Criminological Theory / Edition 7

by Franklin Williams III, Marilyn McShane

Overview

The authoritative resource for concise, chronological coverage of all the major sociological criminological theories

This book provides all of the key principles of the most researched theories in the field of criminology in a concise, clearly written, and economical format. For over 30 years Williams and McShane’s Criminological Theory has been one of the most well-respected resources for undergraduate and graduate students nationwide, much appreciated for its strong research orientation and detailed research bibliographies that show the relationship between theory, research, and policy. Chapters are logically arranged with the social, cultural, and political context necessary to maximize understanding of the times that generated and supported the various theories presented. The book provides a chronological map tracing the development of each theory in relation to its predecessors and its role in the evolution of future theories. Each chapter ties into the preceding and subsequent chapter, making the theories that are meaningful to criminology today more cohesive. As a result, by understanding the relationship between early and present theory, students see the role played by the theorist more realistically, and can see themselves participating in theory as others before them have done.

Product Details

ISBN-13:	9780134558899
Publisher:	Pearson Education
Publication date:	01/12/2017
Edition description:	New Edition
Pages:	240
Product dimensions:	8.40(w) x 10.60(h) x 0.50(d)

About the Author

Frank P. Williams III is Professor Emeritus, California State University-San Bernardino and a Fellow of the Academy of Criminal Justice Sciences. He has published a number of articles, research monographs, encyclopedias, and books in areas ranging from criminological theory to correctional management. His books include Statistical Concepts for Criminal Justice and Criminology (Prentice Hall, 2008) and Imagining Criminology (Taylor & Francis, 1999), and he is co-author of A Thesis Resource Guide for Criminology and Criminal Justice (Prentice Hall, 2008), and the three-volume edited set Youth Violence and Delinquency: Monsters and Myths (Praeger, 2008).

Marilyn D. McShane was formerly a professor of criminal justice at the University of Houston-Downtown. She has been co-principal investigator in a number of correctional research grants and her published work includes journal articles, monographs, encyclopedias and books on a wide range of criminological and criminal justice subjects. Recent materials she has authored, coauthored and edited include: Women and Criminal Justice (Aspen Publishers, 2014); Criminological Theory, 6th Edition (Pearson, 2014); A Thesis Resource Guide for Criminology and Criminal Justice (Prentice Hall, 2008); Understanding Juvenile Justice and Delinquency (Praeger, 2016); and American Victimology (LFB Scholarly Publishing, 2011).

Table of Contents

Preface

1. Introduction

Section I: THE ROOTS OF CRIMINOLOGY

2. The Classical School

3. The Positive School

Section II: THE FOUNDATIONS OF AMERICAN CRIMINOLOGY

4. The Chicago School

5. Differential Association Theory

6. Anomie Theory

Section III: BUILDING ON THE FOUNDATION

7. Subculture Theories

8. Labeling Theory

Section IV: MODERN CRIMINOLOGY

9. Conflict Theory

10. Gender-Based Theories

11. Social Control Theory

12. Social Learning Theory

13. Rational Theories

Section V: CONTEMPORARY PERSPECTIVES

14. Contemporary Theories of Process

15. Contemporary Integrative and Critical Theories

Introduction

As its title implies, this book is about the major sociological theories of crime. While there are other approaches to the study of crime, since the 1920s criminology has been oriented toward sociology. There are, however, some comments on biological and psychological theories of crime and delinquency in the chapter on Positivism. Those comments have been expanded, in response to instructors' requests. However, we still intend the book to be representative of what criminological theory has been, because a course in criminological theory is mainly a course in history.

When we first developed the concept of this text, we wanted to provide undergraduates with a brief but clear description of the most popular criminological theories. We continue to hear from students and colleagues who have used the first three editions that many graduate students find the text valuable as a primer or as a study guide in their theory classes. With this in mind, we have expanded the chapter bibliographies so that they may prove useful to the graduate student writing a research paper.

As before we have included an update of current theory. The intent of the first edition was to focus on traditional theories, and we only briefly mentioned contemporary versions in the concluding chapter. In the second and third editions we added chapters that summarized a number of new theoretical directions. However, as time goes on and theory testing and integration continues, we have found it necessary to split some of these concluding chapters into their own distinct theoretical areas. New to this edition, Chapter 14 covers modern strain theory, new directions in social control, andcontemporary developmental approaches. Chapter 15 discusses the broader context of integrative and subjective theories as well as metatheory and also includes peacemaking criminology and postmodernism. The future of criminological theory is covered in the final chapter, Chapter 16, and offers the student a summative view of both the heritage of contemporary theory and new ways of looking at theory production.

The basic format of the first three editions has been retained in most chapters. We include a discussion of the social and intellectual heritage of the theory, highlight and explain the perspective and major concepts of the theory, and summarize and list the theory's major points. The lists of major points are intended to clarify earlier commentary and to demonstrate the logical connections among the various elements of each theory. The chapter summaries may also serve as review material for examinations. Graduate students may find the major points helpful in determining the background assumptions of the theories, comparing theories, and locating hypotheses for empirical testing.

As in the earlier editions, we attempt in most chapters to provide a classification of the theoretical perspective. These areas of the book continue to draw the most discussion. In one sense, we find this appropriate. There are so many methods of classifying theories that it is inevitable that instructors and others who use the text would find some conflict with their own positions. Rather than hide such conflicts, we believe it is more instructive to bring them out into the open for students. Thus, we continue to provide theory classifications and encourage instructors to tell students how their approaches differ from ours.

As always, we welcome any feedback on the book. The numerous versions of each theory make critical commentary inevitable. Since this book is designed primarily to be used, we invite readers, students, and teachers alike to provide us with their ideas on how to make it even more useful.

We feel very fortunate that we were able to acquire firsthand the comments and advice of some of the original authors of the theories. Our gratitude and appreciation are due to Freda Adler, Ron Akers, A1 Cohen, Ray Jeffery, the late Ed Lemert, Walter Miller, Lloyd Ohlin, and Austin Turk for their comments and guidance. Special thanks to those who reviewed the manuscript, including Dennis Longmire, Sam Houston State University; and D. Lee Gilbertson, Saint Cloud State University. Special thanks are also in order to those who used the text in their classes and provided us commentary, or otherwise helped with their ideas and thoughts. In a more general sense, we acknowledge our debts springing from the discussions we have had over the years with Ron Akers, Austin Turk, Sy Dinitz, A1 Reiss, Gil Geis, Hal Pepinsky, Jeff Ferrell, Mark Hamm, and a large number of very bright students and colleagues. And as is Richard Quinney, we are once again grateful to the Lone Ranger.

Frank P. Williams III
Marilyn D. McShane