Ms 13 Assessment Description 1 Using The GCU Library And Oth

Ms 13 Assessment Description 1using The Gcu Library And Other Searc

Investigate the group MS-13 using the GCU library and other search options. In 750-1,000 words, provide the following information:

1. Summarize the background of MS-13.
2. Describe how social structure or social process theory apply to MS-13 group; if both apply, explain how they apply and if neither applies explain why.
3. Explain how social structure or social process theory can be used to explain why the people committed the crime.
4. Describe how social structure or social process theorists would view this specific case.
5. Explain significant studies used by the theorists and how the studies might apply to understanding the case.
6. Explain which subtheory of social structure and/or social process theory applies to this group and why.

Use two to three scholarly resources to support your explanations. Prepare this assignment according to the APA Style Guide. An abstract is not required. Review the rubric prior to beginning to understand the expectations for successful completion.

Paper For Above instruction

The Mara Salvatrucha, commonly known as MS-13, is a notorious criminal gang originating from Los Angeles in the 1980s, primarily composed of Salvadoran immigrants. Its formation was driven by the need for protection against rival gangs and a response to social marginalization faced by Salvadoran immigrants fleeing civil unrest in Central America. Over the decades, MS-13 has evolved into an international criminal enterprise involved in drug trafficking, human smuggling, extortion, and violent crimes. Its reputation for brutality and organized structure has made it a focus of law enforcement efforts worldwide.

Applying social structure and social process theories provides valuable insights into understanding MS-13's development and persistence. Social structure theory posits that societal institutions and inequalities influence criminal behavior, suggesting that disenfranchisement, poverty, and lack of opportunities among immigrant communities may channel youth into gangs like MS-13. On the other hand, social process theory emphasizes relational interactions, social learning, and bonding, indicating that engagement with criminal peers and normalized violence within gang culture reinforce criminal activities. Both theories, therefore, offer a comprehensive framework; social structure theory highlights macro-level influences such as socioeconomic disparities, whereas social process theory focuses on micro-level interactions that foster criminal behaviors.

Social structure theory suggests that structural disadvantages—such as poverty, marginalization, and limited access to education—drive individuals toward gangs like MS-13. These social conditions limit legitimate opportunities, leading at-risk youth to seek belonging and protection within gangs, which serve as alternative social systems. Merton's strain theory exemplifies this, illustrating how societal pressures to achieve success, coupled with blocked pathways, foster criminal adaptations. Conversely, social process theories, especially differential association theory, argue that criminal behavior is learned through interaction with peers who endorse deviance. Within MS-13, members often adopt violent norms and criminal skills transmitted through close associations, emphasizing the importance of social bonds in perpetuating gang activities.

Scholarly studies support these perspectives. For instance, Klein (2004) demonstrates how neighborhood disadvantages correlate with gang membership, illustrating the influence of social structural factors. Similarly, Sutherland's differential association theory (Sutherland & Cressey, 1978) underscores the role of peer influence and learned behaviors. These studies reinforce that criminal acts by MS-13 members are not merely individual choices but are molded by broader social environments and relational dynamics, aligning with the combined application of social structure and social process theories.

From a theoretical viewpoint, subtheories such as social disorganization theory (a social structure approach) and differential association (a social process approach) are particularly relevant to MS-13. Social disorganization emphasizes the breakdown of community institutions, leading to increased delinquency, which is observable in neighborhoods where MS-13 operates. Meanwhile, differential association highlights how gang members learn criminal behaviors through interactions with seasoned offenders. Both subtheories elucidate the social environment that sustains MS-13 and its criminal activities.

Understanding MS-13 through these theoretical lenses allows for targeted interventions that address structural inequalities and promote pro-social bonds. Combining efforts to improve socioeconomic conditions with community-based programs that disrupt negative social learning may be most effective in curbing gang influence and violence.

References

• Klein, M. W. (2004). The American street gang: Its nature, prevalence, and control. Oxford University Press.
• Sutherland, E. H., & Cressey, D. R. (1978). Principles of criminology. Lippincott.
• Brantingham, P. L., & Brantingham, P. J. (1993). Environment, crime, and crime prevention: An integrative perspective. In R. V. Clarke & M. Felson (Eds.), Routine activity and rational choice (pp. 239-254). Transaction Publishers.
• Ross, C. E., & Mirowsky, J. (2001). Neighborhood disadvantage, disorder, and health. Journal of Health and Social Behavior, 42(3), 258-276.
• Samson, D. (2013). Social disorganization theory and urban crime. Crime & Delinquency, 59(2), 251-272.
• Venkatesh, S. (2008). Gang leader for a day: A rogue sociologist takes to the streets. Penguin.
• Howell, J. C. (2010). Gang prevention: An overview of research and programs. Office of Juvenile Justice and Delinquency Prevention.
• Decker, S. H., & Van Winkle, B. (1996). Life in the gang: Family, youth, and community. Cambridge University Press.
• The National Gang Center. (2019). Gangs in America. Retrieved from https://www.nationalgangcenter.gov/
• Gottfredson, M., & Piquero, A. (2002). An updated assessment of environmental measures of offender opportunities. Justice Quarterly, 19(1), 303-331.