. 14.3 Challenges Families Face
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  16. 15 Religion
    1. Introduction
    2. 15.1 The Sociological Approach to Religion
    3. 15.2 World Religions
    4. 15.3 Religion in the United States
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  17. 16 Education
    1. Introduction
    2. 16.1 Education around the World
    3. 16.2 Theoretical Perspectives on Education
    4. 16.3 Issues in Education
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  18. 17 Government and Politics
    1. Introduction
    2. 17.1 Power and Authority
    3. 17.2 Forms of Government
    4. 17.3 Politics in the United States
    5. 17.4 Theoretical Perspectives on Government and Power
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  19. 18 Work and the Economy
    1. Introduction to Work and the Economy
    2. 18.1 Economic Systems
    3. 18.2 Globalization and the Economy
    4. 18.3 Work in the United States
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  20. 19 Health and Medicine
    1. Introduction
    2. 19.1 The Social Construction of Health
    3. 19.2 Global Health
    4. 19.3 Health in the United States
    5. 19.4 Comparative Health and Medicine
    6. 19.5 Theoretical Perspectives on Health and Medicine
    7. Key Terms
    8. Section Summary
    9. Section Quiz
    10. Short Answer
    11. Further Research
    12. References
  21. 20 Population, Urbanization, and the Environment
    1. Introduction
    2. 20.1 Demography and Population
    3. 20.2 Urbanization
    4. 20.3 The Environment and Society
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  22. 21 Social Movements and Social Change
    1. Introduction to Social Movements and Social Change
    2. 21.1 Collective Behavior
    3. 21.2 Social Movements
    4. 21.3 Social Change
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. References
  23. Answer Key
    1. Chapter 1
    2. Chapter 2
    3. Chapter 3
    4. Chapter 4
    5. Chapter 5
    6. Chapter 6
    7. Chapter 7
    8. Chapter 8
    9. Chapter 9
    10. Chapter 10
    11. Chapter 11
    12. Chapter 12
    13. Chapter 13
    14. Chapter 14
    15. Chapter 15
    16. Chapter 16
    17. Chapter 17
    18. Chapter 18
    19. Chapter 19
    20. Chapter 20
    21. Chapter 21
  24. Index

Learning Objectives

By the end of this section, you should be able to:

  • Describe the functionalist view of deviance in society through four sociologist’s theories
  • Explain how conflict theory understands deviance and crime in society
  • Describe the symbolic interactionist approach to deviance, including labeling and other theories
Protesters are shown here wearing yellow chicken costumers and holding PETA signs that say “I Am Not a Nugget” and “Stop McCruelty.”
Figure 7.4 Functionalists believe that deviance plays an important role in society and can be used to challenge people’s views. Protesters, such as these PETA members, often use this method to draw attention to their cause. (Credit: David Shankbone/flickr)

Why does deviance occur? How does it affect a society? Since the early days of sociology, scholars have developed theories that attempt to explain what deviance and crime mean to society. These theories can be grouped according to the three major sociological paradigms: functionalism, symbolic interactionism, and conflict theory.

Functionalism

Sociologists who follow the functionalist approach are concerned with the way the different elements of a society contribute to the whole. They view deviance as a key component of a functioning society. Strain theory, social disorganization theory, and cultural deviance theory represent three functionalist perspectives on deviance in society.

Émile Durkheim: The Essential Nature of Deviance

Émile Durkheim believed that deviance is a necessary part of a successful society. One way deviance is functional, he argued, is that it challenges people’s present views (1893). For instance, when Black students across the United States participated in sit-ins during the civil rights movement, they challenged society’s notions of segregation. Moreover, Durkheim noted, when deviance is punished, it reaffirms currently held social norms, which also contributes to society (1893). Seeing a student given detention for skipping class reminds other high schoolers that playing hooky isn’t allowed and that they, too, could get detention.

Durkheim’s point regarding the impact of punishing deviance speaks to his arguments about law. Durkheim saw laws as an expression of the “collective conscience,” which are the beliefs, morals, and attitudes of a society. “A crime is a crime because we condemn it,” he said (1893). He discussed the impact of societal size and complexity as contributors to the collective conscience and the development of justice systems and punishments. For example, in large, industrialized societies that were largely bound together by the interdependence of work (the division of labor), punishments for deviance were generally less severe. In smaller, more homogeneous societies, deviance might be punished more severely.

