You Are An Investigative Reporter For The Large News Network

You Are An Investigative Reporter For The Large News Network

You are an investigative reporter for a large news network. You are working on a news piece identifying how theories of crime explain specific crimes including the demographics of perpetrators and victims. You are required to make a thirty-minute presentation to your producers to convince them to run your story. Choose a specific crime from the Uniform Crime Reporting (UCR) Program at the following: US Department of Justice, The Federal Bureau of Investigation. (2009). 2008 Crime in the United States: About crime in the U.S. . Research this crime using your textbook, the Argosy University online library resources, and the Internet. Be sure to include the UCR and other crime reports in your research. Based on your research, develop a presentation that addresses the following: Define the crime. Include both the legal definition and others as necessary. Summarize demographics of the crime for both the perpetrators and the victims. Be sure to cover the following: Gender, Ethnicity, Socioeconomic characteristics, Other relevant diversity issues. Choose two theories of the causes of crime that have been discussed and analyzed so far in the course; apply those theories to the selected crime.

Paper For Above instruction

Introduction

As an investigative reporter committed to delivering insightful and well-supported stories, I have selected homicide—the unlawful killing of another human being—as the focus for this detailed analysis. Homicide remains one of the most serious crimes in the United States, with profound implications for society, and understanding its underlying causes through criminological theories is essential for effective prevention and policy-making.

Definition of Homicide

Legally, homicide encompasses the act of one person causing the death of another, with distinctions such as murder, manslaughter, and justifiable homicide based on intent and circumstances (UCR, 2009). Non-legally, homicide is often viewed as a reflection of underlying social, economic, and psychological factors that lead individuals to commit such acts. For this analysis, I focus primarily on murder—particularly first-degree and second-degree killings—characterized by intent and planned action.

Demographics of Homicide

According to UCR data, homicide victimization and perpetration exhibit significant demographic patterns. Victims are predominantly male, comprising approximately 77% of homicide victims, with males also accounting for a large majority of offenders (FBI, 2009). Ethnically, African Americans suffer disproportionate victimization rates, constituting about 50% of homicide victims despite representing roughly 13% of the population, indicating systemic issues related to racial inequality (Bureau of Justice Statistics, 2009). Socioeconomic factors are strongly associated, with higher incidences among individuals from lower-income backgrounds, often linked to neighborhoods experiencing social disorganization, poverty, and limited access to resources. Other relevant diversity issues include age—most victims and offenders are young adults aged 18-25—and urban residency, where homicide rates tend to be higher (FBI, 2009). These demographics provide critical insight into the social dynamics underpinning homicide.

Theories Explaining Crime: Strain Theory and Social Learning Theory

For this presentation, I have selected Strain Theory and Social Learning Theory to analyze homicide. These theories are well-supported and provide contrasting explanations—one emphasizing societal pressures and the other highlighting learned behaviors.

Strain Theory

Developed by Robert Merton in the 1930s, Strain Theory suggests that societal structures exert pressure on individuals to achieve culturally approved goals, such as economic success. When individuals are unable to attain these goals through legitimate means, they experience strain or frustration, which may lead to delinquent or criminal behavior (Merton, 1938). The main proponents of this theory, including Robert Merton and Cloward and Ohlin, argued that social inequality, blocked opportunities, and economic hardship contribute directly to criminal acts. In the context of homicide, strain theory posits that individuals from disadvantaged backgrounds, facing social and economic pressure, may resort to violence as a means of coping or expressing frustration (Agnew, 2006). Societal deprivation and limited access to resources often escalate tensions within marginalized communities, increasing the likelihood of violent responses.

Social Learning Theory

Developed by Albert Bandura and based on the premise that criminal behavior is learned through interactions and reinforcement within social environments, Social Learning Theory emphasizes the importance of observing and imitating others (Bandura, 1977). It suggests that individuals exposed to environments where violence is normalized or rewarded are more likely to adopt aggressive behaviors, especially if they lack positive role models or effective social controls (Akers, 1998). In the case of homicide, this theory explains how individuals who grow up in violent neighborhoods or are part of peer groups that endorse criminal behavior are more prone to commit murders. Differential association, a core concept within this theory, asserts that the frequency, duration, and intimacy of associations with convicted offenders influence criminality (Sutherland & Cressey, 1978). Hence, the community and peer influences significantly shape the tendency toward violence.

Comparison and Contrast of Theories

Both theories underscore the importance of societal and environmental influences on criminal behavior but differ conceptually. Strain Theory emphasizes structural inequalities and societal pressures that create frustration and motivate criminal response, whereas Social Learning Theory focuses on learned behaviors through social interactions and reinforcement of violence. Strain Theory primarily explains why individuals in disadvantaged socio-economic circumstances may resort to violence as a response to blocked opportunities. In contrast, Social Learning Theory accounts for the adoption of violence as a learned coping mechanism within specific social contexts.

Applying these theories to homicide reveals that both contribute to understanding different facets of the crime. For instance, impoverished neighborhoods with high social disorganization exemplify the strain model, while violent peer networks exemplify social learning influences. The demographic patterns observed—predominantly young males from minority backgrounds in economically deprived areas—align with both theories, indicating intersecting social and personal factors that facilitate homicide.

Formulating a Personal Hypothesis and a Combined Theory

Based on the research, my hypothesis is that homicide results from a complex interaction between societal strain and learned violent behaviors. In economically disadvantaged communities, social structures fail to provide legitimate means for success, creating frustration. Simultaneously, exposure to violent models reinforces aggressive responses, increasing the likelihood of lethal outcomes. Therefore, I propose a combined or 'confluence' theory: criminal violence, especially homicide, arises from the interplay of societal strain and social learning processes. Specifically, individuals in marginalized communities experience blocked opportunities and are immersed in environments where violence is both a learned behavior and a socially reinforced response to frustration.

This combined theory aligns with scholarly research supporting the interaction of structural and social factors (Agnew, 2006; Akers, 1998). Empirical evidence indicates that programs targeting both economic inequalities and social influences—such as community development initiatives and youth mentoring—are more effective in reducing homicide rates, further validating this integrated approach (Lynch et al., 2011).

Conclusion

The analysis of homicide through the dual lenses of Strain Theory and Social Learning Theory provides a comprehensive understanding of its causes, demographic patterns, and potential intervention points. Recognizing homicide as a multifaceted issue rooted in social structures and learned behaviors underscores the importance of holistic crime prevention strategies aimed at addressing both societal inequality and social environment influences. My combined or ‘confluence’ theory advocates a multi-layered approach that combines economic and social interventions to effectively reduce lethal violence in vulnerable communities.

References

• Akers, R. L. (1998). Socioeconomic status and juvenile delinquency: Testing the social learning perspective. Social Problems, 45(4), 507–518.
• Agnew, R. (2006). Juvenile violence and strain theory. In R. Agnew & D. P. Farrington (Eds.), The Oxford handbook of criminological theory (pp. 462–490). Oxford University Press.
• Bureau of Justice Statistics. (2009). Crime Against Persons: Homicide. NCJ 224711.
• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
• FBI. (2009). Crime in the United States, 2008. Federal Bureau of Investigation.
• Lynch, M., McNulty, T. L., & Desai, S. (2011). Neighborhood context and homicide. Journal of Crime and Justice, 34(2), 137–163.
• Merton, R. K. (1938). Social structure and anomie. American sociological review, 3(5), 672-682.
• Sutherland, E. H., & Cressey, D. R. (1978). Differential Association Theory. In Principles of Criminology (pp. 81–98). Springfield: Charles C. Thomas.