1

1. Michelle Alexander (2012) argues that racialized mass incarceration in the U.S. constitutes the
“New Jim Crow.” Discuss what this means, paying particular attention to how social control,
race, and class are deployed in its construction and maintenance. Provide 3 examples of how this
“New Jim Crow” is accomplished in your discussion (i.e. What are the stratifying mechanisms
and consequences of racialized mass incarceration?).
What Alexander means when she argues that racialized mass incarceration in the U.S
constitutes the “New Jim Crow” is that it allows for legal discrimination. It is accomplished by
targeting a specific population - which are usually disadvantaged, previous incarcerated, and
most of the time POC. Which leads to disadvantage when trying to access housing, food,
employment, medication, and relationship with law enforcers. It also allows for labels to be
created around these individuals, which only imposes further legal consequences to anyone that
fits those labels. One last example of how the “New Jim Crow” is accomplished is that it allows
the surveillance, at a state level, of anyone who was incarcerated constantly. This can be seen
when “stop & frisk” occurs to individuals, or in court processes. Such as mandatory minimums,
automatically being charged with pleading guilty, and three strike laws.
2. Imagine that you are part of a research team studying women’s treatment and experiences in
the criminal justice system. Using two of the theoretical perspectives we discussed and class
readings, how would you:
a. Design and implement a research study about this issue?
One of the most important components of designing the research study, would be who is
collecting data and interviewing the women for the study. Women have to be part of the research
team so that it is easier to talk about women’s treatment and experience in the criminal justice
system. It is easier for women to talk to each other about sensitive (or “taboo”) subjects. Also
being aware of the new widening, and being open when conducting the research study.
b. Design and implement a policy to alleviate the problem?
Take incarcerated women’s experiences and form policies that would avoid/eliminate
those negative experiences and treatments. It would also be important to take suggestions from
the incarcerated women as well, ask for specifics about what they would like to be improved or
discontinued. The criminalization of less serious forms of violence should also be looked at
when creating a policy, some incarcerated individuals may not have committed such a serious
crime and might think that their treatment is unfair.
3. Use the theories from our discussion about immigration and crime to propose a policy
regarding immigration and/or crime. When proposing your policy be sure to think about the
following:
a. What factors should be taken into account in considering what policies regarding
immigration would be most effective?
Society's treatment of immigrants, as well as institutions, should be taken into
consideration. So that the policy created does not do further harm rather than help them. Other
factors should include regional area, financial stability, and no mentioning if the individuals are
 2

documented or not. But a path for undocumneted immigrants should also be available but talked
about without villainizing those individuals.
b. What should the goal of the policy be? Control crime? Economics? Border Control? Path to
citizenship?
The goal of the policy that works toward a path citizenship while also trying to control
the amount of individuals at the border. As stated in the reading, it’s hard to correlate increased
crime to an increase in immigrants, however, the policy should make it so that it is safe for them
as well.
c. What do we know about how various institutions impact immigration and the experiences of
immigrants in society?
Law enforcement interactions with immigrants is paradoxical. While they want
immigrants' input in helping the community, previous actions of law enforcers make immigrants
wary and avoid them at all costs. It should also be known that there will always be tension
between immigrants and institutions (that have given negative experiences), acknowledging this
can allow for a better conversation to be established between the two.

4. Compare and contrast the following theories for why juveniles/kids commit crimes:
a. Social disorganization theory → inability of community strucurer ot realize common values
of its residents and maintain effective social controls (measured in local networks, prevalence of
organized participation, teenage peer groups
b. Symbolic interactionist theory → society maintained and structured through everyday
interactions and ppls subjective def of their worlds
When analyzing these theories, think about similarities and differences in how interactions with
people and society in general impact whether kids commit crimes. Also consider how we can
explain seeming contradictions, such as the fact that those who are appraised as “kind, sociable,
or successful” may still engage in delinquent behavior.
Both theories have social networks and values in common, although not in the same
manner. While it is true that for both, ideologies and labeling play an important role, it is the
application and how many people it applies to. Social disorganization is more of a community
based theory, it relies on common values with others, social networks, and social control.
Symbolic interactionist theory is more individual based and is subjective as it is based on an
individual's attitudes and ideologies. Juveniles/kids may commit crimes to gain approval of a
certain social network or to gain clout, they are doing it for others. If viewed with the symbolic
interactionism theory, these kids/juveniles may commit crimes to prove themselves to themselves
or to gain approval of a specific individual. Contradictions such as individuals that are appraised
but also engage in delinquent behavior can be best explained as a shift in theory. At a community
level, they may seek approval and appraisal, but at an individual level they may learn that they
enjoy weed or other similar delinquent behavior. They are not seeking approval from anyone but
 3

themselves, which is why in public they probably say they engage in such behaviors but will do
so for individual pleasure.

Bonus Questions: 2 extra points each

1. What is the 13th amendment and why is it important in our class?
The 13th amendment is what abolished “legal” slavery in the U.S and it’s territories. It is
important to this class because it is important to note that the modern day criminal justice system
is “legal” slavery with extra steps. It can be seen in who is incarcerated the most and for what
“crimes,” as well as learning how and why we got to this point. Additionally, it can reveal how
law enforcement interprets this law in the US and the relationship they have with the public. But
most importantly, analysis of this amendment is important to our class because it shows a link
between the prison-industiral complex and the lgeact of slavery in the U.S.

2. What was your favorite song played at the beginning of lecture, and how did it relate to the
content of the course?
My favorite song played at the beginning of lecture was Smooth Criminal during
mid-November. It related to the content of the course as Micheal was acting as a “criminal”
during the music video but also because of what he was accused of outside of music. But also
because it shows Micheal being a deviant, which is a topic that can be found heavy throughout
the quarter and helps identify individuals that are “outside the norm.”