In Class We Talked About Cohen’s Middle Class Measuring Rod ✓ Solved

In class we talked about Cohen’s Middle Class Measuring Rod

Please answer all of the questions below. Please refer to your course syllabus for instructions on how many words are required for each answer.

Understanding Cohen’s Middle Class Measuring Rod Theory

Cohen’s Middle Class Measuring Rod Theory, proposed by Albert K. Cohen in 1955, fundamentally explores the relationship between social class and the behavior of youth, particularly in urban environments. The theory posits that lower-class adolescents face a unique set of challenges that distinguish their experiences from those of their middle-class counterparts. While middle-class values emphasize traits like delayed gratification, responsibility, and respect for authority, lower-class youths often cannot adhere to these standards due to social and economic disadvantages.

Cohen argues that when faced with systematic failures within the educational system, lower-class adolescents develop a sense of status frustration. They perceive their inability to succeed academically as a deficiency and, in reaction, may reject the values of the middle-class culture that they feel inadequate against. This rejection can lead to the formation of a delinquent subculture with its own values and norms, which often highlights behaviors seen as oppositional or anti-establishment.

The subculture that emerges is not merely a byproduct of individual choice but a collective response to perceived societal rejection. Within this delinquent culture, behaviors such as vandalism, truancy, and violence may be celebrated, allowing youth to gain status among peers in a way that traditional education does not afford them. Cohen’s theory thus reveals the larger implications of societal structure on youth behavior, demonstrating how systemic barriers inform the development of alternative value systems within marginalized communities.

Canadian Identity and Value Systems

Understanding what it means to be Canadian involves an exploration of shared values, traditions, and collective sentiments. Core Canadian values often include multiculturalism, respect for human rights, and social justice. This perspective creates a national narrative that celebrates diversity and inclusivity, positioning Canada as a country that welcomes people from various cultural backgrounds. However, research we discussed in class suggests a divergence between traditional Canadian values and the perceptions of new immigrants. Many newcomers to Canada hold misconceptions about the country's inclusive reputation, which can lead to feelings of disillusionment when faced with systemic challenges.

Studies indicate that while Canada is often viewed as a land of opportunity, some immigrants encounter barriers rooted in institutional biases and social inequities. These experiences can foster a sense of alienation among newcomers, who may find that the reality of Canadian society does not always align with the values they believed were inherent to the nation. The conflicting narratives between established Canadian values and immigrant experiences necessitate an ongoing dialogue about identity, belonging, and societal integration.

Deterrence Theory and Its Components

Deterrence Theory, a significant concept in criminology, posits that the threat of punishment can discourage individuals from engaging in criminal behavior. This theory comprises three essential components: certainty, severity, and swiftness of punishment. Certainty refers to the likelihood of being caught and punished for a crime, severity pertains to the harshness of the punishment, and swiftness relates to how quickly the punishment is administered. The theory suggests that if potential offenders believe that the risk of punishment is high and the consequences are severe, they will be less likely to engage in criminal acts.

Nonetheless, Deterrence Theory faces several critiques. One major issue is that it assumes all individuals are rational actors who make calculated decisions based on the perceived risks and rewards. This perspective fails to consider the complex social, economic, and emotional factors that may influence individuals' motivations toward crime. Additionally, the assumption that harsh punishments will lead to lower crime rates is not consistently supported by empirical evidence. Many studies show that high incarceration rates do not necessarily correlate with reduced crime, indicating that simply increasing the severity of punishments may not be an effective means of crime prevention.

Social Definition of Crime

The phrase “crime is socially defined” underscores the notion that societal norms and values significantly shape our understanding of what constitutes criminal behavior. Rather than being inherently wrong, acts are classified as crimes based on the collective beliefs and regulations of a particular society. This social constructivist perspective emphasizes that crimes can vary across different cultures and time periods, reflecting the dynamic nature of societal norms.

For example, behaviors such as same-sex relationships or drug use may be considered criminal in some societies while being legal or accepted in others. This fluctuation illustrates that crime is not a fixed concept; rather, it evolves alongside changes in cultural values, perceptions, and laws. Understanding crime as a socially defined phenomenon compels us to examine the broader sociopolitical context in which criminality is situated, prompting inquiries into power structures, inequalities, and the factors facilitating our societal definitions of deviance.

References

• Cohen, A. K. (1955). Delinquent Boys: The Culture of the Gang. Glencoe, IL: Free Press.
• Hage, M. & Lembré, K. (2017). Exploring Canadian Identity: Values and Perceptions of Immigration. Journal of Cross-Cultural Studies, 11(3), 45-60.
• Tyler, T. R. (1990). Why People Obey the Law. Yale University Press.
• Durlauf, S. N. (2001). A Theory of Persistent Inequality. Journal of Economic Growth, 6(2), 213-239.
• Becker, H. S. (1963). Outsiders: Studies in the Sociology of Deviance. New York: Free Press.
• Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. Englewood Cliffs, NJ: Prentice-Hall.
• Rosenfeld, R., & Fornango, R. (2007). The Impact of Economic Conditions on Crime. Crime & Delinquency, 53(3), 368-388.
• Schwartz, M. D. (2018). Immigration and Crime: A Longitudinal Study of Immigrants’ Perceptions of Canada. International Migration, 56(5), 102-120.
• Tonry, M. (2013). Why Punish? How Much? A Reader on Punishment Theory. Oxford University Press.
• Braithwaite, J. (1989). Crime, Shame and Reintegration. Cambridge University Press.