Robert Merton: Strain Theory

Sociologist Robert Merton agreed that deviance is an inherent part of a functioning society, but he expanded on Durkheim’s ideas by developing strain theory, which notes that access to socially acceptable goals plays a part in determining whether a person conforms or deviates. From birth, we’re encouraged to achieve the “American Dream” of financial success. A person who attends business school, receives an MBA, and goes on to make a million-dollar income as CEO of a company is said to be a success. However, not everyone in our society stands on equal footing. That MBA-turned-CEO may have grown up in the best school district and had means to hire tutors. Another person may grow up in a neighborhood with lower-quality schools, and may not be able to pay for extra help. A person may have the socially acceptable goal of financial success but lack a socially acceptable way to reach that goal. According to Merton’s theory, an entrepreneur who can’t afford to launch their own company may be tempted to embezzle from their employer for start-up funds.

Merton defined five ways people respond to this gap between having a socially accepted goal and having no socially accepted way to pursue it.

  1. Conformity: Those who conform choose not to deviate. They pursue their goals to the extent that they can through socially accepted means.
  2. Innovation: Those who innovate pursue goals they cannot reach through legitimate means by instead using criminal or deviant means.
  3. Ritualism: People who ritualize lower their goals until they can reach them through socially acceptable ways. These members of society focus on conformity rather than attaining a distant dream.
  4. Retreatism: Others retreat and reject society’s goals and means. Some people who beg and people who are homeless have withdrawn from society’s goal of financial success.
  5. Rebellion: A handful of people rebel and replace a society’s goals and means with their own. Terrorists or freedom fighters look to overthrow a society’s goals through socially unacceptable means.

Social Disorganization Theory

Developed by researchers at the University of Chicago in the 1920s and 1930s, social disorganization theory asserts that crime is most likely to occur in communities with weak social ties and the absence of social control. An individual who grows up in a poor neighborhood with high rates of drug use, violence, teenage delinquency, and deprived parenting is more likely to become engaged in crime than an individual from a wealthy neighborhood with a good school system and families who are involved positively in the community.

A block of run-down, dirty rowhouses is shown.
Figure 7.5 Proponents of social disorganization theory believe that individuals who grow up in impoverished areas are more likely to participate in deviant or criminal behaviors. (Credit: Apollo 1758/Wikimedia Commons)

Social disorganization theory points to broad social factors as the cause of deviance. A person isn’t born as someone who will commit crimes but becomes one over time, often based on factors in their social environment. Robert Sampson and Byron Groves (1989) found that poverty and family disruption in given localities had a strong positive correlation with social disorganization. They also determined that social disorganization was, in turn, associated with high rates of crime and delinquency—or deviance. Recent studies Sampson conducted with Lydia Bean (2006) revealed similar findings. High rates of poverty and single-parent homes correlated with high rates of juvenile violence. Research into social disorganization theory can greatly influence public policy. For instance, studies have found that children from disadvantaged communities who attend preschool programs that teach basic social skills are significantly less likely to engage in criminal activity. (Lally 1987)

Conflict Theory

Conflict theory looks to social and economic factors as the causes of crime and deviance. Unlike functionalists, conflict theorists don’t see these factors as positive functions of society. They see them as evidence of inequality in the system. They also challenge social disorganization theory and control theory and argue that both ignore racial and socioeconomic issues and oversimplify social trends (Akers 1991). Conflict theorists also look for answers to the correlation of gender and race with wealth and crime.

Karl Marx: An Unequal System

Conflict theory was greatly influenced by the work of German philosopher, economist, and social scientist Karl Marx. Marx believed that the general population was divided into two groups. He labeled the wealthy, who controlled the means of production and business, the bourgeois. He labeled the workers who depended on the bourgeois for employment and survival the proletariat. Marx believed that the bourgeois centralized their power and influence through government, laws, and other authority agencies in order to maintain and expand their positions of power in society. Though Marx spoke little of deviance, his ideas created the foundation for conflict theorists who study the intersection of deviance and crime with wealth and power.

C. Wright Mills: The Power Elite

In his book The Power Elite (1956), sociologist C. Wright Mills described the existence of what he dubbed the power elite, a small group of wealthy and influential people at the top of society who hold the power and resources. Wealthy executives, politicians, celebrities, and military leaders often have access to national and international power, and in some cases, their decisions affect everyone in society. Because of this, the rules of society are stacked in favor of a privileged few who manipulate them to stay on top. It is these people who decide what is criminal and what is not, and the effects are often felt most by those who have little power. Mills’ theories explain why celebrities can commit crimes and suffer little or no legal retribution. For example, USA Today maintains a database of NFL players accused and convicted of crimes. 51 NFL players had been convicted of committing domestic violence between the years 2000 and 2019. They have been sentenced to a collective 49 days in jail, and most of those sentences were deferred or otherwise reduced. In most cases, suspensions and fines levied by the NFL or individual teams were more severe than the justice system's (Schrotenboer 2020 and clickitticket.com 2019).

Crime and Social Class

While crime is often associated with the underprivileged, crimes committed by the wealthy and powerful remain an under-punished and costly problem within society. The FBI reported that victims of burglary, larceny, and motor vehicle theft lost a total of $15.3 billion dollars in 2009 (FB1 2010). In comparison, when former advisor and financier Bernie Madoff was arrested in 2008, the U.S. Securities and Exchange Commission reported that the estimated losses of his financial Ponzi scheme fraud were close to $50 billion (SEC 2009).

This imbalance based on class power is also found within U.S. criminal law. In the 1980s, the use of crack cocaine (a less expensive but powerful drug) quickly became an epidemic that swept the country’s poorest urban communities. Its pricier counterpart, cocaine, was associated with upscale users and was a drug of choice for the wealthy. The legal implications of being caught by authorities with crack versus cocaine were starkly different. In 1986, federal law mandated that being caught in possession of 50 grams of crack was punishable by a ten-year prison sentence. An equivalent prison sentence for cocaine possession, however, required possession of 5,000 grams. In other words, the sentencing disparity was 1 to 100 (New York Times Editorial Staff 2011). This inequality in the severity of punishment for crack versus cocaine paralleled the unequal social class of respective users. A conflict theorist would note that those in society who hold the power are also the ones who make the laws concerning crime. In doing so, they make laws that will benefit them, while the powerless classes who lack the resources to make such decisions suffer the consequences. Throughout the 1980s and early 1990s, states passed numerous laws increasing penalties, especially for repeat offenders. The U.S. government passed an even more significant law, the Violent Crime Control and Law Enforcement Act of 1994 (known as the 1994 Crime Bill), which further increased penalties, funded prisons, and incentivized law enforcement agencies to further pursue drug offenders. One outcome of these policies was the mass incarceration of Black and Hispanic people, which led to a cycle of poverty and reduced social mobility. The crack-cocaine punishment disparity remained until 2010, when President Obama signed the Fair Sentencing Act, which decreased the disparity to 1 to 18 (The Sentencing Project 2010).

A small pile of confiscated cocaine is shown here.
Figure 7.6 From 1986 until 2010, the punishment for possessing crack, a “poor person’s drug,” was 100 times stricter than the punishment for cocaine use, a drug favored by the wealthy. (Credit: Wikimedia Commons)

Symbolic Interactionism

Symbolic interactionism is a theoretical approach that can be used to explain how societies and/or social groups come to view behaviors as deviant or conventional.

Labeling Theory

Although all of us violate norms from time to time, few people would consider themselves deviant. Those who do, however, have often been labeled “deviant” by society and have gradually come to believe it themselves. Labeling theory examines the ascribing of a deviant behavior to another person by members of society. Thus, what is considered deviant is determined not so much by the behaviors themselves or the people who commit them, but by the reactions of others to these behaviors. As a result, what is considered deviant changes over time and can vary significantly across cultures.

Sociologist Edwin Lemert expanded on the concepts of labeling theory and identified two types of deviance that affect identity formation. Primary deviance is a violation of norms that does not result in any long-term effects on the individual’s self-image or interactions with others. Speeding is a deviant act, but receiving a speeding ticket generally does not make others view you as a bad person, nor does it alter your own self-concept. Individuals who engage in primary deviance still maintain a feeling of belonging in society and are likely to continue to conform to norms in the future.

Sometimes, in more extreme cases, primary deviance can morph into secondary deviance. Secondary deviance occurs when a person’s self-concept and behavior begin to change after his or her actions are labeled as deviant by members of society. The person may begin to take on and fulfill the role of a “deviant” as an act of rebellion against the society that has labeled that individual as such. For example, consider a high school student who often cuts class and gets into fights. The student is reprimanded frequently by teachers and school staff, and soon enough, develops a reputation as a “troublemaker.” As a result, the student starts acting out even more and breaking more rules; the student has adopted the “troublemaker” label and embraced this deviant identity. Secondary deviance can be so strong that it bestows a master status on an individual. A master status is a label that describes the chief characteristic of an individual. Some people see themselves primarily as doctors, artists, or grandfathers. Others see themselves as beggars, convicts, or addicts.

Techniques of Neutralization

How do people deal with the labels they are given? This was the subject of a study done by Sykes and Matza (1957). They studied teenage boys who had been labeled as juvenile delinquents to see how they either embraced or denied these labels. Have you ever used any of these techniques?

Let’s take a scenario and apply all five techniques to explain how they are used. A young person is working for a retail store as a cashier. Their cash drawer has been coming up short for a few days. When the boss confronts the employee, they are labeled as a thief for the suspicion of stealing. How does the employee deal with this label?

The Denial of Responsibility: When someone doesn’t take responsibility for their actions or blames others. They may use this technique and say that it was their boss’s fault because they don’t get paid enough to make rent or because they’re getting a divorce. They are rejecting the label by denying responsibility for the action.

The Denial of Injury: Sometimes people will look at a situation in terms of what effect it has on others. If the employee uses this technique they may say, “What’s the big deal? Nobody got hurt. Your insurance will take care of it.” The person doesn’t see their actions as a big deal because nobody “got hurt.”

The Denial of the Victim: If there is no victim there’s no crime. In this technique the person sees their actions as justified or that the victim deserved it. Our employee may look at their situation and say, “I’ve worked here for years without a raise. I was owed that money and if you won’t give it to me I’ll get it my own way.”

The Condemnation of the Condemners: The employee might “turn it around on” the boss by blaming them. They may say something like, “You don’t know my life, you have no reason to judge me.” This is taking the focus off of their actions and putting the onus on the accuser to, essentially, prove the person is living up to the label, which also shifts the narrative away from the deviant behavior.

Appeal to a Higher Authority: The final technique that may be used is to claim that the actions were for a higher purpose. The employee may tell the boss that they stole the money because their mom is sick and needs medicine or something like that. They are justifying their actions by making it seem as though the purpose for the behavior is a greater “good” than the action is “bad.” (Sykes & Matza, 1957)

Social Policy and Debate

The Right to Vote

Before she lost her job as an administrative assistant, Leola Strickland postdated and mailed a handful of checks for amounts ranging from $90 to $500. By the time she was able to find a new job, the checks had bounced, and she was convicted of fraud under Mississippi law. Strickland pleaded guilty to a felony charge and repaid her debts; in return, she was spared from serving prison time.

Strickland appeared in court in 2001. More than ten years later, she is still feeling the sting of her sentencing. Why? Because Mississippi is one of twelve states in the United States that bans convicted felons from voting (ProCon 2011).

To Strickland, who said she had always voted, the news came as a great shock. She isn’t alone. Some 5.3 million people in the United States are currently barred from voting because of felony convictions (ProCon 2009). These individuals include inmates, parolees, probationers, and even people who have never been jailed, such as Leola Strickland.

Under the Fourteenth Amendment, states are allowed to deny voting privileges to individuals who have participated in “rebellion or other crime” (Krajick 2004). Although there are no federally mandated laws on the matter, most states practice at least one form of felony disenfranchisement.

Is it fair to prevent citizens from participating in such an important process? Proponents of disfranchisement laws argue that felons have a debt to pay to society. Being stripped of their right to vote is part of the punishment for criminal deeds. Such proponents point out that voting isn’t the only instance in which ex-felons are denied rights; state laws also ban released criminals from holding public office, obtaining professional licenses, and sometimes even inheriting property (Lott and Jones 2008).

Opponents of felony disfranchisement in the United States argue that voting is a basic human right and should be available to all citizens regardless of past deeds. Many point out that felony disfranchisement has its roots in the 1800s, when it was used primarily to block Black citizens from voting. These laws disproportionately target poor minority members, denying them a chance to participate in a system that, as a social conflict theorist would point out, is already constructed to their disadvantage (Holding 2006). Those who cite labeling theory worry that denying deviants the right to vote will only further encourage deviant behavior. If ex-criminals are disenfranchised from voting, are they being disenfranchised from society?

A woman is shown voting at a voting booth.
Figure 7.7 Should a former felony conviction permanently strip a U.S. citizen of the right to vote? (Credit: Joshin Yamada/flickr)

Edwin Sutherland: Differential Association

In the early 1900s, sociologist Edwin Sutherland sought to understand how deviant behavior developed among people. Since criminology was a young field, he drew on other aspects of sociology including social interactions and group learning (Laub 2006). His conclusions established differential association theory, which suggested that individuals learn deviant behavior from those close to them who provide models of and opportunities for deviance. According to Sutherland, deviance is less a personal choice and more a result of differential socialization processes. For example, a young person whose friends are sexually active is more likely to view sexual activity as acceptable. Sutherland developed a series of propositions to explain how deviance is learned. In proposition five, for example, he discussed how people begin to accept and participate in a behavior after learning whether it is viewed as “favorable” by those around them. In proposition six, Sutherland expressed the ways that exposure to more “definitions” favoring the deviant behavior than those opposing it may eventually lead a person to partake in deviance (Sutherland 1960), applying almost a quantitative element to the learning of certain behaviors. In the example above, a young person may find sexual activity more acceptable once a certain number of their friends become sexually active, not after only one does so.

Sutherland’s theory may explain why crime is multigenerational. A longitudinal study beginning in the 1960s found that the best predictor of antisocial and criminal behavior in children was whether their parents had been convicted of a crime (Todd and Jury 1996). Children who were younger than ten years old when their parents were convicted were more likely than other children to engage in spousal abuse and criminal behavior by their early thirties. Even when taking socioeconomic factors such as dangerous neighborhoods, poor school systems, and overcrowded housing into consideration, researchers found that parents were the main influence on the behavior of their offspring (Todd and Jury 1996).

Travis Hirschi: Control Theory

Continuing with an examination of large social factors, control theory states that social control is directly affected by the strength of social bonds and that deviance results from a feeling of disconnection from society. Individuals who believe they are a part of society are less likely to commit crimes against it.

Travis Hirschi (1969) identified four types of social bonds that connect people to society:

  1. Attachment measures our connections to others. When we are closely attached to people, we worry about their opinions of us. People conform to society’s norms in order to gain approval (and prevent disapproval) from family, friends, and romantic partners.
  2. Commitment refers to the investments we make in the community. A well-respected local businessperson who volunteers at their synagogue and is a member of the neighborhood block organization has more to lose from committing a crime than a person who doesn’t have a career or ties to the community.
  3. Similarly, levels of involvement, or participation in socially legitimate activities, lessen a person’s likelihood of deviance. A child who plays little league baseball and takes art classes has fewer opportunities to ______.
  4. The final bond, belief, is an agreement on common values in society. If a person views social values as beliefs, they will conform to them. An environmentalist is more likely to pick up trash in a park, because a clean environment is a social value to them (Hirschi 1969).
FunctionalismAssociated TheoristDeviance arises from:
Strain TheoryRobert MertonA lack of ways to reach socially accepted goals by accepted methods
Social Disorganization TheoryUniversity of Chicago researchersWeak social ties and a lack of social control; society has lost the ability to enforce norms with some groups
Cultural Deviance TheoryClifford Shaw and Henry McKayConformity to the cultural norms of lower-class society
Conflict TheoryAssociated TheoristDeviance arises from:
Unequal SystemKarl MarxInequalities in wealth and power that arise from the economic system
Power EliteC. Wright MillsAbility of those in power to define deviance in ways that maintain the status quo
Symbolic InteractionismAssociated TheoristDeviance arises from:
Labeling TheoryEdwin LemertThe reactions of others, particularly those in power who are able to determine labels
Differential Association TheoryEdwin SutherlandLearning and modeling deviant behavior seen in other people close to the individual
Control TheoryTravis HirschiFeelings of disconnection from society
Table 7.2
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